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-<html><head>
-<meta http-equiv="Content-Type" content="text/html; charset=UTF-8">
-<title>developers-guide-1.9-en.odt</title>
-</head>
-
-<body>
-
-<p>Chamilo 1.9 developer's guide</p>
-<p>
-
-</p><h1>Theming through templates</h1>
-<p>
-</p><p>Chamilo 1.9 uses the Twig templating engine for part of its interface.</p>
-<p>As much as we'd like to be able to use it everywhere, this is not the
- type of things that you would do in a few hours, so right now there's 
-only localized support for templates.</p>
-<p>This being said, we probably cover all the very important part&nbsp;:
- headers, footers and general layout are covered almost everywhere (to 
-the notable exception of learning paths).</p>
-<p>
-</p><p>To update the template in 1.9.x, you still have to do that 
-manually on the filesystem, so you'd be better off using the following 
-procedure&nbsp;:</p>
-<p>
-</p><p>cd main/template/</p>
-<p>cp -r default default-backup</p>
-<p>cd default</p>
-<p>
-</p><p>This way, you can edit anything in the default template, but you also have the initial template if anything goes wrong.</p>
-<p>
-</p><p>Inside the <i>default</i> directory, you'll find the following directories, which we explain when needed (most of them are self-explanatory).</p>
-<p></p>
-<p>admin
-/</p>
-<p>agenda
-/</p>
-<p>auth
-/</p>
-<p>course_description
-/</p>
-<p>create_course
-/</p>
-<p>export
-/</p>
-<p>form
-/</p>
-<p>glossary/
-</p>
-<p>index
-/→ homepage for anonymous users and announcements</p>
-<p>layout
-/→ header, footer, banner and more are stored here</p>
-<p>learnpath/
-</p>
-<p>link
-/</p>
-<p>mail_editor
-/</p>
-<p>notebook
-/</p>
-<p>pages
-/</p>
-<p>skill
-/</p>
-<p>userportal
-/ → list of courses each user can see in «&nbsp;My courses&nbsp;»</p>
-<p>work/</p>
-<p></p>
-
-<h2>Cleaning the cache</h2>
-<p>If you're going to change templates, you need to know one thing and 
-remember it&nbsp;: before you test each change, delete the contents of 
-the <i><b>main/archives/twig/ </b></i>directory. Otherwise, the cache 
-will stick around and you won't see any (or you'll see only some) of 
-your changes, which could make you believe they didn't take effect.</p>
-<p></p>
-
-<h2>Structure of a page</h2>
-<p></p>
-<p>The structure of a typical page will thus be structured something 
-close to the following. We are using a shortened version of 
-main/template/default/layout/layout_2_col.tpl here, for the sake of 
-documentation. layout_2_col means «&nbsp;layout for 2 colums 
-page&nbsp;», and it is selected when we want to show things like the 
-courses list.</p>
-<p></p>
-<p>All text marked as {# ...text here... #} (colored gray in the 
-following example} is a comment that serves only the developers and 
-designers. It will not appear in the final HTML generated. If you want 
-an HTML comment, simply use its normal syntax &lt;&nbsp;!-- HTML comment
- →.</p>
-<p></p>
-<p>All text marked as {&nbsp;% ...text here... %} (colored green) is 
-specific Twig statements-language and marks some special action (more on
- that later). This can include «&nbsp;if&nbsp;» conditions and stuff 
-like that.</p>
-<p></p>
-<p>All normal HTML tag will appear as is. No need for any trick.</p>
-<p></p>
-<p>All text marked {{ ...text here... }} (colored blue) is an insert of a
- specific template variable prepared by your PHP scripts. This is how 
-you call those variables which you have carefully prepared for display. 
-These are usually strings or arrays (array values are called through the
- <i>array.index</i> syntax).</p>
-<p></p><b>{% extends "default/layout/main.tpl" %}
-</b>
-<p>
-</p>
-<p>{% block body %}
-</p>
-<p>{# Main content #}
-</p>
-<p>{# Right column #}
-</p>
-<p>&lt;div class="span3 menu-column"&gt;
-</p>
-<p>{# if user is not login show the login form #}
-</p>
-<p>{% if _u.logged == 0 %}
-</p>
-<p><b>{% include "default/layout/login_form.tpl" %}
-</b></p>
-<p>{% endif %}
-</p>
-<p>{# User picture #}
-</p>
-<p>{{ user_image_block }}
-</p>
-<p>
- {{# User Profile links #}
-</p>
-<p>{{ profile_block }}
-</p>
-<p>
- &lt;/div&gt;
-</p>
-<p>&lt;div class="span9 content-column"&gt;
-</p>
-<p>{# Portal homepage #}
-</p>
-<p>{% if home_page_block %}
-</p>
-<p>&lt;section id="homepage"&gt;
-</p>
-<p>&lt;div class="row"&gt;
-</p>
-<p>&lt;div class="span9"&gt;
-</p>
-<p>{{ home_page_block }}
-</p>
-<p>&lt;/div&gt;
-</p>
-<p>&lt;/div&gt;
-</p>
-<p>&lt;/section&gt;
-</p>
-<p>{% endif %}
-</p>
-<p>
-</p>
-<p><b>{% include "default/layout/page_body.tpl" %}
-</b></p>
-<p>
-</p><p>{% if content is not null %}
-</p>
-<p>&lt;section id="main_content"&gt;
-</p>
-<p>{{ content }}
-</p>
-<p>&lt;/section&gt;
-</p>
-<p>{% endif %}
-</p>
-<p>&lt;/div&gt;</p>
-<p>{% endblock %}
-</p>
-<p></p>
-<p>As you can see in the example, some «&nbsp;include&nbsp;» statements 
-can be found. They get the indicated file and put its content right 
-where you placed the call. This is practical to re-use other 
-already-templated blocks.</p>
-<p></p>
-
-<h2>Usable variables</h2>
-<p>Because we want this templating system to be practical for us, and 
-because we don't want to always be assigning all the common variables 
-we'll need right at the end of our scripts, Chamilo comes with a set of 
-pre-defined variables and arrays you can use.</p>
-<p>Here is a list of those variables and arrays... Not that it might not
- be exhaustive and that, at this time, we have no way of helping you 
-list these, but you <b>could</b> hack into <i><b>main/inc/lib/template.lib.php</b></i> and search for all <i><b>$this-&gt;assign('literal', $variable)&nbsp;;</b></i> calls to find out.</p>
-
-<h3><b>The _u array</b></h3>
-<p>The <b>_u</b> array contains general information about the user. You 
-could get the user's firstname to be printed inside any tpl by using the
- following syntax&nbsp;:</p>
-<p>{{ _u.firstname }}</p>
-<p>Here is a complete list of the values it contains, together with an 
-example of the value you'll get from them. As you will see, some of 
-these are duplicated under a slightly different name. We recommend 
-always using the lowercase variables, as others should be cleaned out 
-progressively in the future.</p>
-<p>[complete_name] =&gt; John Doe
-</p>
-<p>[complete_name_with_username] =&gt; John Doe (admin)
-</p>
-<p>[firstname] =&gt; John
-</p>
-<p>[lastname] =&gt; Doe
-</p>
-<p>[firstName] =&gt; John
-</p>
-<p>[lastName] =&gt; Doe
-</p>
-<p>[mail] =&gt; john@example.com</p>
-<p>[email] =&gt; john@example.com</p>
-<p>[picture_uri] =&gt; 
-</p>
-<p>[user_id] =&gt; 1
-</p>
-<p>[official_code] =&gt; ADMIN
-</p>
-<p>[status] =&gt; 1
-</p>
-<p>[auth_source] =&gt; platform
-</p>
-<p>[active] =&gt; 1
-</p>
-<p>[username] =&gt; admin
-</p>
-<p>[theme] =&gt; 
-</p>
-<p>[language] =&gt; english
-</p>
-<p>[last_login] =&gt; 2014-01-11 15:21:57
-</p>
-<p>[lastLogin] =&gt; 2014-01-11 15:21:57
-</p>
-<p>[avatar] =&gt; http://my.chamilo19.net/main/img/unknown.jpg
-</p>
-<p>[avatar_sys_path] =&gt; /var/www/chamilo-lms/main/img/unknown.jpg
-</p>
-<p>[avatar_small] =&gt; http://my.chamilo19.net/main/img/unknown_22.jpg
-</p>
-<p>[logged] =&gt; 1
-</p>
-<p>[is_admin] =&gt; 1
-</p>
-<p>[messages_count] =&gt; 
-</p>
-<p>[messages_invitations_count] =&gt; </p>
-<p></p>
-
-<h3>The _p array</h3>
-<p>This array contains a list of different forms of paths that you might
- need at the template level, for example to link to other resources</p>
-<p>[web] =&gt; http://my.chamilo19.net/
-</p>
-<p>[web_course] =&gt; http://my.chamilo19.net/courses/
-</p>
-<p>[web_main] =&gt; http://my.chamilo19.net/main/
-</p>
-<p>[web_css] =&gt; http://my.chamilo19.net/main/css/
-</p>
-<p>[web_ajax] =&gt; http://my.chamilo19.net/main/inc/ajax/
-</p>
-<p>[web_img] =&gt; http://my.chamilo19.net/main/img/
-</p>
-<p>[web_plugin] =&gt; http://my.chamilo19.net/plugin/
-</p>
-<p>[web_lib] =&gt; http://my.chamilo19.net/main/inc/lib/</p>
-<p></p>
-
-<h3>The _s array</h3>
-<p>This array contains some system variables representing general platform information</p>
-<p>[software_name] =&gt; Chamilo
-</p>
-<p>[system_version] =&gt; 1.9.8
-</p>
-<p>[site_name] =&gt; My campus
-</p>
-<p>[institution] =&gt; My Organisation</p>
-<p></p>
-
-<h3>Individual variables</h3>
-<p>Other variables are defined individually but are always available inside any template.</p>
-<p>As for the previous groups, the list below should be self-explanatory through the example values provided.</p>
-<p>system_charset =&gt; utf-8</p>
-<p>online_button =&gt; &lt;img src='...online.png' /&gt;</p>
-<p>offline_button =&gt; &lt;img src='...offline.png' /&gt;</p>
-<p>document_language =&gt; en</p>
-<p>title_string =&gt; My portal – My organisation – Portal section</p>
-<p>favico =&gt; <a href="http://my.chamilo19.net/favicon.ico">http://my.chamilo19.net/favicon.ico</a></p>
-<p>bug_notification_link =&gt; &lt;li class='report'&gt;&lt;a href='<a href="http://support.chamilo.org/">http://support.chamilo.org/</a>...'&gt;&lt;img src='...'&gt;&lt;/a&gt;&lt;/li&gt;</p>
-<p>notification_menu =&gt; …</p>
-<p>logout_link =&gt; <a href="http://my.chamilo19.net/index.php?logout=logout&amp;uid=5">http://my.chamilo19.net/index.php?logout=logout&amp;uid=5</a></p>
-<p>profile_link =&gt; </p>
-<p>message_link =&gt; </p>
-<p>portal_name =&gt; </p>
-<p>menu =&gt; </p>
-<p>breadcrumb =&gt; </p>
-<p>header_extra_content =&gt; </p>
-<p>administrator_name =&gt; </p>
-<p>footer_extra_content =&gt; </p>
-<p>session_teachers =&gt; </p>
-<p>teachers =&gt; </p>
-<p>style =&gt; </p>
-<p>help_content =&gt; </p>
-<p>actions =&gt; </p>
-<p>show_footer =&gt; </p>
-<p>show_header =&gt; </p>
-<p>show_toolbar =&gt; </p>
-<p>css_file_to_string =&gt; </p>
-<p>css_style_print =&gt; </p>
-<p>logo =&gt; </p>
-<p>js_file_to_string =&gt; </p>
-<p>extra_headers =&gt; </p>
-<p></p>
-
-<h2>Modifiers</h2>
-<p>Finally, there might come oportunities where you'd like the template 
-to do something for you, not very complicated but which relies on some 
-kind of processing. That's what modifiers are for.</p>
-<p>For example, and probably the most common modifier inside existing 
-tpl files&nbsp;: get_lang, will take the given value and use the 
-internal procedure from Chamilo to translate it and show the translation
- as the result, just where the tag was placed.</p>
-<p>For example, you could have a section like this, representing part of the header&nbsp;:</p>
-<p>&lt;div class="span3"&gt;
- &lt;div class="home-ico"&gt;
- &lt;a href="{{ _p.web }}"&gt;{{"Home"|get_lang}}&lt;/a&gt;
- &lt;/div&gt; 
-&lt;/div&gt;
-</p>
-<p>In this case, the term «&nbsp;Home&nbsp;» will be translated by 
-Chamilo's get_lang() function before it's shown on screen. The resulting
- code for this tpl block, taking into account previous examples, in 
-French, would look something like this&nbsp;:</p>
-<p>&lt;div class="span3"&gt;
- &lt;div class="home-ico"&gt;
- &lt;a href="http://my.chamilo19.net/"&gt;Accueil&lt;/a&gt;
- &lt;/div&gt; 
-&lt;/div&gt;
-</p>
-
-</body></html>
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@@ -1,6661 +0,0 @@
-<html>
-  <head>
-    <meta http-equiv="Content-Type" content="text/html; charset=UTF-8">
-    <title>Chamilo LMS 1.9 Teacher Guide</title>
-<!-- Latest compiled and minified CSS -->
-<link rel="stylesheet" href="//netdna.bootstrapcdn.com/bootstrap/3.0.3/css/bootstrap.min.css">
-<!-- Optional theme -->
-<link rel="stylesheet" href="//netdna.bootstrapcdn.com/bootstrap/3.0.3/css/bootstrap-theme.min.css">
-<!-- Latest compiled and minified JavaScript -->
-<script src="//netdna.bootstrapcdn.com/bootstrap/3.0.3/js/bootstrap.min.js"></script>
-</head>
-
-<body>
-<div class="container">
- <div class="header">
- <div>
-   <img class="center-block" src="images/1000020100000190000001703DD0216F.png">
- </div><p></p>
- <p class="lead">
- <h1 class="center-block">Chamilo 1.9</h1>
- <h2 class="center-block">Teacher's Guide</h2>
- </p>
- </div> <!-- end header class -->
- <h2>Table of content</h2>
-<ul>
-<li><a href="#__RefHeading__14803_1532370950">Chapter 1 Introduction</a></li>
-<ul>
-<li>1.1 What is Chamilo?</li>
-<li>1.2 About this guide</li>
-<li>1.3 Who is this guide for?</li>
-<li>1.4 How to use this guide.</li>
-<li>1.5 General usability</li>
-<ul>
-<li>1.5.1 Terminology</li>
-</ul>
-</ul>
-<li><a href="#__RefHeading__10795_44459225">Chapter 2 Why Chamilo?</a></li>
-<ul>
-<li>2.1 Learning paradigm</li>
-<li>2.2 Common interface elements</li>
-</ul>
-<li><a href="#__RefHeading__10797_44459225">Chapter 3 The Chamilo homepage</a></li>
-<li><a href="#__RefHeading__10799_44459225">Chapter 4 Register on the platform</a></li>
-<li><a href="#__RefHeading__12474_1198095569">Chapter 5 Finding your way in Chamilo</a></li>
-<li><a href="#__RefHeading__12480_1198095569">Chapter 6 Course creation</a></li>
-<li><a href="#__RefHeading__10801_44459225">Chapter 7 Control course access</a></li>
-<li><a href="#__RefHeading__10803_44459225">Chapter 8 Organizing courses</a></li>
-<ul>
-<li>8.1 Personal categories</li>
-<li>8.2 Subscribing to other courses</li>
-<li>8.3 Courses management icons</li>
-</ul>
-<li><a href="#__RefHeading__12482_1198095569">Chapter 9 Course administration</a></li>
-<li><a href="#__RefHeading__10805_44459225">Chapter 10 Course homepage</a></li>
-<ul>
-<li>10.1 Introductory text</li>
-<li>10.2 Authoring tools</li>
-<ul>
-<li>10.2.1 Course description</li>
-<li>10.2.2 Documents</li>
-<li>10.2.3 Tests</li>
-<li>10.2.4 Learning Paths</li>
-<li>10.2.5 Assessments</li>
-<li>10.2.6 Attendances</li>
-<li>10.2.7 Links</li>
-<li>10.2.8 Announcements</li>
-<li>10.2.9 Glossary</li>
-<li>10.2.10 Course progress</li>
-<li>10.2.11 Blogs</li>
-<li>10.2.12 Search</li>
-</ul>
-<li>10.3 Interaction tools</li>
-<ul>
-<li>10.3.1 Agenda</li>
-<li>10.3.2 Dropbox</li>
-<li>10.3.3 Groups</li>
-<li>10.3.4 Assignments</li>
-<li>10.3.5 Wiki</li>
-<li>10.3.6 Forum</li>
-<li>10.3.7 Users</li>
-<li>10.3.8 Chat</li>
-<li>10.3.9 Surveys</li>
-<li>10.3.10 Notebook</li>
-<li>10.3.11 Video-conference</li>
-</ul>
-<li>10.4 Administration tools</li>
-<ul>
-<li>10.4.1 Projects</li>
-<li>10.4.2 Settings</li>
-<li>10.4.3 Reporting</li>
-<li>10.4.4 Backup</li>
-</ul>
-</ul>
-<li><a href="#__RefHeading__10807_44459225">Chapter 11 First Steps: Documents</a></li>
-<ul>
-<li>11.1 Create a directory</li>
-<li>11.2 Quick-change of directory</li>
-<li>11.3 Importing a document</li>
-<li>11.4 Authoring content in Chamilo</li>
-<li>11.5 Saving documents</li>
-<li>11.6 Deleting a file or a directory</li>
-<li>11.7 Watching course quotas</li>
-<li>11.8 Slideshow</li>
-</ul>
-<li><a href="#__RefHeading__10809_44459225">Chapter 12 Interactivity: Tests</a></li>
-<ul>
-<li>12.1 Introduction</li>
-<li>12.2 Creating a new test</li>
-<li>12.3 Feedback, score and correct answers</li>
-<ul>
-<li>12.3.1 Automated feedback</li>
-<li>12.3.2 Scoring tests</li>
-<li>12.3.3 Displaying correct answers</li>
-</ul>
-<li>12.4 Test types</li>
-<li>12.5 Adding questions to the test</li>
-<ul>
-<li>12.5.1 Type 1 : Multiple choice – Single answer</li>
-<li>12.5.2 Type 2 : Multiple choice – multiple answer</li>
-<li>12.5.3 Type 3 : Fill the blanks</li>
-<li>12.5.4 Type 4 : Matching</li>
-<li>12.5.5 Type 5 : Open question</li>
-<li>12.5.6 Type 6: Audio answer</li>
-<li>12.5.7 Type 7 : Hot spot, or image area</li>
-<li>12.5.8 Type 8 : Exact combination</li>
-<li>12.5.9 Type 9 : Unique answer with unknown</li>
-<li>12.5.10 Type 10 : Multiple answer True/False/Don't know</li>
-<li>12.5.11 Type 11 : Combination True/false/don't know</li>
-<li>12.5.12 Type 12 : Global multiple answer</li>
-</ul>
-<li>12.6 Recycling existing questions</li>
-<li>12.7 Importing: HotPotatoes, IMS/QTI2, Excel</li>
-<li>12.8 Test results</li>
-</ul>
-<li><a href="#__RefHeading__10811_44459225">Chapter 13 Communication&nbsp;: Forums</a></li>
-<ul>
-<li>13.1 Using forum views</li>
-<li>13.2 Add forum categories</li>
-<li>13.3 Add forum</li>
-<li>13.4 Manage forum categories</li>
-<li>13.5 Manage forums</li>
-<li>13.6 Start a new topic</li>
-<li>13.7 Manage discussion threads</li>
-<li>13.8 Manage messages</li>
-<li>13.9 Give your learners a score</li>
-<li>13.10 Give a score from a message</li>
-<li>13.11 Add a message to a thread</li>
-<li>13.12 Reply to a specific message</li>
-<li>13.13 Quote a previous message</li>
-<li>13.14 Reply or Reply to this topic</li>
-<li>13.15 Search a forum element</li>
-</ul>
-<li><a href="#__RefHeading__6681_1735218244">Chapter 14 Structure: Learning paths</a></li>
-<ul>
-<li>14.1 Introduction</li>
-<li>14.2 Create a learning path</li>
-<li>14.2.1 Learning path's settings</li>
-<li>14.3 Add Learning Objects and Activities</li>
-<ul>
-<li>14.3.1 Create a new document</li>
-<li>14.3.2 Use existing resources</li>
-<li>14.3.3 Add a new section</li>
-<li>14.3.4 Display the learning path</li>
-</ul>
-<li>14.4 Import AICC and SCORM</li>
-<li>14.5 Managing learning paths</li>
-<li>14.6 Prerequisites</li>
-<li>14.7 Generating certificates</li>
-</ul>
-<li><a href="#__RefHeading__10813_44459225">Chapter 15 Reporting</a></li>
-<ul>
-<li>15.1 Tracking learners</li>
-<li>15.2 Show individual learner's details</li>
-<li>15.3 Course reporting</li>
-<li>15.4 Resource Reporting</li>
-<li>15.5 Test/exam Reporting</li>
-</ul>
-<li><a href="#__RefHeading__10815_44459225">Chapter 16 Assignments</a></li>
-<ul>
-<li>16.1 Assignment creation</li>
-<li>16.2 Completion of assignments by students</li>
-<li>16.3 Manage assignments</li>
-<li>16.4 Setting up the assignment evaluation</li>
-<li>16.5 Assignment expiry dates</li>
-<li>16.6 Marking assignments</li>
-</ul>
-<li><a href="#__RefHeading__13566_554970603">Chapter 17 Users</a></li>
-<ul>
-<li>17.1 Subscribe users</li>
-<ul>
-<li>17.1.1 Add teachers</li>
-<li>17.1.2 Unsubscribe a user</li>
-<li>17.1.3 Add/update a user's description</li>
-<li>17.1.4 Search for a subscribed learner</li>
-<li>17.1.5 Export the list of subscribed users</li>
-<li>17.1.6 Display learners reporting</li>
-</ul>
-</ul>
-<li><a href="#__RefHeading__10817_44459225">Chapter 18 Assessments</a></li>
-<ul>
-<li>18.1 Assessments pre-configuration</li>
-<ul>
-<li>18.1.1 Total weight and minimum certification score</li>
-<li>18.1.2 Weights</li>
-<li>18.1.3 Skills ranking</li>
-<li>18.1.4 Certificate template</li>
-</ul>
-<li>18.2 Add a classroom activity</li>
-<li>18.3 Add an online activity</li>
-<li>18.4 List view</li>
-<li>18.5 Manage activities</li>
-</ul>
-<li><a href="#__RefHeading__10819_44459225">Chapter 19 Wiki</a></li>
-<ul>
-<li>19.1 Starting the wiki</li>
-<li>19.2 Add a new linked page</li>
-<li>19.3 Add a new orphan page</li>
-<li>19.4 Commenting a page</li>
-<li>19.5 Other wiki features</li>
-</ul>
-<li><a href="#__RefHeading__10821_44459225">Chapter 20 Links</a></li>
-<ul>
-<li>20.1 Links categories</li>
-<li>20.2 Links</li>
-<li>20.3 Manage links</li>
-<li>20.4 Links checker</li>
-</ul>
-<li><a href="#__RefHeading__10823_44459225">Chapter 21 Announcements</a></li>
-<ul>
-<li>21.1 Add an announcement</li>
-<li>21.2 Announcements management</li>
-</ul>
-<li><a href="#__RefHeading__10825_44459225">Chapter 22 Glossary</a></li>
-<ul>
-<li>22.1 New term</li>
-<li>22.2 Glossary terms management</li>
-</ul>
-<li><a href="#__RefHeading__14628_2027752126">Chapter 23 Attendances</a></li>
-<ul>
-<li>23.1 Create an attendance sheet</li>
-<li>23.2 Recording attendances</li>
-</ul>
-<li><a href="#__RefHeading__14634_2027752126">Chapter 24 Course progress</a></li>
-<ul>
-<li>24.1 Create a thematic section</li>
-<li>24.2 Define the thematic plan</li>
-<li>24.3 Create steps for the course progress</li>
-</ul>
-<li><a href="#__RefHeading__10827_44459225">Chapter 25 Agenda</a></li>
-<ul>
-<li>25.1 Adding an event to the course agenda</li>
-<li>25.2 Import and export events</li>
-<li>25.3 Adding an event to the personal Agenda</li>
-</ul>
-<li><a href="#__RefHeading__10829_44459225">Chapter 26 Dropbox</a></li>
-<ul>
-<li>26.1 Folders</li>
-<li>26.2 Send a file to specific users</li>
-<li>26.3 Managing dropbox files</li>
-<li>26.4 Read and add comments on a file</li>
-</ul>
-<li><a href="#__RefHeading__10831_44459225">Chapter 27 Groups</a></li>
-<ul>
-<li>27.1 Create a group</li>
-<li>27.2 Groups settings</li>
-<li>27.3 Auto-filling a group</li>
-<li>27.4 Fill a group manually</li>
-<li>27.5 Getting into a group space</li>
-<li>27.6 Overview /Export of group members</li>
-<li>27.7 Groups management</li>
-</ul>
-<li><a href="#__RefHeading__10833_44459225">Chapter 28 Chat</a></li>
-<ul>
-<li>28.1 Send a message</li>
-<li>28.2 Empty messages</li>
-</ul>
-<li><a href="#__RefHeading__10835_44459225">Chapter 29 Survey</a></li>
-<ul>
-<li>29.1 Survey creation</li>
-<li>29.2 Add survey questions</li>
-<li>29.3 Survey preview</li>
-<li>29.4 Survey publication</li>
-<li>29.5 Results</li>
-<li>29.6 Surveys management</li>
-</ul>
-<li><a href="#__RefHeading__10837_44459225">Chapter 30 Notebook</a></li>
-<ul>
-<li>30.1 Notes creation</li>
-<li>30.2 Sort notes</li>
-</ul>
-<li><a href="#__RefHeading__10839_44459225">Chapter 31 Projects</a></li>
-<ul>
-<li>31.1 Project creation</li>
-<li>31.2 Subscribe learners to a project</li>
-<li>31.3 New article/task</li>
-<li>31.4 Roles management</li>
-<li>31.5 Assign a role to a learner</li>
-<li>31.6 Indicate the execution of a task</li>
-<li>31.7 Learners' task management</li>
-</ul>
-<li><a href="#__RefHeading__10841_44459225">Chapter 32 Course settings</a></li>
-<ul>
-<li>32.1 Update general course settings</li>
-<li>32.2 Visibility and access</li>
-<li>32.3 E-mail notifications</li>
-<li>32.4 User rights</li>
-<li>32.5 Chat settings</li>
-<li>32.6 Learning path settings</li>
-<li>32.7 Thematic advance settings</li>
-</ul>
-<li><a href="#__RefHeading__10843_44459225">Chapter 33 Backup</a></li>
-<ul>
-<li>33.1 Create a backup</li>
-<li>33.2 Import backup</li>
-<li>33.3 Copy course</li>
-<li>33.4 Empty this course</li>
-<li>33.4.1 Delete the course area</li>
-</ul>
-<li><a href="#__RefHeading__10845_44459225">Chapter 34 The Reporting tab</a></li>
-<ul>
-<li>34.1 Own courses and sessions reporting</li>
-</ul>
-<li><a href="#__RefHeading__5602_1198095569">Chapter 35 Social network</a></li>
-<ul>
-<li>35.1 Profile information</li>
-<li>35.2 Internal messaging</li>
-<li>35.3 “Friends”</li>
-<li>35.4 Social groups</li>
-<li>35.5 My files</li>
-</ul>
-<li><a href="#__RefHeading__17971_2027752126">Chapter 36 Session view</a></li>
-<ul>
-<li>36.1 Courses tab</li>
-<li>36.2 Learning paths tab</li>
-<li>36.3 My MCQ tab</li>
-<li>36.4 My statistics tab</li>
-</ul>
-<li><a href="#__RefHeading__10847_44459225">Chapter 37 Appendix</a></li>
-<ul>
-<li>37.1 Glossary</li>
-<li>37.2 Frequently asked questions</li>
-<li>37.2.1 How can I set a survey as a requirement to complete a course?</li>
-<li>37.2.2 How can I create a crosswords-type question?</li>
-<li>37.3 Document license</li>
-<li>37.4 Illustrations index</li>
-<li>37.5 Alphabetical index</li>
-<li>37.6 Document history</li>
-</ul>
-<a name="__RefHeading__14803_1532370950"></a>
-<h1>Introduction</h1>
-<p>
-
-</p><h2>What is Chamilo?</h2>
-<p>
-</p><p>Chamilo LMS is a <i>learning management</i> <i>system</i> designed to support effective online education (often referred to as <i>e-learning</i>).
- It is “free” software which has been developed through the 
-collaboration of various companies, organizations and individuals 
-according to a model known as <i>open-sourc</i><i>e, </i>but with stricter ethical values.</p>
-<p>
-</p><p>This means that you are free to download and use Chamilo, 
-provided you accept its license terms, (detailed under the GNU/GPLv3 
-license<sup><a href="#odt-footnote-ftn1" class="odt-footnote-anchor" name="anchor-odt-ftn1">1</a></sup>). As long as you undertake to maintain them, this confers four essential freedoms to you: the freedom to <b>use</b>, <b>study</b>, <b>modify</b> and <b>distribute</b> the software.</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000001AE0000008599B62089.png"></div>Illustration 1: Right to use, study and modify, share and distribute the software<p></p></div><p></p>
-<p>In addition to having been developed collaboratively by dozens of people across the world&nbsp;; Chamilo is also supported by <i>The Chamilo Association,</i>
- a non-profit organization whose key objective is to support the 
-platform and ensure its continuity. Such guarantees of continuing open 
-access make Chamilo LMS unique as an e-learning system.</p>
-<p>
-</p><p>Please feel free to contribute to Chamilo too! You can do this by
- promoting its use, reporting errors, suggesting improvements, 
-translating it (or its manuals) into your native language, or even 
-developing extensions or fixes by yourself.</p>
-
-<h2>About this guide</h2>
-<p>This guide has been written through the collaboration of various 
-organizations and individuals who share a common goal to contribute to 
-education around the world. You can contribute to the writing and 
-improvement of this guide too. All you need to do is drop us an e-mail 
-at <a href="mailto:info@chamilo.org">info@chamilo.org</a> with your 
-suggestions for improvements – you could attach you own modified version
- of paragraphs, chapters, screen-shots or even the whole manual! It's 
-that easy!</p>
-<p>
-
-</p><h2>Who is this guide for?</h2>
-<p>
-</p><p>This guide has been written with educators in mind: the many 
-teachers, tutors, trainers, instructors and others involved in education
- who find themselves faced (through choice or necessity) with 
-responsibility for managing an e-learning course.</p>
-<p>Entering the world of e-learning can present a complex, even 
-daunting, challenge, but we believe Chamilo LMS in itself provides a 
-welcome solution for newcomers. Learning how to use Chamilo will take 
-you a long way along the road to mastering many key aspects of 
-e-learning.</p>
-<p>If you are already an educator with experience in e-learning, you 
-should find this guide a useful, detailed explanation of the workings of
- Chamilo, and will be able to use it to further your skills in using 
-e-learning tools to develop your courses.</p>
-<p>Chamilo has two key aims: </p>
-<ul>
-<li>
-<p>to support the teacher in better responding to their students’ needs, and</p></li>
-<li>
-<p>to make it so easy to build and edit high quality digital learning 
-materials that the teacher can not only create but be inspired to 
-develop and continuously improve their courses' content. </p></li></ul>
-
-<h2>How to use this guide.</h2>
-<p>
-</p><p>This reference guide is designed to lead you smoothly through a 
-clear learning path, introducing you first to the most commonly used 
-tools, then guiding you progressively through more complex and/or seldom
- used features. </p>
-<p>(The exception to this pattern is the description of the social 
-network tool, which is explained separately at the end of the guide. 
-We've placed it there to offer some light relief following the preceding
- three or four chapters, which are a little bit more challenging than 
-the others! )</p>
-<p>Following this, you'll find a description of alternative approaches 
-to setting up Chamilo which you should find useful when organizing 
-courses for your students, simplifying your tracking work and helping 
-you easily identify and support “flagging” individuals while progressing
- with the course overall. </p>
-<p>We recommend you take a quick look at the Glossary (section 37.1). It
- will give you an overview of the terms used throughout this guide and 
-hopefully help avoid confusion in some sections.</p>
-<p>If you already have a teacher account in a Chamilo portal, you can 
-move directly to Chapter 5, which describes the Chamilo interface. If 
-you are familiar with this, move on to Chapter 6 which explains how to 
-create a course. If you are already a course administrator (i.e. a 
-teacher who has also created courses), you should go directly to Chapter
- 9, which is the initial chapter explaining the course tools. For those 
-who are familiar with the tools, much in this guide will already be 
-familiar, though you may find it handy to explore updated features, such
- as chapter 36 <i>The Social Network.</i> </p>
-<p>This guide can also serve, in its PDF version, as a handy quick reference, thanks to the <i>Alphabetical index</i>.</p>
-<p>If you have further questions about using Chamilo. you can visit the Chamilo forum (<a href="http://www.chamilo.org/forum">http://www.chamilo.org/forum</a>), where numerous other users, teachers, administrators and software developers will be happy to help you find the answers.</p>
-<p>If you have more demanding requirements, you might consider hiring one of our official providers (<a href="http://www.chamilo.org/en/providers">http://www.chamilo.org/en/providers</a>),
- a group of companies and institutions which offer professional services
- supporting Chamilo. The official providers have a record of tried and 
-proven serious involvement in the project and are committed to 
-sustaining its collaborative model. By hiring them, you already support 
-the Chamilo project.</p>
-
-<h2>General usability</h2>
-<p>
-</p><p>Chamilo has been designed to provide help and support within the 
-application. The icons are intended to symbolize what they represent, 
-independently of any particular language or culture. Furthermore, each 
-icon has a “mouse-over” description. If you allow your mouse to “hover” 
-over an icon for one second (without clicking), you will see a simple 
-pop-up description of the icon's function (Illustration 2: Icons label).</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000000B6000000763CD6BA80.png"></div>Illustration 2: Icons label<p></p></div><p></p>
-<p>There is also an online <i>help</i> facility on most pages which 
-appears as a partially hidden lifebuoy ring on the top right side of 
-your screen (see Illustration 3: Folded help) and clicking it will open a
- window explaining the feature you're in and how to use it (see 
-Illustration 4, Unfolded help ).It remains in place when you scroll the 
-screen so that it's constantly available and you can open and close it 
-without affecting your current work. When you click the buoy, a small 
-guide will open up, explaining the tool you're in and how to use it (see
- Illustration 5: Contextual help pop-up).</p>
-<p>
-<table border="1" cellpadding="0" cellspacing="0">
-<tbody><tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000083000000BF6F1B0447.png"></div>Illustration 3: Folded help<p></p></div><p></p></td>
-<td>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000007E000000A8020C96EE.png"></div>Illustration 4: Unfolded help<p></p></div><p></p></td></tr></tbody></table>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000037E000002897DEEF2C3.png"></div>Illustration 5: Contextual help pop-up<p></p></div><p></p>
-<p>
-
-</p><h3>Terminology</h3>
-<p>At the time of writing, Chamilo is being used by almost six thousand 
-organizations around the world, in many different languages, including 
-primary schools, colleges, higher education institutes, universities, 
-NGOs, small, medium and large companies.</p>
-<p>Obviously, all these bodies and institutions tend to use slightly 
-differing terminologies. For example, some institutions will call their 
-courses “Training sessions”, others will call them “Learning spaces” and
- others simply “Courses”. This presents challenges for the design of a 
-“one-size-fits-all” e-learning platform (or even user guide), so we have
- sought the middle road, and employ a simple, universal terminology 
-which we trust will make sense to all our users.</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000382000001520AD56599.png"></div>Illustration 6: History of Chamilo installations around the world, up to May 2013<p></p></div><p></p>
-<p>Of course, because we understand your organization may prefer a 
-specific terminology, we have equipped Chamilo with a way to edit any 
-interface term from within the platform administration. (this requires 
-administration skills and is thus described in the <i>Chamilo Administration Guide</i>). Should you urgently require a customization, you can ask one of our official providers<sup><a href="#odt-footnote-ftn2" class="odt-footnote-anchor" name="anchor-odt-ftn2">2</a></sup> for a customized language pack to be imported into your platform.</p>
-<p>
-</p><p>In this guide, we have endeavored to employ a universal terminology so, for example, the common education term “<b>student</b>” has been replaced by more neutral terms like “<b>learner</b>”
- which applies equally well in the business world. When referring to all
- kinds of users collectively, we have decided to use the term “<b>user</b>”.</p>
-<p>
-</p><p>This manual is available in several formats, so you can always download it in editable format from our website<sup><a href="#odt-footnote-ftn3" class="odt-footnote-anchor" name="anchor-odt-ftn3">3</a></sup>
- and do a quick search &amp; replace operation to make it fit your 
-needs. Don't hesitate to send us the updated version back for sharing 
-with others at <a href="mailto:info@chamilo.org">info@chamilo.org</a>. You'll be amazed at how this can benefit you in return, as other communities build up on your work to make things even better.</p>
-<p>
-</p><p>The somewhat ambivalent term “<b>training</b>” which had been employed in previous versions of the software has now been replaced by the more understandable term “<b>course</b>”, while the previously ousted term “<b>learning path</b>” has now been reinstated after a short and unpopular change to “<b>course</b>”.
- You will find all these terms defined and explained in the following 
-guide. If in any doubt, make sure you check our Glossary on page 168 
-Don't forget: you can customize these terms with the help of your 
-Chamilo administrator (if that's you, check the <i>Chamilo Administration Guide</i>).</p>
-
-<a name="__RefHeading__10795_44459225"></a>
-<h1>Why Chamilo?</h1>
-<p>Chamilo is an e-learning and collaboration platform which comes bundled as open-source software (or as purists will say, <i>Free Software</i>) which can be adapted to educational or professional projects. It is distributed under the <a href="http://fr.wikipedia.org/wiki/Licence_publique_g%C3%A9n%C3%A9rale_GNU">GNU/</a><a href="http://fr.wikipedia.org/wiki/Licence_publique_g%C3%A9n%C3%A9rale_GNU">GPL</a><a href="http://fr.wikipedia.org/wiki/Licence_publique_g%C3%A9n%C3%A9rale_GNU">v</a>3+ license, which you are bound to accept when using it.</p>
-<p>
-</p><p>A teacher using Chamilo can access a series of useful tools 
-allowing them to easily and efficiently create an effective learning 
-environment. On creating/editing a course he (or she) can:</p>
-<ul>
-<li>
-<p>import or create <b>documents</b> (audio, video, images) and publish them,</p></li>
-<li>
-<p>build <b>tests </b>and<b> exams</b> with<b> automated scores and feedback</b> as required,</p></li>
-<li>
-<p>build or import (<a href="http://fr.wikipedia.org/wiki/Sharable_Content_Object_Reference_Model">SCORM</a> and <a href="http://fr.wikipedia.org/wiki/Aviation_Industry_CBT_Committee">AICC</a>) compliant courses,</p></li>
-<li>
-<p>set and receive <b>virtual assignments</b>,</p></li>
-<li>
-<p>describe the components of the course through <b>description </b>sections,</p></li>
-<li>
-<p>communicate through <b>forums</b> or <b>chat</b>,</p></li>
-<li>
-<p>publish <b>announcements</b>,</p></li>
-<li>
-<p>add <b>links</b>,</p></li>
-<li>
-<p>create <b>work groups</b> or laboratory groups,</p></li>
-<li>
-<p>set up a <b>virtual classroom </b>(through the videoconference extension),</p></li>
-<li>
-<p>manage <b>scores</b> through the assessments tool,</p></li>
-<li>
-<p>create <b>surveys</b>,</p></li>
-<li>
-<p>add a <b>wiki</b> to create documents collaboratively,</p></li>
-<li>
-<p>use a <b>glossary</b>,</p></li>
-<li>
-<p>use an <b>agenda</b>,</p></li>
-<li>
-<p>manage a <b>project </b>(through the <b>blog</b> tool),</p></li>
-<li>
-<p>enable <b>tracking</b> of learners in your courses,</p></li>
-<li>
-<p>register <b>attendances</b>,</p></li>
-<li>
-<p>elaborate <b>a class diary (course progress)</b>.</p></li></ul>
-<p>
-</p><p>The Chamilo platform is extremely <b>flexible</b>. All its tools can be customized according to the needs of each course. It provides a <b>friendly</b> and <b>intuitive</b> user interface which requires no special prior technical knowledge or skills.</p>
-<p>
-
-</p><h2>Learning paradigm</h2>
-<p>
-</p><p>Some learning management systems fall into the trap of attempting
- to support a specific learning/teaching methodology (e.g. social 
-constructivism), perhaps in order to win some short-lived pedagogical 
-credibility. While focusing on a single paradigm is appropriate, even 
-desirable, on the part of individual teachers or organizations, Chamilo 
-resists the temptation to limit the design of the platform to one 
-specific approach in this way. </p>
-<p>
-</p><p>In our experience, the role of a Learning Management System is to
- provide a tool that can adapt to the needs and wishes of the user. 
-Providing “the right tool for the job” may be fine for single-purpose 
-tools (a hammer, a fork or a pencil). For a complex tool such as a LMS, 
-however, it is a combination of the platform's wide range of flexible 
-and adaptable features and the teacher's creative use of those features 
-that will, in time, result in courses which reflect an appropriate 
-specific learning methodology, be it social constructivism, 
-instructionalism, behaviorism, radical constructivism, symbolic 
-interactionism, etc. Chamilo acknowledges the role of the teacher in 
-choosing their own teaching approach, and strives to ensure that all of 
-these educational paradigms can all be effectively implemented using 
-various combinations of the flexible tools provided on its platform.</p>
-<p>
-</p><p>Chamilo LMS enables you to develop a course using whatever 
-paradigm/approach/method you as a teacher (or your institution/company) 
-feel comfortable with and, as such, makes sure you have the right tools 
-for the job.</p>
-<p>
-
-</p><h2>Common interface elements</h2>
-<p>
-</p><p>Because we know that common conventions make things easier for 
-everybody to remember and manipulate, we use a set of common visual 
-symbols throughout Chamilo. These symbols might stand alone representing
- an action, or be coupled with another symbol representing the object of
- the action.</p>
-<p>
-</p><p>Below are listed some of the most commonly used symbols on the platform:</p>
-<p></p>
-<p></p>
-<table border="1" cellpadding="0" cellspacing="0">
-<tbody><tr>
-<td>
-<p>
-</p>
-Icons<p></p></td>
-<td>
-<p>Features</p></td></tr>
-<tr>
-<td>
-<div class="odt-frame"><img src="images/100002010000001600000016206D6446.png"></div>
-</td>
-<td>
-<p>The pencil tool allows the <b>updating</b> of a specific piece of information or content</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000000200000002089372ADD.png"></div><p></p></td>
-<td>
-<p>The cross tool allows for the <b>deletion</b> of a specific piece of information or content</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020D4989FD8.png"></div>
-<div class="odt-frame">
-<img src="images/1000020100000020000000203A64CCE2.png"></div><p></p></td>
-<td>
-<p>The eye tool allows you to change the<b> visibility</b> of a piece of information/ content</p></td></tr>
-<tr>
-<td>
-<div class="odt-frame"><img src="images/100000000000002A000000286F56DD80.png"></div>
-</td>
-<td>
-<p>The <b>yellow star</b> marker on any icon symbolizes the <b>creation</b> of a <b>new</b> resource</p></td></tr>
-<tr>
-<td>
-<div class="odt-frame"><img src="images/100002010000003000000030B0A5FC13.png"></div>
-</td>
-<td>
-<p>A blue right arrow generally means <b>move things</b> or <b>insert things</b> into others</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000003000000030B0A5FC13.png"></div><p></p></td>
-<td>
-<p>A blue left arrow generally means <b>go back</b> (like the back button in your browser).</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000001600000016716E3D86.png"></div><p></p></td>
-<td>
-<p>A blue arrow pointing down generally means <b>download</b> some file or data.</p></td></tr>
-<tr>
-<td>
-<div class="odt-frame"><img src="images/100002010000003000000030C73703FD.png"></div>
-</td>
-<td>
-<p>A blue arrow pointing upwards generally means <b>upload</b> some file or data.</p></td></tr></tbody></table>
-
-<a name="__RefHeading__10797_44459225"></a>
-<h1>The Chamilo homepage</h1>
-<p>The homepage is the first visible page. It contains the login form and a few other important elements:</p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000062D0000036C4E25B83C.png"></div>Illustration 7: Homepage<p></p></div><p></p>
-<ul>
-<li>
-<p>Once the login and password have been registered, connecting is 
-straightforward (the administrator allocates permissions to users 
-depending on the platform configuration).</p></li>
-<li>
-<p>It is possible to register on the platform using a simple form (<i>Register</i>).</p></li>
-<li>
-<p>In case you lose your password, a new one can be generated easily (using the link <i>I lost my password</i>).</p></li>
-<li>
-<p>Access to the Chamilo community's forum is provided through the <i>Forum</i> link in the <i>Help</i> box.</p></li></ul>
-<p>
-</p><p><b>Note</b> : To view the courses with restricted access, you 
-must be registered on the platform and must be subscribed by the course 
-teacher, through the <b>course users</b> list.</p>
-<p>
-</p><p>
-
-</p>
-<a name="__RefHeading__10799_44459225"></a>
-<h1>Register on the platform</h1>
-<p>As for any web platform, users wishing to access the platform contents must register with their user name and password.</p>
-<p>
-</p><p>Once connected, the teacher has access to any courses on which (s)he is registered:</p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000060C000002B40919604C.png"></div>Illustration 8: "My courses" page<p></p></div><p></p>
-<ul>
-<li>
-<p>List of courses to which the user is subscribed. A pencil appears 
-next to the courses for which the user has teacher permissions (and is 
-thus allowed to update the course's settings)</p></li>
-<li>
-<p>Shortcut to the <i>Social Network</i> tool (which we will analyze in Social network, Social network)</p></li>
-<li>
-<p>A non-admin teacher can create a course<sup><a href="#odt-footnote-ftn4" class="odt-footnote-anchor" name="anchor-odt-ftn4">4</a></sup></p></li>
-<li>
-<p>Teachers and learners can subscribe to more existing courses</p></li>
-<li>
-<p>Teachers and learners have access to the history of their courses sessions.</p></li></ul>
-<p>
-</p><p>
-</p><p><b>Note</b>&nbsp;: Although the help feature link has been 
-replaced (since version 1.8.8) by a more dynamic, JavaScript-based box, 
-it remains fully accessible to people with impaired vision, which might 
-be navigating the platform through a text-based browser. Version 1.9 
-also offers a font resize feature for people with slightly impaired 
-vision.</p>
-
-<a name="__RefHeading__12474_1198095569"></a>
-<h1>Finding your way in Chamilo</h1>
-<p>Most pages are quickly accessible via the tabs at the top of the page: </p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000619000000E3B5464ED9.png"></div>Illustration 9: Chamilo header<p></p></div><p></p>
-<p>The “tabs” provide access to the homepage, the courses list, your 
-agenda, the reporting/tracking page, the social network and (if you are 
-is lucky enough to be a portal administrator) to the dashboard and 
-administration pages. The last tab shows the user's name (so he can 
-check he's not mistakenly using another user's account) and the red 
-“power” button 
-</p><div class="odt-frame"></div> lets the user log out at any time with a a single click.<p></p>
-<p>
-</p><p>Browsing through a course offers the same kind of navigation you 
-will find on any computer software. In Chamilo, it is referred to as the
- <i>breadcrumb </i>navigation, (a reference to a popular folktale motif, as in <i>Little Thumbling</i><i><sup><a href="#odt-footnote-ftn5" class="odt-footnote-anchor" name="anchor-odt-ftn5">5</a></sup></i><i> </i>who
- saved the lives of his brothers by leaving a trail of breadcrumbs in a 
-dark forest so they could find their way home.) This type of navigation 
-allows the user to find its way back to his starting point.</p>
-<p>
-</p><p>The first “breadcrumb” link, on the left, displays the name of 
-the course, and allows the user to return to the course homepage 
-directly. The links to the right of this point directly to the elements 
-of the course in which the user is currently located.</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000001DC000000323DCC49B9.png"></div>Illustration 10: Breadcrumb Navigation<p></p></div><p></p>
-<p>
-</p><p>
-</p><p>
-</p><p>Within a course, <i>Learner view</i> allows the teacher to view the course as a learner. The link then changes to <i>Teacher view</i>. Just click the new link to get back to the normal “teacher” view:</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000120000000B9EAB80239.png"></div>Illustration 11: Student view<p></p></div><p></p>
-
-<a name="__RefHeading__12480_1198095569"></a>
-<h1>Course creation</h1>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000001770000023C14DD926D.png"></div>Illustration 12: Personal menu blocks<p></p></div>Creating a course is quick and easy, and can be done from the <i>My courses</i> page.<p></p>
-<p>
-</p><p>Note&nbsp;: on some portals, teachers might not have permission 
-to create new courses and are simply assigned pre-created courses by the
- administrator.</p>
-<p>
-</p><p>Click on <i>Create course</i>. Fill the mandatory fields (see Illustration 13: Creating a course – short version) and click the button. That's it.</p>
-<p>The course will be visible by the course creator and (later) by the 
-users subscribed to it. By default, the person who creates the course is
- responsible for this course's administration. She is generally referred
- to as the <b>Course owner</b> or <b>Course creator</b>.</p>
-<p>
-</p><p>To create the course, you need only enter a single element, i.e. a clear and detailed title.</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004E7000001CAFE84364E.png"></div>Illustration 13: Creating a course – short version<p></p></div><p></p>
-<p>Additional options (entirely optional) are available by clicking on the <i>Advanced settings</i> link:</p>
-<ul>
-<li>
-<p><b>a </b><b>category</b> within the ones offered in the drop-down box<sup><a href="#odt-footnote-ftn6" class="odt-footnote-anchor" name="anchor-odt-ftn6">6</a></sup> (this is optional),</p></li>
-<li>
-<p><b>a </b><b>course code</b> Pick a code that matches the course title
- associated with e.g. a numerical classification. (n.b. Even if entered 
-in lowercase, the course code will be automatically uppercased and 
-symbols like <i>(-, _ and spaces</i> will be removed from the code),</p></li>
-<li>
-<p><b>the </b><b>course admin</b> this option is automatically filled with your name and cannot be updated,</p></li>
-<li>
-<p><b>the </b><b>language</b> used to display the course environment 
-(nothing stops you from using e.g. French even if the platform is 
-installed in English). The language choice doesn't influence the course 
-content, only the course interface<sup><a href="#odt-footnote-ftn7" class="odt-footnote-anchor" name="anchor-odt-ftn7">7</a></sup></p></li>
-<li>
-<p>the course can be filled with some <b>demo content</b> to indicate to
- the new course administrator the sort of thing s/he can create inside 
-the course (typically an exercise, forums and an introduction section). 
-Alternatively, this can be left completely empty.</p></li></ul>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000003370000021B37BB9C48.png"></div>Illustration 14: Create a course – extended version<p></p></div><p></p>
-<p>A course creation follow-up page is displayed, which suggests: </p>
-<ul>
-<li>
-<p>going straight to the newly created course (through a link on the course title), </p></li>
-<li>
-<p>going directly, by clicking on the relevant icon, to one of the most common course configuration steps:</p></li></ul>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004E50000013ECD79DF1C.png"></div>Illustration 15: Course creation follow-up page<p></p></div><p></p>
-<p>This empty course structure created, the next step is to enrich this 
-course through the addition of text, multimedia documents, audio tracks,
- links etc. etc.....)</p>
-
-<a name="__RefHeading__10801_44459225"></a>
-<h1>Control course access</h1>
-<p>During the creation of the course, it is recommended you don't allow 
-learners access before it is ready so they don't see an incomplete 
-course.</p>
-<p>
-</p><p>In order to do this, access has to be restricted by going to the course <i><b>Settings</b></i> tool:</p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000049D000000D1356313B3.png"></div>
-<p>Illustration 16: Course administration tools</p></div><p></p>
-<p>A series of choices are available to the teacher.</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004CF00000204221AC385.png"></div>Illustration 17: Course settings - Visibility<p></p></div><p></p>
-<ul>
-<li>
-<p><b>Public</b>&nbsp;: means it is accessible to any user, registered on this portal or not</p></li>
-<li>
-<p><b>Open&nbsp;</b>: means all users <i>registered on the portal</i> 
-can access the course as long as they have previously subscribed to it 
-(they can do this through the courses catalog). This is the <i>default option</i></p></li>
-<li>
-<p><b>Private&nbsp;</b>: means the course is only available to students who have been subscribed to it by a teacher or administrator. Make sure the <i>Subscription</i> option is set to be only available to trainers, though, as otherwise students might be able to subscribe themselves.</p></li>
-<li>
-<p><b>Closed&nbsp;</b>: means the course is <i>only available to its teacher or the administrator.</i><b> </b>Other users cannot access it, even if they have previously been subscribed to it. This last option is recommended <i>during the building or </i><i>maintenance</i><i> periods of the course</i>.</p></li></ul>
-<p>
-</p>
-<a name="__RefHeading__10803_44459225"></a>
-<h1>Organizing courses</h1>
-<p>With Chamilo, one can end up managing a large quantity of courses. In addition to <i>general</i> course categories, all course creators have an option to create <i>personal</i> categories, visible only to the user who created them, to help him organize his courses.</p>
-<p>
-</p><p><b>Note</b>&nbsp;: This feature is not supported by the 
-platform's developers anymore, and might be abandoned in the future. It 
-can result in a conflict with the courses order on the My courses<i> page when these are registered within sessions.</i></p>
-<p>
-
-</p><h2>Personal categories</h2>
-<p>Go to <i>My courses</i>, option<i> Sort courses</i> in the menu, to get to the courses sorting tools page. Click on the <i>Create a personal course category</i>, and fill the name of the new personal category to be created. Finally, click the <i>Add category </i>icon.</p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000337000000E9738E49D6.png"></div>Illustration 18: Sort my courses<p></p></div><p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000001D80000009B91DDED2F.png"></div>Illustration 19: Personal category creation form<p></p></div><p></p>
-<p>The new personal category appears in a list at the top of the page. It is possible to create several personal course categories.</p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000033E000001AD0F9C5816.png"></div>Illustration 20: Personal courses category created<p></p></div><p></p>
-<p>
-</p><p>Click the pencil icon next to each course to set a category for 
-it. In the drop-down list, select the personal category with which the 
-course will be associated, then click the confirmation button. With 
-courses sorted and linked to personal categories, the courses homepage 
-is more readable. Courses not associated with any personal category are 
-shown at the top of the page.</p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000033B000001915CD95D57.png"></div>Illustration 21: Personal courses categories<p></p></div><p></p>
-<p>To remove a category, click the red cross<i> </i>and confirm.</p>
-<p>
-</p><p>
-
-</p><h2>Subscribing to other courses</h2>
-<p>Teachers and students can subscribe to courses. When a teacher 
-subscribes to another course by himself, he is considered student in 
-this course, and will thus not have access to the normal teacher tools. 
-If you want to register to be registered to someone else's course as a 
-teacher, you will have to ask the current teacher of that course or the 
-administrator to register you, as a teacher, to that course.</p>
-<p>
-</p><p>Clicking on the <i>Courses catalog</i> link, then on <i>Subscribe to a course,</i>
- and the general courses categories list appears. You can look for the 
-course in the suggested categories, or find it by searching for all or 
-part of the course title via the search box on the top-right part of the
- page. </p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004A600000212B68C7313.png"></div>Illustration 22: Courses catalog<p></p></div><p></p>
-<p>Once the course has been found, click on the <i>Subscribe</i> icon to subscribe to it. The subscription gives the user subscribing <b>learner</b> status.</p>
-
-<h2>Courses management icons</h2>
-<p>In the courses management interface, you will see the following common icons and buttons.</p>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000000580000002602C8F2C7.png"></div><p></p>
-<table border="1" cellpadding="0" cellspacing="0">
-<tbody><tr>
-<td>
-<p>Icons</p></td>
-<td>
-<p>Features</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020B8DD8E3C.png"></div><p></p></td>
-<td>
-<p>Update/edit a course</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000000200000002089372ADD.png"></div><p></p></td>
-<td>
-<p>Remove a course</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000005F00000023C49328C6.png"></div><p></p></td>
-<td>
-<p>Read the course description</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000007E00000027386507F6.png"></div><p></p></td>
-<td>
-<p>Link to the course homepage (only available if public or open)</p></td></tr>
-<tr>
-<td>
-<p></p></td>
-<td>
-<p>Register on the course</p></td></tr></tbody></table>
-<p>
-
-</p>
-<a name="__RefHeading__12482_1198095569"></a>
-<h1>Course administration</h1>
-<p>The <i>My courses </i>tab the teacher to see a list of the courses 
-which they can manage. (These display a pencil icon on the right side of
- the course's box, as opposed to courses on which they are subscribed as
- learners).</p>
-<p>
-</p><p>You just need to click on the course name to access its homepage. The various tools are arranged in three categories:</p>
-<ul>
-<li>
-<p><b>Authoring</b> : tools for creating course content,</p></li>
-<li>
-<p><b>Interaction</b> : tools for teacher-learner or learner-learner interaction within the course,</p></li>
-<li>
-<p><b>Administration</b> : tools for the management of course options.</p></li></ul>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004AA000004615571AC99.png"></div>Illustration 23: Course tools – Classical option<p></p></div>
-<div class="odt-frame">
-<img src="images/100002010000002000000020D4989FD8.png"></div><p></p>
-<p>The teacher can choose to hide or show distinct tools using the <i>eye</i> icon under each tool, so that the course doesn't intimidate the new learner with too many options.</p>
-<p>
-</p><p>Note&nbsp;: In some cases the administrator may make tools 
-unavailable to course teachers or enable tools which depend on specific 
-extensions (like the full-text search or the video conference), so what 
-you see entering the course might not be the same as described here.</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000003D7000001FB8D28C17B.png"></div>Illustration 24: Authoring tools in ipad type view<p></p></div><b>Note</b>&nbsp;:
- The course interface can be presented in different ways depending on 
-what the administrator's chooses. He might, for example, enable a view 
-that was popular in previous versions of Chamilo, as in this 
-illustration. This view is called the 2-columns activity view.<p></p>
-
-<a name="__RefHeading__10805_44459225"></a>
-<h1>Course homepage</h1>
-<p>In this chapter, we will present a brief overview of the various 
-tools available. Each tool will be examined in more detail in later 
-chapters.</p>
-
-<h2>Introductory text</h2>
-<p>Just before looking at any particular course tool, note that it is 
-possible to present a welcome message to a course. Click on the <i>Add an </i><i>introduction text</i> icon 
-</p><div class="odt-frame">
-<img src="images/10000000000000160000001668E05B33.gif"></div> below the <i>Learner View </i>button. A text editor appears...<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004BE00000214CD408564.png"></div>Illustration 25: Course homepage – Introduction text<p></p></div><p></p>
-<p>This feature, although very simple to use, is also very powerful: it 
-can simply present a few words of introduction, but it also enables you 
-to redesign the entire course homepage simply by hiding all the course 
-tools and writing a large introduction text/page including icons with 
-links to the course tools' internal pages.</p>
-<p>
-</p><p>To do this&nbsp;:</p>
-<ul>
-<li>
-<p>hide all the tools (by clicking the eye, which must be <i>closed</i> and grayed)</p></li>
-<li>
-<p>right-click on any tool to which the learners need access</p></li>
-<li>
-<p>select <i>Copy link location</i></p></li>
-<li>
-<p>left-click on <i>Add an introduction text</i></p></li>
-<li>
-<p>place an introduction text (use the table tool 
-</p><div class="odt-frame">
-<img src="images/100000000000001F00000014952C2D94.png"></div>,
- or an external HTML-editing tool if you wish, to position elements 
-precisely) and a new icon/graphic representing the tool requiring access<p></p></li>
-<li>
-<p>click an icon to select it then click the link creation tool 
-</p><div class="odt-frame">
-<img src="images/10000000000000180000001674917329.png"></div><p></p></li>
-<li>
-<p>«&nbsp;paste&nbsp;» the link that was saved a few steps before (CTRL-V should work just fine)</p></li>
-<li>
-<p>click the <i>save intro text </i>button</p></li></ul>
-<p>You now have an entirely personalized course homepage! The only remaining other visual elements are the header and the footer.</p>
-<p>
-
-</p><h2>Authoring tools</h2>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000046A000001C9454929A9.png"></div>Illustration 26: Authoring tools<p></p></div><p></p>
-
-<h3>Course description</h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000004000000040B040200C.png"></div>The
- course description is not at all mandatory, but it allows you to 
-present a global summary of the course and to offer potential 
-subscribers a flavour of the course.<p></p>
-<p>
-</p><p>The description tool presents several sections which provide the 
-course author with a simple suggested structure for their course 
-description. (The teacher doesn't have to use these, of course; if the 
-proposed sections do not match requirements, other sections can be 
-created with the preferred titles). The sections include:</p>
-<ul>
-<li>
-<p>«&nbsp;Course description&nbsp;»,</p></li>
-<li>
-<p>«&nbsp;Objectives&nbsp;»,</p></li>
-<li>
-<p>«&nbsp;Topics&nbsp;»,</p></li>
-<li>
-<p>«&nbsp;Methodology&nbsp;» etc,</p></li></ul>
-<p>At any time, a section can be removed by clicking on the <i>Delete</i> icon 
-</p><div class="odt-frame">
-<img src="images/10000201000000200000002089372ADD.png"></div>, or updated using the <i>update </i>icon .<p></p>
-<p>
-</p><p>The description is available to learners inside the course, but can also be viewed in the course catalog (via the <i>Description</i> button). This button opens a pop-up window showing the description provided by the teacher.</p>
-<p>
-
-</p><h3>Documents </h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000000400000004040531303.png"></div>This
- is used to add and organize the documents or files (text, images, 
-audio, video, HTML files etc.) used in the course. You can create 
-directories/folders within this tool as required.<p></p>
-
-<h3>Tests</h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000004000000040E5C72228.png"></div>The
- tests tool is used to create, update or import tests, quizzes and exams
- in the course. It includes facilities to automatically or manually 
-score and feedback to learners and to track and export learners' 
-results. The tests tool can be used to develop quite sophisticated 
-automated exercises which might in themselves form the core of the 
-course.<p></p>
-
-<h3>Learning Paths</h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000004000000040FA6A12EF.png"></div>This organizational tool allows you to generate or update <b>learning paths</b>
- to help guide your students through a specific sequence of learning 
-objects/experiences. It can be configured in various ways e.g. to 
-require students to undertake tasks in a given order, or to allow the 
-repetition of certain activities.<p></p>
-<p>
-</p><p>Note: If you come from a Moodle background, this feature can be compared to the ordering of blocks on your course homepage.</p>
-<p>
-
-</p><h3>Assessments</h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000004000000040D78077A6.png"></div>The
- assessments tool is very useful when a score has to be assigned for the
- whole course. It allows for the creation of a gradebook incorporating 
-the results of on-line or in-class evaluations. It also allows for the 
-automatic generation of certificates (although this might not prove as 
-intuitive as the rest of the platform tools due to the many parameters 
-involved).<p></p>
-
-<h3>Attendances </h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020100000040000000402385FD82.png"></div>This provides a means for the registration of attendance by learners, taking this into account in the scoring of assessments.<p></p>
-
-<h3>Links </h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020100000040000000408606FD6D.png"></div>You
- can use this tool to add links to external websites from within the 
-course which be be of value to students during the course of their 
-study. These links can be incorporated into a learning path.<p></p>
-
-<h3>Announcements </h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020100000040000000402E85A53D.png"></div>Use
- this fully featured tool to make announcements related to the course, 
-which will be flagged up to users when they log in to the course. They 
-can be be personalized and configured to be sent via email to relevant 
-users. It is also possible to attach documents to announcements.<p></p>
-
-<h3>Glossary </h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000004000000040079ED0B6.png"></div>A
- course glossary can be an invaluable aid to students on some courses. 
-This tool allows you add and view terms and definitions (including 
-sound, graphics etc.) and to import and export text .csv lists or save 
-the glossary as a .pdf file.<p></p>
-
-<h3>Course progress</h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000004000000040BCD13B05.png"></div>This planning and record keeping tool helps you to create, import, export or save <i>thematic sections</i> which can serve as a “course diary” to include topics and plans and indicate class progress.<p></p>
-<p>
-</p><p><b>Note</b> : The learning paths created inside the course can 
-also be made visible in the «&nbsp;Authoring&nbsp;» section, which could
- generate redundancy. It is possible to show or hide them using the 
-double square icon in the learning paths list («&nbsp;Make visible to 
-learners&nbsp;»)</p>
-<p>
-
-</p><h3>Blogs</h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000004000000040D5C2A8D8.png"></div>You
- may not see the Projects tool in the Authoring section, but if you 
-create a project using the tool in the Administration section, it will 
-show up in the <i>Authoring</i> tools, where you can hide it from the learners' view if you wish. This tool allows for collaborative work to be organized.<p></p>
-
-<h3>Search</h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020100000020000000201EDC43DC.png"></div>The
- search tool can only be enabled on the platform by the administrator, 
-as it requires the installation of specific and advanced modules 
-external to Chamilo itself. If enabled, the tool allows for searching 
-within the text of most documents on the whole platform, including texts
- imported or created inside Chamilo.<p></p>
-<p>
-
-</p><h2>Interaction tools</h2>
-<p>The objective of the interaction section is to group tools which 
-facilitate communication between learners as well as between learner and
- teacher. Unlike the <i>Authoring</i> tools which are primarily for teacher use, The <i>Interaction</i> tools are provided mainly for use by other users also, to support their learning.</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000475000001D05875D0A5.png"></div>Illustration 27: Interaction tools<p></p></div><p></p>
-
-<h3>Agenda </h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020100000030000000307BA76C1F.png"></div>This tool provides users with a comprehensive diary/calendar tool to which they can add events etc.<p></p>
-
-<h3>Dropbox </h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020100000040000000404906A7E0.png"></div>Users can use the course dropbox to share their own documents with others on the course.<p></p>
-
-<h3>Groups </h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000007800000078D95833E3.png"></div>Use this to create groups within in the course and manage access to course tools.<p></p>
-
-<h3>Assignments </h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020100000040000000403E013644.png"></div>Create
- assignments for learners to complete within the Chamilo platform, or to
- complete externally and upload for evaluation by the teacher. The 
-assignments tool integrates fully with the reporting and assessments 
-tools and allows for quick and easy monitoring of assignment submissions
- and results.<p></p>
-
-<h3>Wiki </h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000000300000003064E20B56.png"></div>The
- Wiki provides a handy tool for collaboration between users, be they 
-teachers or learners, through providing a clear and simple interface for
- the joint production of a class document.<p></p>
-
-<h3>Forum </h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020100000030000000300E894FE1.png"></div>The
- very fully featured forum tool allows for the creation and management 
-of forums for use by course members, and includes the facility to quote 
-student posts to teaching forums and edit, mark or annotate their work 
-in whatever way the teacher judges will best support students' learning.<p></p>
-
-<h3>Users</h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000000300000003093B2B2AC.png"></div>This
- tool allows learners to view who else is subscribed to the course, and 
-teachers to manage course users, subscribing teachers and users, and 
-importing and exporting course lists as required. The <i>users</i> tool also integrates with the <i>Groups</i> tool.<p></p>
-
-<h3>Chat </h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020100000030000000302CAE21AC.png"></div>Chamilo provides a simple text-chat facility allowing users to chat with other users on-line in the platform.<p></p>
-
-<h3>Surveys </h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000000300000003034118A7C.png"></div>The
- fully featured survey tool a powerful means of inviting users on the 
-platform to quickly and easily offer comment and feedback for the 
-evaluation and development of courses. The tool also supports the 
-analysis of results collected from participants.<p></p>
-
-<h3>Notebook </h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000000300000003099DEB166.png"></div>Sometimes
- a learner or teacher just wants to keep personal notes relevant to his 
-or coursework. The notebook tool provides a simple means for users to 
-write and store and organize such notes within the platform for their 
-own use, using the on-line editor. Notes created by this tool are 
-private: no user has access to the notes of another user.<p></p>
-
-<h3>Video-conference </h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020100000040000000405C588C94.png"></div>It
- is now relatively easy, using a local video-conference server, to 
-install the video-conference tool within a Chamilo course, although it 
-remains an external extension which is not always available in a classic
- portal. Chamilo 1.9 supports BigBlueButton 0.8, open-source 
-conferencing software which supports recording of the white board and 
-audio from a conference. The video sessions can later be made available 
-within Chamilo itself as a video library inside the course. From a 
-teacher's point of view, it's worth lobbying your administrator to set 
-it up!<p></p>
-
-<h2>Administration tools</h2>
-<p>The <i>administration</i> section groups tools that the learner never
- needs access to – there is therefore no option to hide or show the 
-tools, which are designed for teacher use only.</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000049D000000D1356313B3.png"></div>Illustration 28: Administration tools<p></p></div><p></p>
-
-<h3>Projects</h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000000400000004084F0CF0D.png"></div>This is where the teacher can create new <i>blogs</i> visible and available to learners in the <i>Authoring</i> section. A blog integrates tasks and users management via a calendar within the <i>Blogs </i>tool, supporting the effective management of collaborative projects.<p></p>
-
-<h3>Settings </h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000003000000030075E5894.png"></div>Manage the course settings as a teacher. Settings are sorted in a few sections: <p></p>
-<p>
-<table border="1" cellpadding="0" cellspacing="0">
-<tbody><tr>
-<td><b>
-<div class="odt-frame">
-<img src="images/100002010000002000000020A97A605E.png"></div>
-<div class="odt-frame">
-<img src="images/100002010000002000000020773D424F.png"></div>
-<div class="odt-frame">
-<img src="images/10000201000000200000002013159CF9.png"></div>
-<div class="odt-frame">
-<img src="images/10000201000000200000002018E09A2E.png"></div>
-<div class="odt-frame">
-<img src="images/100002010000002000000020E0287E39.png"></div></b></td>
-<td><b>Course settings</b></td>
-<td>
-<p>Manage and update elements such as the course title, category, language, picture, etc.</p></td></tr>
-<tr>
-<td><b>
-<div class="odt-frame">
-<img src="images/100002010000001600000016E7A54934.png"></div></b></td>
-<td><b>Course access</b></td>
-<td>
-<p>Configure course access updates (visibility, subscription and other permissions)</p></td></tr>
-<tr>
-<td></td>
-<td><b>E-mail notifications</b></td>
-<td>
-<p>Set the behaviour of for e-mails alerts</p></td></tr>
-<tr>
-<td></td>
-<td><b>Users rights</b></td>
-<td>
-<p>Configure of the agenda, announcements or picture display inside the forum</p></td></tr>
-<tr>
-<td></td>
-<td><b>Chat settings</b></td>
-<td>
-<p>Configure how the chat tool opens</p></td></tr>
-<tr>
-<td></td>
-<td><b>Learning paths settings</b></td>
-<td>
-<p>Enable the graphical theme of the learning path, as well as various other learning path settings</p></td></tr>
-<tr>
-<td><b>
-<div class="odt-frame">
-<img src="images/1000020100000020000000209CC8F837.png"></div></b></td>
-<td><b>Thematic advance configuration</b></td>
-<td>
-<p>Decide whether course progress information should be shown on course homepage</p></td></tr></tbody></table>
-</p><p>
-</p><p>
-</p><p>
-
-</p><h3>Reporting</h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000004000000040AE6DCAFF.png"></div>This
- important teacher tool tracks learners' use of learning paths, tests, 
-forums etc., as well as time spent on the course, progress, scores, 
-assignments, numbers of messages and last connection date. It is a 
-powerful monitoring tool which can save the teacher a huge amount of 
-time and dreary record keeping work.<p></p>
-
-<h3>Backup</h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000004000000040C4595A68.png"></div>This
- is where you can (and regularly should!) back up your course by 
-exporting a copy of the course. You can also use it to import previously
- backed up courses and to delete all or part of the course content and 
-data. You can also use it simply to delete the course – be careful, 
-though – there's no way back!<p></p>
-<p></p>
-
-<a name="__RefHeading__10807_44459225"></a>
-<h1>First Steps: Documents</h1>
-<p>The normal first step any teacher takes when needing content for a course is to go to the <i>Documents</i> tool 
-</p><div class="odt-frame">
-<img src="images/10000201000000400000004040531303.png"></div> and upload existing content (in the form of PDFs, PowerPoints, etc).<p></p>
-<p>
-</p><p>Chamilo allows for the import of all types of documents (HTML, 
-MS-Word®, MS-PowerPoint® MS-Excel®, PDF, Flash, Quicktime®, 
-OpenOffice.org, LibreOffice, MP3, OGG, AVI, etc.) and can first be used 
-as a simple documents catalog while the teacher builds up a bank of 
-materials (a few weeks, depending on the context).</p>
-<p>
-</p><p>You can rename documents at any time and arrange them in 
-directories/folders. The only provision is that the user must, of 
-course, have the requisite software installed on his computer to read 
-the files at his disposal. We recommend the use of standard and open 
-formats (see note below) to avoid the need for the learner to download 
-or buy costly software which might be overly specific (i.e. with no 
-other use) or prove difficult to maintain.</p>
-<p>
-</p><p>With regard to file storage, you do need to be sure to organize the <i>Documents</i> tool carefully to make it easy to find a document later on.</p>
-<p>
-</p><p>Note&nbsp;: The Chamilo community strives for a complete freedom 
-in the distribution of (distance) learning material. From this 
-perspective that a high priority is given to the support of open formats
- and applications, like LibreOffice® and its OASIS format rather than 
-the Microsoft® Office® suite; OGG (and its variations) rather than MP3® 
-or DivX®; etc. So we'd like to remind you that all features of Chamilo 
-can be used with a simple, open spec. browser, the only exception to 
-which is the video-conference and the hot spot exercises, which require 
-the Flash® plug-in (which is free but not open). We are working on this 
-last element to increase the availability of this type of exercise to 
-devices that do not support Flash®.</p>
-<p>
-
-</p><h2>Create a directory</h2>
-<p>To achieve a clearer storage structure, Chamilo lets you create 
-directories (folders) and sub-directories by clicking on the folder icon
- with the yellow star symbol 
-</p><div class="odt-frame">
-<img src="images/10000201000000200000002038991C9A.png"></div> .<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004A9000001A7D6F63E90.png"></div>Illustration 29: Documents – creating directories<p></p></div><p></p>
-<p>To create a directory:</p>
-<p>
-</p><ul>
-<li>
-<p>click on the <i>Create folder</i> icon,</p></li>
-<li>
-<p>enter the directory name,</p></li>
-<li>
-<p>click on the <i>Create the folder</i> button,</p></li>
-<li>
-<p>The new directory has been created and can be used right away to store new documents.</p>
-<p>
-</p><p>If you want to create a sub-directory, open the directory you want to create it in and follow the same procedure.</p></li></ul>
-<p>
-
-</p><h2>Quick-change of directory</h2>
-<p>
-</p><p>When creating a new course with example content, the <i>Documents</i> tool contains several directories (<i>audio, flash, images, </i>etc) by default.</p>
-<p>These directories are meant to provide additional help organizing 
-resources inside the course. Once there are over twenty or so documents 
-in the root directory, it becomes difficult to locate a document when 
-needed, because you will have to scroll up and down to get to see all 
-the files. Because of this, we recommend not having more than twenty 
-files in a single directory - general good practice in file management 
-anyway.</p>
-<p>
-</p><p>These directories are by default invisible to learners. It is up 
-to the teacher to decide whether learners should see these directories' 
-contents or not (by clicking on the <i>eye</i> icon 
-</p><div class="odt-frame">
-<img src="images/1000020100000016000000164E6D02FE.png"></div>).<p></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004A00000024EAD4F8A81.png"></div>Illustration 30: Documents – List of default directories<p></p></div><p></p>
-<p>Of course, it is possible to create several other directories using 
-the folder creation icon. In order to navigate swiftly within the 
-directories tree, a drop-down list called <i>Current folder </i>is available on the top left of the screen allowing any level of documents-directory to be readily accessed.</p>
-<p></p>
-<p>Once inside a directory, the <i>“up a level”</i> icon 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020F8C62D2F.png"></div> lets the teacher get back up one directory level.<p></p>
-<p>
-
-</p><h2>Importing a document</h2>
-<p>Import a new document by going to the desired destination folder and clicking the <i>Upload documents icon </i><i>
-</i></p><div class="odt-frame"><i>
-<img src="images/10000201000000200000002041DFFD39.png"></i></div><i> </i>.<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000021D000000392B995086.png"></div>Illustration 31: Documents - Icons - Upload<p></p></div><p></p>
-<p>The following screen appears:</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004A400000149BBD0251C.png"></div>Illustration 32: Documents – Documents upload<p></p></div><p></p>
-<p>Click on the green area to explore the files on your disk and select one(s<sup><a href="#odt-footnote-ftn8" class="odt-footnote-anchor" name="anchor-odt-ftn8">8</a></sup>)
- to upload. Inside the pop-up window, click the confirmation button. The
- documents upload starts. If you send several files at the same time, 
-you will see their upload progress, live, as in the following 
-illustration.</p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000002E0000001666DD2ADF3.png"></div>Illustration 33: Documents – Documents upload in progress<p></p></div><p></p>
-<p>
-</p><p>Once the upload is finished, the following validation list appears.</p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004AD00000176E67EDFA8.png"></div><p></p>
-<p>Illustration 34: Documents – Document upload finished</p></div><p></p>
-<p>The green ticks indicate that the documents have been sent to the 
-course successfully. Click on the blue arrow icon pointing left to get 
-back to the documents list.</p>
-<p><i>Note&nbsp;: The tab labeled Send <b>(</b>Simple<b>)</b> allows you to use the traditional “dialogue window” procedure to upload. We called it <b>Simple</b>
- because users are generally more used to this one, though it's really a
- bit more complicated to use! Document indexing options can only be 
-found in the Simple form (in case your administrator has enabled the 
-search feature) as well as an option to unzip a complete file hierarchy.</i>
-</p><p>
-
-</p><h2>Authoring content in Chamilo</h2>
-<p>A major advantage of Chamilo over other Learning Management Systems 
-is that it provides a wide range of inbuilt features supporting the 
-effective authoring of course content. The toolbar at the top of the 
-documents page displays a range of tools to support authoring:</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000035C00000080631C9374.png"></div>Illustration 35: Documents - toolbar<p></p></div><p></p>
-<p>The icons marked with an a yellow asterisk represent creation tools. 
-First and foremost, the teacher can create new rich media documents 
-directly via the documents tool, without any need for an external 
-authoring system. Just click the <i>create rich media page/activity</i> icon 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020C6380F2B.png"></div> within the desired folder. A fully featured on-line editor appears.<p></p>
-<p>
-</p><p>
-</p><p></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000367000002245E8613C8.png"></div>Illustration 36: Documents – Creating a new document<p></p></div><p></p>
-<p>After naming the document, it is possible to use all the options in 
-the embedded rich text editor to format them. The editor supports a wide
- range of elements, including tables,images, audio, video, flash, etc. 
-It includes an html editor which means that, for those with some 
-knowledge of scripting the sky's the limit in terms of rich content!)</p>
-<p>
-</p><p>You can also use a series of document templates, (available in 
-the left column), or create and save your own templates for designing 
-further pages.</p>
-<p>
-</p><p>Once the document has been created/edited, save it by clicking on the <i>Create document </i>button. </p>
-<p>
-</p><p>Other types of documents can be created depending on your browser
- and the portal configuration (ask your administrator to enable these 
-extra features if you don't see them in the toolbar).</p>
-<p>
-<table border="1" cellpadding="0" cellspacing="0">
-<tbody><tr>
-<td>
-<p>Icon</p></td>
-<td>
-<p>Feature</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020B7DADD3A.png"></div><p></p></td>
-<td>
-<p>The <i>draw</i> feature allows you to draw diagrams or schema in a vector format<sup><a href="#odt-footnote-ftn9" class="odt-footnote-anchor" name="anchor-odt-ftn9">9</a></sup>, which can be re-edited or exported to the bitmap format.</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020E3C57E42.png"></div><p></p></td>
-<td>
-<p>The <i>photo retouching</i> feature is very similar to the <i>Photoshop</i>® tool and allows for the editing, cutting, colouring etc. of pictures or other bitmap images.</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020418F487F.png"></div><p></p></td>
-<td>
-<p>The audio recording feature the recording of audio tracks right from 
-your browser, using your microphone (on a laptop, the microphone is 
-generally embedded). Flash® or Java® applet browser support is required 
-for this one.</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020EEB76DE4.png"></div><p></p></td>
-<td>
-<p>The text-based voice generation feature allows you to have the 
-computer speak for you. Try it. You'll be surprised by the quality of 
-the generated voices.</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020100000020000000200729E14B.png"></div><p></p></td>
-<td>
-<p>The web-cam clip feature allows you to record footage directly from your laptop's web-cam Flash® is required for this one.</p></td></tr></tbody></table>
-</p><p>
-
-</p><h2>Saving documents</h2>
-<p>Chamilo allows you to save all the documents, or a specific directory, simply by clicking on the <i>Save (ZIP) </i>icon 
-</p><div class="odt-frame">
-<img src="images/1000020100000016000000169EFA1A34.png"></div> in the toolbar at the top of the page.<p></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000040C00000273D5F8394C.png"></div>Illustration 37: Documents – Download a copy<p></p></div><p></p>
-<p>It is also possible to save a single file by clicking on the <i>download </i>icon 
-</p><div class="odt-frame">
-<img src="images/100002010000001600000016DD08B5E8.png"></div> to the right of the filename, or to download a specific directory by clicking on the <i>Save (ZIP) </i>icon 
-<div class="odt-frame">
-<img src="images/1000020100000016000000169EFA1A34.png"></div> to the right of the directory listing. The briefcase icon 
-<div class="odt-frame">
-<img src="images/1000020100000016000000169B6FC85C.png"></div> allows users to copy a shared file into their private file area in the <i>social networks</i> area (see chapter 35).<p></p>
-<p>
-
-</p><h2>Deleting a file or a directory</h2>
-<p>To delete, update, hide or show a file or directory, use the options in the right hand column of the documents listing:</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000000A20000001F9319666E.png"></div>Illustration 38: Documents - Options<p></p></div><p></p>
-<p>As you will realize yourself, the icons vary depending on the document type. HTML documents offer more possibilities.</p>
-<p>
-</p><p>The magic wand icon allows you to use the selected document as a 
-template to create other documents. It thus becomes very easy to ensure a
- consistent visual style for all documents in the same course.</p>
-<p>
-</p><p>The PDF icon allows you to export the document in a PDF format. 
-This can be particularly useful if you wish to read your course in the 
-train or the plane, where you don't have access to your e-learning 
-platform.</p>
-<p>
-
-</p><h2>Watching course quotas</h2>
-<p>By default, a course quota of 100Mb is set, but it is also possible 
-for your administrator to increase it. To check the space usage, look at
- the indication at the bottom of your documents list. I will indicate 
-the percentage of your course that is being used.</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004B5000000C87CAF0BEA.png"></div>Illustration 39: Documents - Quota<p></p></div><p></p>
-<p>If you think you might reach the course limit in a few days, contact 
-your administrator to ask him if it is possible to increase the 
-available space. Only the platform administrator has the power to use 
-this feature.</p>
-<p>
-</p><p>If you want to get a clearer view of what is occupying space in your documents directory, click the percent icon 
-</p><div class="odt-frame">
-<img src="images/1000020100000016000000162053E1CE.png"></div> . You'll see a chart like the one in Illustration 40 below.<p></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000002EE000001749479FC10.png"></div>Illustration 40: Documents quota chart<p></p></div><p></p>
-<p>
-</p><p>Note&nbsp;: the space available in a course is only limited, in 
-Chamilo 1.9, to the use of the documents tool. Users will be allowed to 
-send numerous assignments without worrying about the space limit.</p>
-<p>
-
-</p><h2>Slideshow</h2>
-<p>If you have a lot of images uploaded in your folders and want to see 
-them all at once, you can use the slideshow feature. Click on the 
-slideshow icon 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020C9B7C58C.png"></div> to go to the folder where your images are located.<p></p>
-<p>
-</p><p>You'll be presented with a type of “slideshow” view of the images
- in that folder. Each image is captioned with its name, dimensions and 
-size on disk.</p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000049F000001A0C49B2662.png"></div>Illustration 41: Image gallery - Slideshow view<p></p></div><p></p>
-<p>It may be more practical to select the small <i>show thumbnails</i> icon 
-</p><div class="odt-frame">
-<img src="images/1000020100000020000000209A7EF714.png"></div> in the slideshow toolbar to let you view all images at once (as thumbnails), as illustrated below:<p></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004460000025B89068971.png"></div>Illustration 42: Thumbnails view<p></p></div><p></p>
-<p>A <i>settings</i> option 
-</p><div class="odt-frame">
-<img src="images/1000020100000016000000167346EDDD.png"></div> is available to further fine-tune the viewing of images.<p></p>
-
-<a name="__RefHeading__10809_44459225"></a>
-<h1>Interactivity: Tests</h1>
-
-<h2>Introduction</h2>
-<p>The Tests tool 
-</p><div class="odt-frame">
-<img src="images/10000201000000200000002034BDA0C1.png"></div> is generally the next main focus for teachers exploring the world of e-learning.<p></p>
-<p>
-</p><p>The value of this tool is evident&nbsp;: automatic scoring and 
-feedback of learners' answers means not only major time-savings for the 
-teacher, they also allow the learner to self-test repeatedly (without 
-feeling self-conscious) -for example when needing to learn language 
-vocabulary, or master difficult mathematical algorithms. They can enjoy 
-immediate automated feedback without depending on the presence or 
-availability of the teacher. Test scores can be automatically integrated
- in each student's grade-book, and data such as dates, number of 
-attempts etc. forwarded to the reporting tool to assist the teacher in 
-tracking and monitoring students' progress.</p>
-<p>
-</p><p>A well designed test can prove an invaluable motivational tool 
-for the learner. The teacher can build in extensive and meaningful 
-feedback and suggestions and design stimulating questions and feedback 
-which can involve not only text but graphics, audio video, etc.</p>
-<p>
-</p><p>The “Tests” tool could equally be termed the “Exercises” tool, 
-inasmuch as its use is not restricted to simple “summative” quizzes at 
-the end of a chapter or module. For example, some teachers use the test 
-tool as the main vehicle for presenting new material (rather than simply
- displaying a series of documents) in order to present materials in a 
-more interactive way (e.g. requiring the learner to complete a question 
-or two at the end of each page.) Using the test tool in this way to 
-create interactive exercises (involving <i>formative </i>rather than <i>summative</i>
- assessment approaches) keeps learners alert and enriches their learning
- experience. It is also enjoyable and rewarding for the teacher, 
-challenging him/her to develop ever richer and more stimulating course 
-content. </p>
-<p>
-</p><p>Of course, there are times when the teacher simply wants to set a
- formal, timed “Exam” for students, withholding feedback and scores for 
-sharing at a later date. The tests tool can be configured in this way, 
-too.</p>
-<p>
-</p><p>Because the tests tool is very fully featured, it takes a little 
-time to learn how to use. The following sections explain in detail how 
-to make full use of the Tests tool in Chamilo.</p>
-<p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>.</p>
-
-<h2>Creating a new test</h2>
-<p>Creating a new test is very easy. Click the <i>create a test</i> icon 
-</p><div class="odt-frame">
-<img src="images/10000201000000200000002039B6C809.png"></div> on the left and give your test a title, then click on the <i>proceed to questions</i> button.<p></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000002AF0000011D1581F0BF.png"></div><p></p>
-<p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>Illustration 43: Exercises – Create a new test</p></div><p></p>
-<p>If you opt to <i>give a context to the test </i><i>
-</i></p><div class="odt-frame"><i>
-<img src="images/1000020100000020000000206CB14EF1.png"></i></div><i> </i>you
- can use the on-line editor to compose an explanatory section which will
- be visible to learners when they undertake the test. <p></p>
-<p>
-</p><p>The test will be displayed on the main page of the test tool, listed along with other tests created in the course:</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000499000000ED1E17D766.png"></div>Illustration 44: Exercises - List<p></p></div><p></p>
-<p>Because there are so many different ways the test tool can be used, 
-there is a good chance the default options are not entirely suitable 
-your needs. Be careful, therefore to consider the extensive Advanced<i> settings</i> section available in the <i>create/edit test</i> page:</p>
-<p>
-</p><p>
-</p><p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000003080000053140EEB98A.png"></div>Illustration 45: Exercises – Creating an exercise – Advanced options<p></p></div><p></p>
-<p>The settings are fairly self evident: </p>
-<ul>
-<li>
-<p>feedback can be provided either at the end of the test or withheld, e.g. for an exam</p></li>
-<li>
-<p>questions can be presented either on a single page (e.g. for a brief 
-text quiz) or on separate pages (e.g. when the question and answers are 
-lengthy or incorporate media)</p></li>
-<li>
-<p>scores and correct answers can be shown (e.g. for an interactive exercise) or hidden (e.g. for an exam).</p></li>
-<li>
-<p>Questions and answers can follow a pre-determined sequence or be randomized and shuffled</p></li>
-<li>
-<p>The relevant questions category can be displayed or hidden</p></li>
-<li>
-<p>The number of attempts allowed can be limited to a given number - “infinite” attempts might suit a “practice” exercise</p></li>
-<li>
-<p>Start and end times for the test can be set and the time allowed to 
-complete the test can be limited; )a real-time counter will appear to 
-the user<sup><a href="#odt-footnote-ftn10" class="odt-footnote-anchor" name="anchor-odt-ftn10">10</a></sup>)</p></li>
-<li>
-<p>Negative scores can be “zeroed” or carried forward to the next question</p></li>
-<li>
-<p>Students can review their answers before submitting the test</p></li>
-<li>
-<p>A pass percentage can be set to indicate success or failure to the student</p></li>
-<li>
-<p>A closing message to be viewed on completion can be composed.</p></li></ul>
-<p>
-</p><p><b>Note</b>&nbsp;: <i>The platform administrator may enable an additional option in the “Feedback” section of the advanced settings:</i><i> </i><i>Self-evaluation (immediate feedback). </i>This
- option, if checked, enables the “scenario” question types which allows 
-teachers to devise quizzes based on multiple-choice or image mapping 
-questions which, depending on the answer given, lead the learner to 
-alternative subsequent questions. This is a powerful tool – however, be 
-aware that once <i>self-evaluation</i> is checked, these advanced settings cannot be changed: you will instead have to create a new test not based on the <i>Self-evaluation (immediate feedback) </i>option.</p>
-<p>
-
-</p><h2>Feedback, score and correct answers</h2>
-<p>This section describes some of the key educational concepts which 
-have steered the design of the Tests feature in Chamilo. For teachers 
-new to on-line teaching and learning, it is useful to consider some of 
-the terminology Chamilo uses in relation to these concepts prior to 
-developing the tests themselves.</p>
-
-<h3>Automated feedback</h3>
-<p>A major advantage in on-line learning is that it can offer the 
-learner enormous flexibility in terms of where and when he/she chooses 
-to study. A student can undertake a fully automated test if they wish 
-anywhere and at any time and receive their score immediately. However, 
-this freedom also means that there is no teacher to hand to explain why 
-they have got a question wrong in a test or exercise, as there might be 
-in a traditional classroom. In automated on-line tests, therefore, the 
-teacher needs to pay particular attention to the provision of automated 
-on-line feedback. </p>
-<p>
-</p><p>This means that as well as receiving a score, the student can 
-receive a brief (pre-written) comment relating to their answer, whether 
-it is right or wrong. Typically, if he gives the right answer, you might
- congratulate him: “Well done, I can see you have a good grasp of this 
-concept!”. If he answers incorrectly, you can offer immediate feedback 
-to encourage him to look beyond that demoralizing red “X”, and help make
- the error part of the learning process. This is the best time for him 
-to learn where he went wrong and how to avoid the error next time. Use 
-hints e.g&nbsp;: “Sorry, wrong answer! Have you read the <i>Open Standards</i>
- chapter deeply enough? A quick revision of Chapter 3 should help you 
-out! Remember the example of OASIS and how it was designed?”. (This 
-feedback could also contain a direct link to the “Chapter 3” example.)</p>
-<p>
-</p><p>Such feedback can “humanize” the test and is often really 
-appreciated by students. It means a bit more work for the teacher when 
-creating the test, but provides an important way of encouraging and 
-correcting the learner during his auto-evaluation attempts.</p>
-
-<h3>Scoring tests</h3>
-<p>Assigning a score represents a “raw”, even crude way of evaluating a 
-student's skills. Nevertheless, scores matter a lot to students even 
-though they are of limited use in terms of formative assessment. You 
-have a lot of flexibility in setting up scores, pass marks etc. in 
-Chamilo, including assigning overall weightings to tests and the option 
-to assign negative scores to individual answers. You should use these 
-features with care, and avoid careless errors especially (a wrong score 
-for a correct answer is incredibly frustrating for a student). If you 
-give a automatically score to a learner, it can prove difficult to 
-adjust it afterwards. Updating a score may be necessary under specific 
-circumstances (e.g. where the test is complex), and this will require a 
-manual revision by the teacher.</p>
-
-<h3>Displaying correct answers</h3>
-<p>The option to display correct answers is a simple and direct way of 
-providing feedback by demonstrating to the learner what he should have 
-answered. Sometimes displaying the answers in this way is desirable, but
- given that the learner may wish to re-take the test without being given
- the answer, or that you may well want to re-use the test on a future 
-occasion, it is recommended you don't display the any answers, but 
-instead use feedback to let the learner know <b>how</b> (rather than <b>what</b>) he should have answered and set him on the right course to get it right next time through his own efforts.</p>
-<p>
-
-</p><h2>Test types</h2>
-<p>You will have gathered by now that the term<i> Tests</i> used for 
-this tool is a generic term used to describe a range of on-line learning
- activities which, along with assignments and forums, can be used to 
-generate evaluative information which can guide students' further 
-learning. A key aspect of the <i>Tests</i> tool is that it can be used 
-to provide instant automated responses to student input without the need
- to wait for the teacher to respond. How such automated responses are 
-delivered and used however can vary widely in the course of the 
-student's journey through the course. Below are some suggested broad 
-categories of evaluative activity which can be effectively set up using 
-the <i>Tests </i>tool.</p>
-<p>
-</p><ul>
-<li>
-<p><b>Exams</b> refers to (generally time-controlled) exercises for 
-which no immediate feedback, nor any answer, is given to the 
-learner&nbsp;: he will obtain his results when the teacher considers it 
-right. This type of summative assessment is often undertaken at the end 
-of a course and may carry a high weighting in the overall assessment of 
-the student. Because of its significance scoring and feedback are 
-generally withheld until the teacher has had the chance to go through at
- students' results with a “fine-tooth comb”.</p>
-<p></p></li>
-<li>
-<p><b>Exercises</b> allow the teacher to assess the learner throughout 
-the course e.g. at the end of a lesson, unit or module. Less formal than
- an exam, such tests might allow students three or more attempts and 
-represent a more formative approach to assessment, involving plenty 
-supportive feedback. Some elements of these tests might not be fully 
-automated, requiring some level of direct assessment by the teacher. 
-Most scoring would be immediately supplied, but feedback would tend to 
-fall short of displaying the correct answer directly, challenging 
-students to apply themselves to study revision and reflection to work 
-out the correct answer for themselves.</p>
-<p></p></li>
-<li>
-<p><b>Automated tests</b> can generally be available to take an 
-unlimited number of times. Their key purpose would be to allow the 
-learner to “drill” himself, e.g. to learn vocabulary in a language 
-course, rehearse a particular mathematical algorithm or memorize a 
-safety procedure. Such tests would be free of any time constraints and 
-would be fully automated displaying scoring, feedback and even correct 
-answers to encourage improvements through practice.</p>
-<p></p></li>
-<li>
-<p><b>Scenarios</b> represent a more advanced form of interactive 
-exercise where the teacher can pre-determine alternative next steps in 
-the test predicated on student's response to a question, leading the 
-student through a particular path of questioning. This type of activity 
-can be achieved using Chamilo's <i>Tests </i>tool and can provide 
-students with a very effective interactive on-line learning experience, 
-but of course is by its very nature quite complex and demanding to set 
-up.</p></li></ul>
-<p>
-</p><p>The above descriptions demonstrate how the Tests tool can 
-function depending on how it is configured by the teacher. The tool is 
-designed to be as flexible as possible while remaining relatively easy 
-to use, so variations on all the above “models” can be achieved to meet 
-requirements.</p>
-<p>
-</p><p>
-
-</p><h2>Adding questions to the test</h2>
-<p>On creating a test, click <i>Proceed to questions </i>you will be taken to the questions page:</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000049E0000012D5BE55E6F.png"></div>Illustration 46: First view of the questions list<p></p>
-<p></p></div><p></p>
-<p>In addition to the toolbar the page displays an array of different 
-types of question. (The same page can be accessed at a later time using 
-the edit icon for any given test listed in the <i>Tests</i> page.) It 
-offers a range of question types from which to choose, which are 
-described in this section. Each test can contain a combination of 
-question types – this can prove handy for ensuring tests don't become 
-monotonous.</p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><p>Fill banks/form</p>
-<p>multiple choice</p>
-<p>Open question</p>
-<p>image zones</p>
-<p>Unique answer + unknown</p>
-<p>Combination T/F/&nbsp;?</p>
-<p>multiple answer</p>
-<p>matching</p>
-<p>Oral expression</p>
-<p>exact selection</p>
-<p>Multiple answer T/F/&nbsp;?</p>
-<p>Global multiple answer</p><p></p>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000426000000712B4BE37E.png"></div><p></p>
-<p>Illustration 47: Exercises – Question types</p></div><p></p>
-<p>
-</p><p>Questions are created using an on-line form which differs 
-according to the question type. The following subsections describe each 
-form in detail. Completion of the forms is quite intuitive. The 
-following general points regarding the completion of the on-line forms 
-apply to all or most types of question:</p>
-<p>
-</p><ul>
-<li>
-<p>The “Comment” column will only be shown if you selected the <i>show feedback</i><i> </i>option to in the <i>advanced settings </i>when
- you created the test (if you don't want to show any feedback, then 
-there is little point in showing this column on the page.)</p></li>
-<li>
-<p>Any fields marked with a red asterisk * must be completed.</p></li>
-<li>
-<p>Every question has a title and an “enriched” description. We 
-generally recommend putting a short title in the title box, and putting 
-the <b>real</b> question in the <i>enrich question</i> box. This will allow you to present a much fuller, more meaning question, use images, and/or include audio or video.</p></li>
-<li>
-<p>All answer and comment boxes have editing tools which are hidden by 
-default but can be viewed by clicking the small black arrow on the 
-top-left corner of the text box. This will allow you also add images, 
-links and audio to your answers or feedback comments.</p></li>
-<li>
-<p>Every question type involves the <b>allocation of scores</b>. In the 
-case of questions requiring scoring later by a teacher, this will simply
- be a maximum score against which the teacher will mark the test. In the
- case of objective tests involving learners selecting an answer, the 
-score for each right or wrong answer chosen can be set, and can include 
-negative values. Teachers should give some thought, particularly in 
-tests involving different question types, to what weighting within the 
-overall test each question should carry.</p></li>
-<li>
-<p>Teachers should also consider the number of options they wish to 
-offer in the case of multiple choice type questions – this can be 
-determined using the red and green <i>remove/add</i> <i>answer option </i>buttons at the foot of the form.</p></li>
-<li>
-<p>If you have a lot of questions covering several topics, you may find 
-it useful for organizational reasons to assign individual questions to 
-categories in the <i>advanced options</i> – particularly if you plan to recycle questions. (You need to create the categories first of course, choosing the <i>create category</i> option 
-</p><div class="odt-frame">
-<img src="images/1000020000000020000000200A0DBB4C.gif"></div> on the main test page. This allows to create a <b>category</b>
- with a description which will appear in a drop down list.) Using 
-categories is optional but we would strongly advise you do so if you 
-have any number of questions, for sake of future editing or recycling of
- questions.<p></p></li>
-<li>
-<p>You can also assign a <b>difficulty level</b> for each question in the <i>advanced options.</i>
- This can be handy for later fine-tuning the evaluation of students' 
-work, or reviewing the test overall. It can also be very useful when it 
-comes to recycling questions, allowing you filter questions by 
-difficulty.</p></li></ul>
-<p>
-
-</p><h3>Type 1 : Multiple choice – Single answer</h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000200000000400000004010CD0D9B.gif"></div>The classic multiple choice question is one in which <b>only one answer</b>
- can be considered valid for scoring purposes. It is possible to make 
-the test a little bit more challenging by assigning a negative score to a
- wrong answer. When this is highlighted (e.g. in the test introduction 
-or the question itself), this encourages the learner to think more 
-carefully before selecting an<i> </i>answer at random, and incurring a penalty.<p></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000327000002DBAAD82DCD.png"></div><p></p>
-<p>Illustration 48: Tests – Multiple choice, single answer</p></div><p></p>
-<p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-
-</p><h3>Type 2 : Multiple choice – multiple answer</h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002000000004000000040FFC5E28C.gif"></div>This
- question type is a variation of the previous simple multiple choice 
-question. It allows you to assign more than one valid answer. Again, 
-positive and negative scores are possible. This type of question can 
-prove more challenging to students (you may wish to indicate in the 
-question that there are two answers – so as not to “trick” them!<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000038A000002D1F00CB21F.png"></div><p></p>
-<p>Illustration 49: Tests – Multiple answer question</p></div><p></p>
-<p>
-
-</p><h3>Type 3 : Fill the blanks</h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002000000004000000040DA7E4C96.gif"></div>This
- question type can be used to produce the classic “cloze passage” 
-exercise favoured by language teachers, in which certain words in a 
-written passage can be selected to be displayed as a blank field for 
-students to fill in. First, the teacher simply needs to type the passage
- (or list of sentences) and then add square brackets around the words to
- be “blanked”. (These words will be displayed to the learner as empty 
-text fields, which will be marked as correct if the student enters the 
-correct answer matching the word typed by the teacher.) As soon as the 
-square brackets are added, the form will display a “score” field for 
-each word to be corrected. To make the test a little easier, the teacher
- may choose to list the words to be chose in the “enrich question” box. 
-It's a handy test for checking key terminology or vocabulary.<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000034C000002AA2289976B.png"></div><p></p>
-<p>Illustration 50: Tests - Fill the blanks</p></div><p></p>
-<p>The question will appear like this to the learner, who simply needs to type the correct word in to the blank fields:</p>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000434000000DF4E959036.png"></div><p></p>
-
-<h3>Type 4 : Matching</h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020000000040000000404E8916BC.gif"></div>This
- type of question is designed to have the learner link together text 
-elements from one list with text elements in another. An element might 
-be a word, a sentence or part-sentence. It can also be used to ask a 
-user to sort elements in a certain order.<p></p>
-<p>
-</p><p>
-</p><p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000039B000002A7F717C5FE.png"></div><p></p>
-<p>Illustration 51: Tests – Matching text elements</p></div><p></p>
-<p>
-</p><p>The learner will view the matching question like this:</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<img src="images/10000000000003BD000000E7A85EEDC1.png"></div><p></p>
-<p>or, from 1.9.6, a draggable circle will make it a little more appealing to students.</p>
-
-<h3>Type 5 : Open question</h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000200000000400000004055046833.gif"></div>The
- open question type allows the learner to write whatever they wish as an
- answer (a kind of “mini-assignment). As such an activity has no single 
-give answer, it will <b>not</b> be automatically evaluated at the end of
- the test, but will have to be evaluated manually by the teacher before 
-the final test result can be scored. As with assignment and marked forum
- posts, the teacher is able to do this via the <i>Recording</i> tool which will flag up open questions needing marked.<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004CC000001C613E51FA6.png"></div><p></p>
-<p>Illustration 52: Tests - Open questions</p></div><p></p>
-<p>The learner will be presented with a text field in which to write. 
-(He can use the small arrow on the left of the top border of the field 
-to make use of a range of fields if he wishes to enrich his 
-presentation. e.g. with heading or highlighted text.)</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<img src="images/10000000000004B900000123B9D941EA.png"></div><p></p>
-<p>
-
-</p><h3>Type 6: Audio answer</h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020000000040000000402616B824.png"></div>This
- new question type, available with Chamilo 1.9, will only appear only if
- your administrator has enabled the Nanogong audio recording feature. 
-The question can be compared to “open question” type described above, 
-requiring manual marking by the teacher, but instead of asking the 
-learner to write a text passage, you ask him to record an audio answer. 
-This has obvious uses for language courses, of for learners with 
-particular access needs, but can provide a useful alternative in many 
-study fields – encouraging learners to develop their oral presentation 
-skills.<p></p>
-<p><i>(note: This question type requires the learner to have Java 
-applets supported in his browser. If this is not the case, he will need 
-to to record the audio separately and then upload it as an MP3 file to 
-the server.)</i>
-</p><p>
-</p><p>Because of the additional requirements for this question type, 
-you should make sure your learners are aware that the test will contain 
-an audio question and that they have a more than one chance to try the 
-test to check whether their browser supports it or not. (Bear in mind 
-that taking a test is generally a stressful experience. You don't want 
-to give your learners a nervous breakdown because they can't manage to 
-record an audio answer!)</p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004CF000001EF7AD4D36B.png"></div><p></p>
-<p>Illustration 53: Tests – Oral expression</p></div><p></p>
-<p>
-</p><p>The learner simply needs to press the <i>Record answer </i>when 
-he is ready to talk, and follow the instructions for the on-screen 
-Nanogong recorder, which will automatically send his recording to the 
-teacher for marking and scoring.</p>
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000037B0000015CF04FADA9.png"></div><p></p>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020100000229000001E7C791366B.png"></div><p></p>
-<p>
-</p><p>
-
-</p><h3>Type 7 : Hot spot, or image area</h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020000000040000000406B9E5209.gif"></div>In
- this type of question, the learner will be asked to identify areas 
-within an image by clicking on them. These areas have been previously 
-defined by the teacher. Building one of these questions require slightly
- more work than other types.<p></p>
-<p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000033F00000294A0330C28.png"></div>Illustration 54: Exercises - Hot spot question creation<p></p></div><p></p>
-<p>
-</p><p>Having uploaded your image and named your question, you can add 
-or remove hotspots, and define the area using an ellipse, a rectangle or
- a polygon shape. As with other question types, you can add comments for
- feedback purposes and determine a score for each correctly identified 
-area.</p>
-<p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p></p>
-<p>The learner needs to click on the picture to identify the areas 
-listed – the numbers will appear on top of the areas on which he clicks:</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><p>
-</p><div class="odt-frame">
-<img src="images/10000201000003110000020E816A5802.png"></div><p></p>
-<p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>Illustration 55: Exercises - Hot spot learner view</p></div><p></p>
-<p>
-</p><p>
-
-</p><h3>Type 8 : Exact combination</h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000200000000400000004004BB13C1.gif"></div>This
- is a variation of the multiple answer type test looked at above. The 
-only difference is that no partially-correct combination will be 
-accepted. This means that if, between options A-B-C-D, only B and D are 
-correct, you will have to mark both B <b>and</b> D in order to be given the points assigned to this question. There is therefore only one overall score field shown on the form.<p></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000392000002BD949C707B.png"></div><p></p>
-<p>Illustration 56: Tests - Exact combination</p></div><p></p>
-<p>
-</p><p>
-
-</p><h3>Type 9 : Unique answer with unknown</h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002000000004000000040A507ED2D.gif"></div>Sometimes
- a teacher wants the student to indicate that they don't know the answer
- to a question, rather than just guess an answer. This question type is a
- single-answer multiple choice question, but reserves the last answer as
- a “Don't know” option, with an automatic score of zero. Students can be
- discouraged from guessing by penalizing a wrong answer with a negative 
-score.<p></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000397000002CB54D613FD.png"></div><p></p>
-<p>Illustration 57: Tests – unique answer with unknown</p></div><p></p>
-<p>
-
-</p><h3>Type 10 : Multiple answer True/False/Don't know</h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000200000000400000004011369EB8.gif"></div>This
- is a another combination format which includes a zero-scored “don't 
-know” option as with the above question option, but using true/false 
-answers rather than multiple choice. Again, negative scores can be 
-assigned to discourage guessing, and admit “honest” ignorance!<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000038B000002C864629985.png"></div><p></p>
-<p>Illustration 58: Tests – Multiple answer true/false/don't know</p></div><p></p>
-<p>
-
-</p><h3>Type 11 : Combination True/false/don't know</h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000200000000400000004014096DF7.gif"></div>This
- option offers a single score covering one or more questions. The form 
-looks similar to the “exact answer” form, but the test is displayed to 
-the student differently, as illustrated below.<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000443000002CB421A2AD9.png"></div><p></p>
-<p>Illustration 59: Tests – Combination true/false/don't know</p></div><p></p>
-<p>The learner will view the question(s) and use radio buttons like this:</p>
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000043A000000D72530F187.png"></div><p></p>
-<p>(Note: a “don't know” will generate a zero score, so this format 
-might most fairly contain one or two questions – requiring prudent use 
-from the teacher.)</p>
-<p>
-
-</p><h3>Type 12 : Global multiple answer</h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000200000000400000004044991332.gif"></div>This
- question format combines the multiple answer format with a single score
- , providing an option for ensuring that no negative score is accrued<p></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000327000002DE78260F42.png"></div><p></p>
-<p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>Illustration 60: Tests – Global multiple answer</p></div><p></p>
-<p>
-
-</p><h2>Recycling existing questions</h2>
-<p>
-</p><p>Any question created, independently of the test or course to 
-which it has been attached, feeds the questions database. This base can 
-be very useful for teachers wanting to re-use questions that are very 
-general or, needing questions to serve as “fillers” when you're short of
- a few questions in a new test.</p>
-<p>
-</p><p>During test creation, the database shows questions from other 
-tests, as well as orphan questions (i.e. those questions which have 
-belonged to a test which has been removed). </p>
-<p>
-</p><p>When the question database shows, it presents a list of all 
-existing questions inside the course. This is where assigning questions 
-to categories and adding a difficulty to tests can prove very useful for
- identifying individual questions: use the <i>Filter</i> and <i>Difficulty</i> drop-down lists to filter the questions accordingly. </p>
-<p>
-</p><p>To access the database, click on the <i>recycle existing questions </i>icon 
-</p><div class="odt-frame">
-<img src="images/100002010000004000000040B412B9AD.png"></div> as it is listed on the <i>Create a question</i> page alongside the various question types:<p></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000031C00000229A2FCCD09.png"></div><p></p>
-<p>Illustration 61: Tests – Questions database</p></div><p></p>
-<p>Click the <i>Re-use in current test</i> button 
-</p><div class="odt-frame">
-<img src="images/100002000000001600000016CE493BAF.gif"></div>
- to include these questions in the current test. What actually happens 
-(in Chamilo 1.9) is that a copy of the old test is included in the 
-current test, so that it can be edited if necessary for the new test 
-without its content or configuration being altered within the test in 
-which it was originally created.<p></p>
-<p>
-
-</p><h2>Importing: HotPotatoes, IMS/QTI2, Excel</h2>
-<p>As well as allowing teachers to create their own tests as described 
-above in sections 12.2 to 12.6, Chamilo enables teachers to easily 
-upload and include tests created in external tools, in particular tests 
-created using Hot Potatoes, Qti2 and Microsoft Excel. These are popular 
-authoring tools which can produce tests in a standard format suitable 
-for use in many, LMSes, including Chamilo. Details of how to use these 
-software packages are obviously outwit h the scope of this guide, but 
-experienced online educators may well be familiar with one or all of 
-them, and may have produced tests with them which they wish to upload to
- Chamilo.</p>
-<p>To do so, the teacher need simply click on the relevant icon in the toolbar on the main <i>Tests </i>page and follow the dialogue box to locate and import the relevant file.</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004A3000000AB5404EA06.png"></div>
-<p>Illustration 62: Tests – import external tests from Tests page</p></div><p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000189000001041266B888.png"></div>
-<div class="odt-frame">
-<img src="images/100000000000018E0000011976AFC8BE.png"></div>
-<div class="odt-frame">
-<img src="images/10000000000001B30000017B283CCD18.png"></div> <p></p>
-<p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>Illustration 63: Tests - Import HotPotatoes, Qti2 and Excel tests</p></div><p></p>
-<p>
-
-</p><h2>Test results</h2>
-<p>Chamilo offers handy support for analyzing test results simply by clicking on the <i>Results </i>icon 
-</p><div class="odt-frame">
-<img src="images/10000201000000200000002007D74049.png"></div>, displayed to the right of each test listed in the main Tests page. <p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000049C000000F62465FF27.png"></div>
-<p>Illustration 64: Exercises - List</p></div><p></p>
-<p>This will display a page listing all the results for the relevant test.</p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000049D000000E9EA009CBF.png"></div><p></p>
-<p>Illustration 65: Exercises – Results list</p></div><p></p>
-<ul>
-<p>Here, the teacher can get an overview of learners' times and scores, and can score 
-</p><div class="odt-frame">
-<img src="images/10000201000000200000002034BDA0C1.png"></div> or edit 
-<div class="odt-frame">
-<img src="images/100002010000002000000020B8DD8E3C.png"></div> open questions and offer feedback. He can also delete 
-<div class="odt-frame">
-<img src="images/10000201000000200000002089372ADD.png"></div>
- a test attempt to allow the learner to do the test again (if there is a
- valid reason to do so e.g. there was an error in the test).<p></p></ul>
-<p>
-</p><p>The menu bar of this page allows the teacher to navigate back 
-</p><div class="odt-frame">
-<img src="images/1000020100000020000000201B45D04B.png"></div> to the test , export test results in CSV or XLS format 
-<div class="odt-frame">
-<img src="images/100002010000002000000020F9C5A1E9.png"></div> (e.g. to sort them and generate graphical evaluation statistics), view statistics 
-<div class="odt-frame">
-<img src="images/100002010000002000000020080A0F3C.png"></div> about test questions undertaken or even monitor students taking the test “live” 
-<div class="odt-frame">
-<img src="images/100002010000002000000020B70C88EC.png"></div> to know how they are performing “during” the exam (particularly useful to monitored exam centers).<p></p>
-
-<a name="__RefHeading__10811_44459225"></a>
-<h1>Communication: Forums</h1>
-<p>Following on from the previous chapters you might be expecting to examine the <i>learning paths</i>
- tool at this juncture. However, we'll look at this later (see 
-Structure: Learning paths on page 76). Instead, it actually makes more 
-sense here to take a look at the next most commonly used tool on the 
-platform.</p>
-<p>
-</p><p>The <i>Forum</i> tool 
-</p><div class="odt-frame">
-<img src="images/1000020100000030000000300E894FE1.png"></div>
- allows you to organize the exchange of ideas, opinions and information 
-relating to courses and the learning paths. The tool has been conceived 
-so that learners with questions about their course can readily find 
-answers to their questions without having to sift through a massive 
-amount of information by themselves.<p></p>
-<p>
-</p><p>The forum is an asynchronous discussion tool, i.e. the people 
-involved in a conversation do not have to be connected simultaneously to
- participate. Email is also an asynchronous tool. However, a major 
-difference from e-mail is that the forum is a public or semi-public 
-space, where several people can see information (even if they were not 
-part of the discussion initially), boosting support for learning by 
-providing ready access to really useful information, inasmuch as a group
- of students and teachers can exchange ideas together in their 
-specialist field. </p>
-<p>
-</p><p>Forum management tools</p>
-<p>category</p>
-<div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000003AC000000E79DE71793.png"></div>
-<p>Name of forum</p>Illustration 66: Forum – Global view<p></p>
-<p></p></div><p></p>
-<p>Exchanges are organized hierarchically, as follows:</p>
-<p>*Forum category</p>
-<p>→ Forum</p>
-<p>→ → Discussion thread</p>
-<p>→ → → message</p>
-<p>→ → → → answer to the message</p>
-<p>→ → → → answer to the message</p>
-<p>→ → → message</p>
-<p>→ → → → answer to the message</p>
-<p>→ → → → → answer to the answer</p>
-<p>and so forth...</p>
-<p>
-
-</p><h2>Using forum views</h2>
-<p>Depending on the complexity of exchanges on the forums, several 
-display modes can be used to simplify reading and answering discussion 
-threads.</p>
-<ul>
-<li>
-<p><b>List view </b>: simply shows messages in chronological order,</p></li>
-<li>
-<p><b>threaded view </b>: shows only one answer thread at a time,</p></li>
-<li>
-<p><b>nested view</b> : uses the threaded view but displays a complete subject.</p></li></ul>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000013A0000001F909E5148.png"></div>Illustration 67: Forum – Display modes<p></p>
-<p></p></div><p></p>
-
-<h2>Add forum categories</h2>
-<p>In the <i>Forum </i>tool:</p>
-<ul>
-<li>
-<p>click the <i>New category </i>link,</p></li>
-<li>
-<p>give it a name,</p></li>
-<li>
-<p>add a comment if needed,</p></li>
-<li>
-<p>click <i>Create category.</i></p></li></ul>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020100000371000001E7F1B3E83D.png"></div>Illustration 68: Forum – New category<p></p>
-<p></p></div><p></p>
-
-<h2>Add forum</h2>
-<p>From the <i>Forum </i>page:</p>
-<ul>
-<li>
-<p>Click <i>New forum</i>,</p></li>
-<li>
-<p>give it a name,</p></li>
-<li>
-<p>add a description if necessary,</p></li>
-<li>
-<p>in the advanced settings, it is possible to:</p>
-<ul>
-<li>
-<p>authorize learners to modify their own answers,</p></li>
-<li>
-<p>authorize learners to create new discussion threads,</p></li>
-<li>
-<p>set the default view,</p></li>
-<li>
-<p>decide if the forum is the one of a group, if it is public or private,</p></li></ul></li>
-<li>
-<p>click the <i>Create forum</i> button.</p></li></ul>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000034E0000024C277267B4.png"></div>Illustration 69: Forum – Forum creation form<p></p>
-<p></p></div><p></p>
-
-<h2>Manage forum categories</h2>
-<p>Managing forum categories makes use of familiar icons: </p>
-<p>
-<table border="1" cellpadding="0" cellspacing="0">
-<tbody><tr>
-<td><b>Icons</b></td>
-<td><b>Features</b></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000000150000001783D282B2.png"></div><p></p></td>
-<td>
-<p>Update forum category settings</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000001600000017B2D2653A.png"></div><p></p></td>
-<td>
-<p>Delete the forum category and all its contents </p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000001B000000117C69B680.png"></div><p></p></td>
-<td>
-<p>Control visibility of a forum category</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000000510000001EF153A1DE.png"></div><p></p></td>
-<td>
-<p>Lock / unlock a forum category to prevent editing</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000004D00000016027A09EB.png"></div><p></p></td>
-<td>
-<p>Re-organize forum categories</p>
-<p></p></td></tr></tbody></table>
-</p><p>
-
-</p><h2>Manage forums</h2>
-<p>Managing forums makes use of familiar icons: </p>
-<p>
-<table border="1" cellpadding="0" cellspacing="0">
-<tbody><tr>
-<td><b>Icons</b></td>
-<td><b>Features</b></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000000150000001783D282B2.png"></div><p></p></td>
-<td>
-<p>Update forum settings</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000001600000017B2D2653A.png"></div><p></p></td>
-<td>
-<p>Delete the forum and all its contents</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000001B000000117C69B680.png"></div><p></p></td>
-<td>
-<p>Control a forum's visibility</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000000510000001EF153A1DE.png"></div><p></p></td>
-<td>
-<p>Lock / unlock a forum to prevent its edition (but previous articles can still be accessed)</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000004D00000016027A09EB.png"></div><p></p></td>
-<td>
-<p>Re-organize the forums position</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000005800000027B75C2801.png"></div><p></p></td>
-<td>
-<p>Ask to be kept up to date by e-mail when a message is added to the forum</p></td></tr></tbody></table>
-</p><p>
-
-</p><h2>Start a new topic</h2>
-<p>When the content of a forum is shown:</p>
-<ul>
-<li>
-<p>click on the <i>New message </i>link,</p></li>
-<li>
-<p>complete the <i>Name </i>and <i>Description </i>fields,</p></li>
-<li>
-<p>advanced settings allow us to</p>
-<ul>
-<li>
-<p>score a discussion thread as a teacher and give it a maximum score. To do this:</p>
-<ul>
-<li>
-<p>select the “Mark this thread” box</p></li>
-<li>
-<p>set a maximum score to reflect the learners participation in a discussion thread,</p></li>
-<li>
-<p>enter or update the title of the corresponding column for the assessments tool, </p></li>
-<li>
-<p>give a weight to the participation in the discussions thread in comparison to the other components of the assessment tool.</p></li></ul></li>
-<li>
-<p>receive e-mail alerts if an answer is added to the discussion thread,</p></li>
-<li>
-<p>set a discussion thread to appear on top of the threads list,</p></li>
-<li>
-<p>add an attachment to any message, together with a comment,</p></li></ul></li>
-<li>
-<p>Click <i>Create thread</i></p></li></ul>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000002C3000001D22D5513B9.png"></div>Illustration 70: Forum – Discussion thread<p></p>
-<p></p></div><p></p>
-
-<h2>Manage discussion threads</h2>
-<p>The day-to-day administration of topics (also referred to as 
-“discussion threads”) is identical to that of categories or forums. You 
-may, however, move a topic from one forum to another better suited,one.</p>
-<p>
-<table border="1" cellpadding="0" cellspacing="0">
-<tbody><tr>
-<td><b>Icons</b></td>
-<td><b>Features</b></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000000150000001783D282B2.png"></div><p></p></td>
-<td>
-<p>Change the settings (name, message and advanced settings: see previous page) of the topic</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000001600000017B2D2653A.png"></div><p></p></td>
-<td>
-<p>Delete (after approval) the topic and all the messages it contained</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000001B000000117C69B680.png"></div><p></p></td>
-<td>
-<p>Control the visibility of a topic</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000000510000001EF153A1DE.png"></div><p></p></td>
-<td>
-<p>Lock / unlock a topic to forbid its modification (but its reading will still be authorized) </p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020100000016000000163D0A4D5E.png"></div><p></p>
-<p></p></td>
-<td>
-<p>Move a topic to another forum</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000005800000027B75C2801.png"></div><p></p></td>
-<td>
-<p>Ask to be sent a notification by e-mail when a new answer is added</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000028000000218DB02E6C.png"></div><p></p></td>
-<td>
-<p>Visualize the topic's participants and score their contributions if the topic has been marked as scored</p></td></tr></tbody></table>
-</p><p>
-</p><p>Moving a topic from one forum to another has to be done through a
- drop-down list. Select within that list the destination forum, then 
-click on the “Move Thread” button to proceed. The effect is immediate.</p>
-<p>
-
-</p><h2>Manage messages</h2>
-<p>A message is an answer within one of the discussion threads.</p>
-<p>
-<table border="1" cellpadding="0" cellspacing="0">
-<tbody><tr>
-<td><b>Icons</b></td>
-<td><b>Features</b></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000000150000001783D282B2.png"></div><p></p></td>
-<td>
-<p>Change the settings (name, text and advanced settings) of the message</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000001600000017B2D2653A.png"></div><p></p></td>
-<td>
-<p>Delete the message (after approval)</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000001B000000117C69B680.png"></div><p></p></td>
-<td>
-<p>Control a message's visibility</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000001000000010F2327C97.png"></div><p></p></td>
-<td>
-<p>Reply to the message</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020100000016000000163D0A4D5E.png"></div><p></p></td>
-<td>
-<p>Move the message to another thread</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002000000001600000011D3A60619.png"></div><p></p></td>
-<td>
-<p>Quote this message (and answer on the basis of the quoted message)</p></td></tr></tbody></table>
-</p><p>
-
-</p><h2>Give your learners a score</h2>
-<p>If you choose to score/grade a topic/discussion thread, you will 
-first need to assign a maximum score to this thread. This needs to be 
-done when the thread is created. Go to <i>advanced settings </i>in the <i>create thread</i> page and check the <i>grade this thread</i> box. An option to enter a maximum score will appear:</p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000001DF000001481EED1623.png"></div>Illustration 71: A<i>ssigning a maximum score to a discussion thread</i><p></p>
-<p></p></div><p></p>
-<p>
-</p><p>To score a student's contribution to a thread:</p>
-<p></p>
-<ul>
-<li>
-<p>click on the <i>Learners list </i>icon 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020A97A605E.png"></div> <p></p></li>
-<li>
-<p>scroll down to see the list of learners,</p></li>
-<li>
-<p>click on the <i>grade activity</i> icon 
-</p><div class="odt-frame">
-<img src="images/100002000000001600000015FAF34287.gif"></div> next to the learner's name <p></p></li>
-<li>
-<p>on the new page, locate the list of all the contributions (messages) 
-written by the learner scored as well as a statistical table based on 
-these same contributions,</p></li>
-<li>
-<p>enter the score you want to assign the learner: with the help of the 
-list of contributions, choose a qualitative evaluation for these 
-contributions. The statistical table allows a quantitative evaluation of
- the contributions,</p></li>
-<li>
-<p>Click the Grade<i> this thread</i> button.</p></li></ul>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020100000547000002555BC6E147.png"></div>Illustration 72: Forum – Marking a thread<p></p>
-<p></p></div><p></p>
-
-<h2>Give a score from a message</h2>
-<ul>
-<li>
-<p>Click on the <i>Grade activity </i>icon 
-</p><div class="odt-frame">
-<img src="images/10000201000000200000002034BDA0C1.png"></div> under the user's picture,<p></p></li>
-<li>
-<p>The new page gathers the list of all messages posted by the learner as well as a statistical table based on these messages,</p></li>
-<li>
-<p>Click the <i>Grade this thread</i> button.</p></li></ul>
-<p>
-</p><p>The score given to the learners will be shown in the assessment tool. </p>
-<p>
-
-</p><h2>Add a message to a thread</h2>
-<p>In the list of tools for managing discussion threads, locate the <i>Reply to this thread</i> icon 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020147080F4.png"></div> . This allows you to add a message at the same hierarchical level as the starting message.<p></p>
-<ul>
-<li>
-<p>clicking the icon will give you access to the on-line editor to write
- your message. An area allowing you to read the other messages of the 
-thread appear at the bottom of the page,</p></li>
-<li>
-<p>give a short topic to your message,</p></li>
-<li>
-<p>enter your message,</p></li>
-<li>
-<p>choose whether you want to be notified by e-mail in case anybody answers your message,</p></li>
-<li>
-<p>attach a document (optional) and, if you do, add a small comment describing the document,</p></li>
-<li>
-<p>click on the <i>Reply to this thread </i>button.</p></li></ul>
-<p></p>
-
-<h2>Reply to a specific message</h2>
-<p>The <i>Reply to this message</i> icon (
-</p><div class="odt-frame">
-<img src="images/100000000000001900000013DFC3EE2E.png"></div>),
- located below the message author's picture allows you to give an answer
- which will be linked to the chosen message and will be hierarchically 
-dependent on that message.<p></p>
-<p>
-</p><p>The reply procedure is the same as the previous one, except the 
-message topic includes the initial message, prefixing it with a 
-«&nbsp;Re :&nbsp;» indicating the two messages are related.</p>
-<p>
-
-</p><h2>Quote a previous message</h2>
-<p>Inside a thread, within a forum, it is often most practical to be 
-able to quote a whole or part of a message. This is the aim of this 
-operation, triggered by the double quote icon. The 
-</p><div class="odt-frame">
-<img src="images/1000000000000017000000120657772F.png"></div>
- answer will be accompanied by the related message to which it is making
- reference (it will appear in another color in your answer). You can 
-compose a comment etc. as well as edit the quoted text directly.<p></p>
-<p>
-
-</p><h2>Reply or Reply to this topic</h2>
-<p>The main difference between those two options resides in the hierarchy of the different messages and their answers.</p>
-<p><i>Reply</i> creates new answers which will be deleted altogether when the initial message s removed, while <i>Reply to this thread</i> creates messages which will be kept, even if the starting message is removed.</p>
-<p>
-
-</p><h2>Search a forum element</h2>
-<p>All the screens of the <i>Forum</i> tool include a search feature. 
-The search can be executed in all the forums at once and you can combine
- search terms with the “+” sign. The results are sent in the form of a 
-list indicating:</p>
-<ul>
-<li>
-<p>the forum category,</p></li>
-<li>
-<p>the forum title,</p></li>
-<li>
-<p>the title of the thread in which the searched words have been found.</p></li></ul>
-<p>
-
-</p>
-<a name="__RefHeading__6681_1735218244"></a>
-<h1>Structure: Learning paths</h1>
-
-<h2>Introduction</h2>
-<p>A <i>learning path</i> in Chamilo is an organizational concept/tool 
-which presents activities or learning objects from the course in an 
-organized sequence to guide and support learning. It can be constructed 
-in various ways appropriate to course content. At its simplest it 
-constitutes a clear table of contents or, depending on the nature of the
- activities involved, it can provide the necessary agenda for the 
-acquisition of a given area of knowledge, understanding or skill.</p>
-<p>
-</p><p>A learning path can be sequenced in a way which is <i>suggestive</i> (simply displaying sections one after another like a menu) or <i>prescriptive</i>
- (the learner is required to follow the sections in a given order). It 
-is important to bear in mind that a learning path is more than just 
-diced-up course content: it represents a pedagogical itinerary which 
-might include tests, discussions, evaluations, experimentation etc. 
-Structuring a path effectively to guide students through these learning 
-experiences is a key factor in good course design.</p>
-<p>
-</p><p>On the course homepage, click on the <i>Learning path</i> link: 
-</p><div class="odt-frame">
-<img src="images/10000201000000300000003091633646.png"></div><p></p>
-<p>
-</p><p>Using the learning path tool, you can either import an existing 
-AICC or SCORM course, create a new learning path within Chamilo or edit 
-an existing learning path:</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004A800000109B0C426AF.png"></div>Illustration 73: The learning path tool:<p></p>
-<p></p></div><p></p>
-<p>
-</p><p>
-</p><p>
-
-</p><h2>Create a learning path</h2>
-<p><i>Click on the create new course</i><i><sup><a href="#odt-footnote-ftn11" class="odt-footnote-anchor" name="anchor-odt-ftn11">*</a></sup></i><i> icon:</i><i> </i><i>
-</i></p><div class="odt-frame"><i>
-<img src="images/100002010000002000000020CA8B0A20.png"></i></div><p></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000002560000017EE3703063.png"></div>Illustration 74: Learning paths - Creating a new learning path<p></p>
-<p></p></div><p></p>
-<p>Give a name to your learning path and click <i>Continue</i>. The 
-learning path is created immediately (without content for the time 
-being). It will appear in the learning paths list. Once the learning 
-path is created, you get access to a series of tools to:</p>
-<p>
-</p><ul>
-<li>
-<p>update the learning path's settings 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020E0287E39.png"></div><p></p></li>
-<li>
-<p>add and order elements as you build the learning path 
-</p><div class="odt-frame">
-<img src="images/1000000000000160000000301282A4BB.png"></div><p></p></li>
-<li>
-<p>add an activity / object / document 
-</p><div class="odt-frame">
-<img src="images/100000000000018E0000005EC503FBCA.png"></div><p></p></li>
-<li>
-<p>add a new section 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020B1DC9911.png"></div><p></p></li>
-<li>
-<p>use a preview screen to check how it's going to look for learners 
-</p><div class="odt-frame">
-<img src="images/10000201000000200000002031D06A72.png"></div><p></p></li></ul>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004A800000170080AD702.png"></div>Illustration 75: Learning paths – Learning paths – Adding a learning object or activity<p></p>
-<p></p></div><p></p>
-<p>
-
-</p><h3>Learning path's settings</h3>
-<p>Clicking on the settings icon 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020E0287E39.png"></div>
- will open the settings page. The example image on the right of the form
- represents what will be seen by the learner when using the learning 
-path, depending on the options configured in the form.<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000445000001F99EB9DE79.png"></div>Illustration 76: Learning paths – Settings<p></p>
-<p></p></div><p></p>
-<p>
-
-</p><h2>Add Learning Objects and Activities</h2>
-<p>As you build your learning path/course, you have the option to 
-include existing learning objects or activities or to create your own 
-using Chamilo. </p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004A800000170080AD702.png"></div>Illustration 77: Adding a learning object or activity to a course<p></p>
-<p></p></div><p></p>
-
-<h3>Create a new document</h3>
-<p>This option allows you to generate a document which will be automatically added to the learning path and saved in <i>.html</i> format in the learning path documents. </p>
-<p>
-</p><p>In essence, it is possible to use the rich text editor to edit 
-styles, add images, videos, etc. You can toggle between html and the 
-WYSIWYG editor to produce whatever content you wish. In other words, 
-Chamilo provides you with a complete learning path creation tool.</p>
-<p>
-</p><p>To begin, click the <i>Rich media page / activity </i>icon 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020C6380F2B.png"></div> to see the following page:<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000003A1000001F03BA6916D.png"></div>Illustration 78: Learning paths – Rich media creation tool<p></p>
-<p></p></div><p></p>
-
-<h3>Use existing resources</h3>
-<p>You can use any document you have previously imported or created in the documents tool of the course (e.g. a SCORM course, <i>.html</i> pages, videos, images, etc. - see<i> </i><i>Authoring content in Chamilo</i><i>).</i></p>
-<p>
-</p><p>You can also add tests, links, assignments and forums by dragging
- them across to the learning paths list on the left of the page using 
-the green “handle” 
-</p><div class="odt-frame">
-<img src="images/10000201000000180000001826C9D47B.png"></div>
- . The chosen resource will appears in the wherever you choose in the 
-learning path. Use the handle to re-order items, and the pencil 
-<div class="odt-frame">
-<img src="images/10000000000000150000001783D282B2.png"></div> and cross 
-<div class="odt-frame">
-<img src="images/1000020100000016000000165D939B96.png"></div> icons to edit/delete elements.<p></p>
-<p>
-</p><p>Links, tests, assignments and forums can be created prior to building the learning path in the <i>Authoring</i> or <i>Interaction</i>
- sections on your course's homepage, and then added from these sections 
-into your learning path via the relevant tab on the learning path page. 
-(Alternatively, they can be created directly from within the tabs 
-themselves as you build the learning path:)
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000030D0000010CF60E7874.png"></div>Illustration 79: Learning paths – Importing existing resources<p></p>
-<p></p></div><p></p>
-
-<h3>Add a new section</h3>
-<p>The <i>Sections</i> tool 
-</p><div class="odt-frame">
-<img src="images/10000201000000160000001665DBE58D.png"></div> is a simple but effective tool allowing you to group activities in the the learning path under headings for clarity.<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000049F000002016619C0A2.png"></div>Illustration 80: Learning paths – New sections<p></p>
-<p></p></div><p></p>
-<p></p>
-
-<h3>Display the learning path</h3>
-<p>Display the results of the learning path you just built:</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000054700000217EA0820B6.png"></div>Illustration 81: Learning paths – Learner's view<p></p>
-<p></p></div><p></p>
-<p>You can toggle between the above teacher and learner views by clicking the teacher/learner view button 
-</p><div class="odt-frame">
-<img src="images/100000000000005E0000001AA65B7268.png"></div>: <p></p>
-<p>
-
-</p><h2>Import AICC and SCORM </h2>
-<p>Chamilo uses standards like <a href="http://fr.wikipedia.org/wiki/Sharable_Content_Object_Reference_Model">SCORM</a> and <a href="http://fr.wikipedia.org/wiki/Aviation_Industry_CBT_Committee">AICC</a> for the exchange of contents. Importing such files couldn't be easier. Click the Learning Path icon 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020012E0568.png"></div> on the <i>Learning paths</i> page:<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004AE0000019B76FF69EE.png"></div>Illustration 82: Learning paths - Import SCORM<p></p>
-<p></p></div><p></p>
-<p>Click <i>choose file to </i>select the relevant document on your hard disk and <i>send </i>to upload it. That's it. Your imported course is ready to use.</p>
-<p>
-</p><p>
-</p><p><b>Note</b>&nbsp;: Chamilo 1.8 and all its derivations (including D0keos) only support SCORM in version 1.2.</p>
-
-<h2>Managing learning paths</h2>
-<p>Go to <i>My courses</i>, pick a course and click the <i>Learning paths icon </i><i>
-</i></p><div class="odt-frame"><i>
-<img src="images/100002010000002000000020773D424F.png"></i></div><i> </i>:<p></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004A5000001110AE03ACE.png"></div>Illustration 83: Learning paths – List<p></p>
-<p></p></div><p></p>
-<p>The right-side column, <i>Authoring options</i> includes tools to manage your learning paths:</p>
-<p>
-<table border="1" cellpadding="0" cellspacing="0">
-<tbody><tr>
-<td>
-<p>Icons</p></td>
-<td>
-<p>Features</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000003000000030075E5894.png"></div><p></p></td>
-<td>
-<p>Update the learning path's settings</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000003000000030CE7CE0A4.png"></div><p></p></td>
-<td>
-<p>Delete the learning path</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020B8DD8E3C.png"></div><p></p></td>
-<td>
-<p>Edit the learning path</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000001B000000117C69B680.png"></div> 
-<div class="odt-frame">
-<img src="images/10000000000000180000001239D04304.png"></div><p></p></td>
-<td>
-<p>Show / hide the learning path to/from learners</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000000140000001807019DFF.png"></div> 
-<div class="odt-frame">
-<img src="images/100000000000001800000019F3047D9F.png"></div><p></p></td>
-<td>
-<p>Show / hide the learning page on the course homepage</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000000170000001518B6F997.png"></div><p></p></td>
-<td>
-<p>Export the learning path in .zip format, to later use as SCORM content inside other tools</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000000150000001C7145EAF6.png"></div> 
-<div class="odt-frame">
-<img src="images/100000000000001700000016F3849EF6.png"></div><p></p></td>
-<td>
-<p>Allow / prevent multiple attempts by learners</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000001600000016DE88AD07.png"></div> 
-<div class="odt-frame">
-<img src="images/100000000000001B0000001B1C935B7F.png"></div><p></p></td>
-<td>
-<p>Toggle between full-screen or normal (embedded) view</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000001600000016DA02BDC1.png"></div> 
-<div class="odt-frame">
-<img src="images/100002010000001600000016DA02BDC1.png"></div><p></p></td>
-<td>
-<p>Re-order the learning paths</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000000300000003080605DE5.png"></div><p></p></td>
-<td>
-<p>Export the complete learning path as a large multi-pages PDF document</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000001600000012481C6DB7.png"></div><p></p></td>
-<td>
-<p>Copy learning path</p></td></tr></tbody></table>
-</p><p>
-
-</p><h2>Prerequisites</h2>
-<p>If a learning path contains several elements, it is possible to 
-establish the completion of tasks and targets expected of learners 
-following the learning path using the <i>prerequisites</i> feature.</p>
-<p>Click on the <i>prerequisites</i> button 
-</p><div class="odt-frame">
-<img src="images/100002010000001100000011D216FCA2.png"></div> next to any element in the path (or 
-<div class="odt-frame">
-<img src="images/10000201000000160000001695541035.png"></div> in edit view):<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004A5000001C8CA58AC3F.png"></div>Illustration 84: Learning paths – Prerequisites<p></p>
-<p></p></div><p></p>
-<p>This allows the teacher to require the learner to have completed 
-another task in the learning path (e.g. the preceding task) before they 
-can access this element, and also, e.g. in the case of a test or 
-assessment, to have achieved a given minimum score.</p>
-<p>
-</p><p>Using the <i>prerequisite options </i>button in the toolbar, 
-prerequisites to complete the preceding step can be set globally for all
- steps in the path, or alternatively all prerequisites can be cleared 
-from the path.</p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000001450000006EB7B5A69E.png"></div>Illustration 85: Learning paths – Prerequisites options<p></p></div><p></p>
-<p>
-
-</p><h2>Generating certificates</h2>
-<p>
-</p><p>You can readily create a certificate for students successfully 
-completing the course. To do so, just make the last step in your course a
- certificate which students can view or print off. You can upload an 
-existing pre-made certificate to the course documents area (e.g. an 
-image or .pdf file). Alternatively, Chamilo offers a tool for creating 
-certificate templates, which allows for the automatic generation of a 
-certificate detailing relevant data for each learner in the course (see 
-Chapter 18). </p>
-<p>
-</p><p>
-</p><p>
-
-</p>
-<a name="__RefHeading__10813_44459225"></a>
-<h1>Reporting</h1>
-<p>Chamilo allows teachers to follow the progress of their learners using various tools, primarily via the <i>Reporting </i>tool 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020C5909394.png"></div> (accessed via the <i>Administration tools </i>section
- at the bottom of the course homepage) but also through the assignment 
-of homework and tests/exercises during the course. The reporting tool 
-allows teachers to monitor the activities and progress of individual 
-learners, the overall progress of classes through courses, and the 
-development of content and resources.<p></p>
-<p>
-
-</p><h2>Tracking learners</h2>
-<p>By default, clicking on the <i>Reporting</i> icon will display 
-summary details for a list of learners on the course. It includes 
-summary information about test scores, time spent on-line, login details
- etc.</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004A3000001C4E83ACCE8.png"></div>Illustration 86: Reporting – Learners<p></p>
-<p></p></div><p></p>
-<p>On this page the teacher, as well as viewing a summary table of 
-students' overall activity and progress, can easily add columns to the 
-table drawing on students' profile information (country, date of birth) 
-as well as data held elsewhere in the course (course code, performance 
-data, assignments, messages, surveys). He/she can highlight 
-</p><div class="odt-frame">
-<img src="images/1000020000000016000000168BD76287.gif"></div>
- learners absent from the course for a specified length of time and at 
-one click notify learners with an appropriate announcement using a 
-configurable announcement tool (see chapter 21) accessed by clicking the
- notify button 
-<div class="odt-frame">
-<img src="images/100000000000005500000021260AEFF2.png"></div> . The teacher can also print out the table 
-<div class="odt-frame">
-<img src="images/1000020100000016000000162B003C49.png"></div> or export it as a csv file 
-<div class="odt-frame">
-<img src="images/100002010000002000000020BDAF8DE8.png"></div>.<p></p>
-<p>
-
-</p><h2>Show individual learner's details</h2>
-<p>
-</p><ul>
-<p>On the <i>Reporting </i>page, click the <i>Details </i>icon 
-</p><div class="odt-frame">
-<img src="images/100002000000001600000016945AC92A.gif"></div>
- next to the name of the learner you want to check on. The new page 
-shows the learner's details in summary, including profile information, 
-photo, connection and summary progress details, but also detailed 
-information about the student's progress through each learning path, 
-results in tests, and potentially useful information about other 
-activities such as assignments, messages sent, links visited, documents 
-uploaded and chat.<p></p>
-<p></p></ul>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004B1000001EE27C33078.png"></div>Illustration 87: Reporting – individual student's details<p></p>
-<p></p></div><p></p>
-<p>The information can be printed 
-</p><div class="odt-frame">
-<img src="images/1000020100000016000000162B003C49.png"></div> , exported as a csv file 
-<div class="odt-frame">
-<img src="images/100002010000002000000020BDAF8DE8.png"></div> or mailed 
-<div class="odt-frame">
-<img src="images/10000201000000160000001647A26062.png"></div>
- by clicking on the relevant toolbar icon at the top of the page. 
-Further details about test attempts and scores and progress through 
-learning paths can be accessed by clicking on the various icons on the 
-page. <p></p>
-<p>
-</p><p>Clicking on the <i>Access Details</i> icon 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020080A0F3C.png"></div>
- in the toolbar allows the teacher to see the course (times and dates) .
- This general reporting screen gives a general idea of the participation
- of the learner, which is useful for judging of the involvement of the 
-learner inside the course.<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000002AC0000025E971C5184.png"></div>Illustration 88: Users – Access details<p></p></div><p></p>
-<p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-
-</p><h2>Course reporting</h2>
-<p>Clicking on the <i>course report</i> icon 
-</p><div class="odt-frame">
-<img src="images/1000020100000020000000208A5E37A0.png"></div> on the Reporting page provides global information about the <p></p>
-<p>course as a whole that the teacher can use in evaluating or 
-developing the course. This includes information such as general 
-progress through learning paths, overall test scores, participation in 
-forum and chats, tools used, documents downloaded and links visited. As 
-with other reporting pages, information can be readily exported as csv 
-files or printed by clicking the relevant tool bar icons.</p>
-<p></p>
-
-<h2>Resource Reporting</h2>
-<p>To access details of resources used on the course, click on the <i>Report on resource</i><i> </i>icon 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020FDEAB2C5.png"></div> on the main Reporting page. This will display a list of resources added and deleted to the course, including <p></p>
-<p>resources added by students. </p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004AE000001ADBE34436C.png"></div>Illustration 89: Report on resource<p></p>
-<p>
-</p><p></p></div><p></p>
-<p>A search facility allows teachers to filter and find the resources 
-they are interested in, and the links on the left allows him/her to 
-navigate easily to the resource. There are also links to the user 
-profile for the user adding each link, and even an IP address which can 
-be used to indicate the location of users. </p>
-<p>
-
-</p><h2>Test/exam Reporting</h2>
-<p>The exam tracking tool is useful for teachers wanting to focus on monitoring learners' performance in tests. By clicking on the <i>exam tracking</i> icon 
-</p><div class="odt-frame">
-<img src="images/10000201000000200000002034BDA0C1.png"></div>
- on the main reporting page, the teacher is provided with a list of 
-tests and students' scores/percentages, including number of attempts. 
-They can select individual tests and filter results by a given 
-percentage e.g. to display a list of students passing a course, or 
-excelling in their score. This data can be exported as a standard 
-MS-Excel file®.<p></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004A70000014E7D562717.png"></div>Illustration 90: Exam tracking<p></p>
-<p>
-</p><p></p></div><p></p>
-
-<a name="__RefHeading__10815_44459225"></a>
-<h1>Assignments</h1>
-<p>The assignments tool 
-</p><div class="odt-frame">
-<img src="images/100002010000008000000080847759C9.png"></div>
- (accessible from the home page) allows a learner or a group of learners
- to upload documents for the teacher to review. Assignments can be seen 
-and downloaded by other learners unless configured as invisible ( 
-<div class="odt-frame">
-<img src="images/1000020100000016000000165124C67B.png"></div> ) by the teacher. <p></p>
-<p>
-</p><p>Assignment documents are usually homework exercises set by the 
-teacher, but they could also be files of interest to others which a 
-learner may wish to share. The assignments tool can therefore be used to
- receive individual or collective reports, to collect answers to open 
-questions, or indeed any other form of document developed by learners.</p>
-<p>
-</p><p>The tool also allows the teacher to modify the default visibility
- of the assignments sent/posted by learners. This ensures students can 
-sent files (exercises, reports, written production, …) in privacy to the
- course for evaluation by the teacher or course delegate. Click on <i>Assignment settings</i> 
-</p><div class="odt-frame">
-<img src="images/1000020100000016000000167346EDDD.png"></div> on the Assignments page:<p></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000002390000012A009480D0.png"></div>Illustration 91: Assignment settings<p></p>
-<p>
-</p><p></p></div><p></p>
-<p>Making assignments visible by default to all users enables learners 
-to check one another's assignments. This can be a valuable learning 
-technique, as pupils can learn a lot through sharing each other's work, 
-but it has of course to be used carefully; not all learners are not 
-ready to be given so much freedom! The choice between <i>private</i> (only visible to the teachers) or <i>public</i>
- assignments (all learners can see assignments from others) can be made 
-by clicking the appropriate visibility settings. The teacher can make 
-any post visible or invisible to other learners by checking the 
-</p><div class="odt-frame">
-<img src="images/1000020100000016000000165124C67B.png"></div> or 
-<div class="odt-frame">
-<img src="images/1000020100000016000000164E6D02FE.png"></div> icon next to the relevant entry in the list of learner posts shown for any given assignment.<p></p>
-<p>
-</p><p><b>Note</b>: A significant improvement in 1.9 is that assignments
- can also now be written and submitted directly within the assignments 
-tool, instead of requiring to be uploaded as documents.</p>
-<p>
-</p><p>
-
-</p><h2>Assignment creation</h2>
-<p></p>
-<p>To create a new assignment:</p>
-<ul>
-<li>
-<p>click on the <i>Create assignment</i><i> </i>tool 
-</p><div class="odt-frame">
-<img src="images/1000020100000020000000202A068EC7.png"></div> in the<i> Assignments </i>page: <p></p></li>
-<li>
-<p>give your new assignment a name,</p></li>
-<li>
-<p>add a description (optional),</p></li>
-<li>
-<p>click the <i>Validate</i> button. </p></li></ul>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>Illustration 92: Create a new assignment</p>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000004A0000001E714B152BD.png"></div><p></p></div><p></p>
-<p>Advanced settings allow you to:</p>
-<ul>
-<li>
-<p>Assign a maximum score for the assignment </p></li>
-<li>
-<p>Include the assignment in the assessment/grade-book tool</p></li>
-<li>
-<p>pick a deadline for the assignment to be completed and sent</p></li>
-<li>
-<p>pick a final end date for the assignment (and hide it to students)</p></li>
-<li>
-<p>Include the deadline in the course agenda/calendar. </p></li>
-<li>
-<p>Allow students to hand in their assignment directly from the assignment editor</p></li></ul>
-<p>
-
-</p><h2>Completion of assignments by students</h2>
-<p></p>
-<p>Students have the option either to do their assignment on-line or to 
-upload a file or document they have chosen to complete outside of the 
-Chamilo platform (n.b. to ensure students have this choice, the teacher 
-will need to check the relevant box in the advanced settings options of 
-the <i>Create assignment</i> page) The student simply needs to click on the assignment title and then the <i>submit paper </i>icon 
-</p><div class="odt-frame">
-<img src="images/10000201000000200000002041DFFD39.png"></div>
- to be taken to a page where they can upload a file using the relevant 
-tool and/or write their assignment using Chamilo's rich text editor.<p></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000004C8000001AEE3D918F2.png"></div>Illustration 93: Student's assignment paper<p></p>
-<p></p></div><p></p>
-
-<h2>Manage assignments</h2>
-<p>If the number of learners in your course is significant, there will be plenty of assignments to mark..!</p>
-<p>Chamilo eases the burden a little by keeping an organized record of 
-assignments set and student posts on the main page for each assignment 
-set. It lists the assignments completed by learners as each is 
-submitted, flags up clearly if they need to be marked, offers a record 
-of dates , allows quick navigation to each assignment exercise for 
-review and displays each learner's scores. Clicking on the column 
-headings allows for the quick and easy re-ordering of entries e.g. 
-according to date, students name, score etc. The toolbar includes 
-listings 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020553C672D.png"></div>
- for “missing” submissions from students on the course (including an 
-option to send a reminder), and the list can be downloaded as a .zip 
-file.<p></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000003F20000014A64B092A7.png"></div>Illustration 94: Main page for an assignment set by the teacher<p></p>
-<p></p></div><p></p>
-<p>
-
-</p><h2>Setting up the assignment evaluation</h2>
-<p>The teacher's evaluation of student assignments can be automatically 
-included within the assessments tool. The marks assigned to corrected 
-assignments will form part of the overall assessment, and a weighting 
-assigned for each particular assignment. </p>
-<p>
-</p><p>To include assignments' evaluation in the assessments: </p>
-<p>
-</p><ul>
-<li>
-<p>click on the <i>Advanced settings </i>link in the Create/edit<i> assignment </i>page</p></li>
-<li>
-<p>assign a <i>Maximum score</i> greater than 0</p></li>
-<li>
-<p>check the <i>Add to grade-book</i> box</p></li>
-<li>
-<p>choose the relevant assessment from the drop-down list</p></li>
-<li>
-<p>assign a weighting within the assessment</p></li>
-<li>
-<p>click on the <i>Validate </i>button.</p></li></ul>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000204000001D254D3A0C1.png"></div>Illustration 95: Assignments – Advanced settings<p></p>
-<p>
-</p><p></p></div><p></p>
-<p>
-</p><p>
-
-</p><h2>Assignment expiry dates</h2>
-<p>Chamilo offers two time-based options for the assignments: </p>
-<ul>
-<li>
-<p>a “handing over” deadline: the date past which all assignments sent 
-by the learners to the platform are marked as expired in red in the list
- of assignments. Past this date, assignments can still be sent, but they
- are marked to indicate late delivery.</p></li>
-<li>
-<p>a “final acceptance” date: this is the date past which it becomes 
-impossible for the learners to send an assignment . It is the definitive
- date after which the teacher will not consider any more work sent.</p></li></ul>
-<p>
-</p><p>To configure these, check the relevant boxes in the <i>advanced settings</i> of the <i>Create assignment</i> page.</p>
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000020B000000CF7E84C70C.png"></div>
-<div class="odt-frame">
-<p>
-</p><p>
-</p><div class="odt-frame">
-<img src="images/100000000000020B000000CF7E84C70C.png"></div><p></p>
-<p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>Illustration 96: Assignments – setting expiry dates</p></div><p></p>
-<p>
-
-</p><h2>Marking assignments</h2>
-<p>To mark a document uploaded by a learner, go to the main page for the relevant assignment. In the right hand column headed <i>Detail</i>, click on the <i>Save</i> icon 
-</p><div class="odt-frame">
-<img src="images/100002010000001600000016DD08B5E8.png"></div><i> </i>to download and view a file the student has submitted, then click the<i> Correct and rate</i> icon 
-<div class="odt-frame">
-<img src="images/100002010000001600000016FE3736B3.png"></div>
- to add feedback/comments and a score. If the student has not uploaded a
- file, but submitted their assignment using the on-line editor, the save
- icon will not show – instead the student's assignment will be 
-automatically shown in the editor to which the teacher can add feedback 
-etc when scoring the work.<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000004B0000001D447C5DA2F.png"></div>Illustration 97: Marking students' assignments<p></p>
-<p></p></div><p></p>
-<p>To save the score/feedback, click the <i>Update this task</i> button.</p>
-<p></p>
-
-<a name="__RefHeading__13566_554970603"></a>
-<h1>Users</h1>
-<p>The <i>Users</i> tool 
-</p><div class="odt-frame">
-<img src="images/100002010000004000000040BDF8F1F4.png"></div>
- gathers all learners and teachers subscribed to the course. It allows 
-you to manage a list of subscribed users, register new learners and 
-assign specific roles and responsibilities. It also allows you to 
-monitor the activities of all users subscribed to the course.<p></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000042D000000E2AF2D073C.png"></div>Illustration 98: Users – Main screen<p></p></div><p></p>
-
-<h2>Subscribe users</h2>
-<p>
-</p><p>Let's look first at how to subscribe new users as learners to the course. On the main <i>Users </i>page<i> </i>toolbar, click on the <i>Enroll users to course </i>icon 
-</p><div class="odt-frame">
-<img src="images/100002010000001600000016CFEA0EF8.png"></div> <i>.</i> This will display a list of users registered on the platform not subscribed to the course:<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000438000001C579FB5D1D.png"></div><p></p>
-<p>Illustration 99: Users – Action buttons</p></div><p></p>
-<ul>
-<p>To subscribe a single learner, just click the <i>Register</i> link 
-</p><div class="odt-frame">
-<img src="images/1000000000000042000000187821C5A7.png"></div> to the right of their listing.<p></p>
-<p>To subscribe several learners at once, check the relevant boxes on the left hand side, then select the <i>Register</i> option in the drop-down list headed <i>Detail </i>at the bottom of the table <i>(</i>a
- confirmation window appears to ensure you want to subscribe them: once 
-confirmed, a confirmation list appears indicating which learners have 
-been subscribed.)</p></ul>
-
-<h3>Add teachers</h3>
-<p>You can also subscribe another user as teacher in your course. Just click the second <i>Enroll teacher </i>icon 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020EC643722.png"></div> (he's wearing a tie!) and repeat the process as for learners. Users subscribed using this link will have the status of <i>Teacher</i> on the course.<p></p>
-
-<h3>Unsubscribe a user</h3>
-<p>You can unsubscribe users individually or as a group from a course.</p>
-<p>To unsubscribe a single user, click the <i>Unregister</i> button 
-</p><div class="odt-frame">
-<img src="images/10000000000000460000001CC81CFCBC.png"></div> next to the corresponding user and confirm your choice.<p></p>
-<p>To unsubscribe a group of users, check the relevant boxes on the left side of the table and select <i>Unregister</i> in the drop-down list headed <i>Detail </i>at the bottom of the table, then click <i>U</i><i>nregister</i><i>.</i></p>
-<p>
-</p><p><b>Note</b> : As a teacher you cannot remove the main teacher of a
- course (by default described in the listing as Trainer) from this 
-screen. Only the platform administrator can do that.</p>
-
-<h3>Add/update a user's description</h3>
-<ul>
-<li>
-<p>Click the <i>Edit </i>icon 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020B8DD8E3C.png"></div> to the right of the relevant user's entry to view the user's basic details;<p></p></li>
-<li>
-<p>Complete/update the <i>Description </i>field to inform other users of the role played by this user;</p></li>
-<li>
-<p>Save changes.</p>
-<p></p></li></ul>
-<p>The <i>Assistant</i> box (previously titled <i>Tutor</i>) allows the teacher to assign a special <i>Course assistant </i>role
- with its corresponding permissions. These permissions allow the 
-assistant to view test and assignments results from other learners in 
-the course, to help him assist the teacher in this role.</p>
-
-<h3>Search for a subscribed learner</h3>
-<p>If the teacher needs to find a specific learner in the list of users 
-subscribed to the course, the search feature will allow him to find one 
-or several users from all or part of his first name or last name.</p>
-<p>
-</p><p>Just fill in the search field with the relevant characters and click the <i>Search </i>button. A list of matching users will be displayed.</p>
-
-<h3>Export the list of subscribed users</h3>
-<p>You might want, (independently of the backup copies taken by your 
-careful administrator!) to keep a separate copy of your users list. To 
-do so, from the main <i>Users</i> page, click one of the export icons in the toolbar (<i>CSV export </i><i>
-</i></p><div class="odt-frame"><i>
-<img src="images/100002010000002000000020BDAF8DE8.png"></i></div><i> Excel export </i><i>
-<div class="odt-frame">
-<img src="images/100002010000003000000030C34C3458.png"></div></i><i> or .pdf export </i><i>
-<div class="odt-frame">
-<img src="images/1000020100000016000000162632BBB7.png"></div></i>) to download the list of users in the corresponding format.<p></p>
-<p>
-</p><p><b>Note</b>: not all users details are exported through this 
-feature (their passwords, for example, are confidential information not 
-available to other users, not even to the teacher).</p>
-
-<h3>Display learners reporting</h3>
-<p>The teacher can directly access details from the main <i>Users</i> page about each learner's participation in the course by clicking on the <i>Reporting </i>icon 
-</p><div class="odt-frame">
-<img src="images/100002010000001600000016811BD5C3.png"></div> next to the user's listing. This will link to the L<i>earners details in course</i> page, described more fully in chapter 15 above. <p></p>
-<p>
-
-</p>
-<a name="__RefHeading__10817_44459225"></a>
-<h1>Assessments</h1>
-<p>The <i>Assessments</i> tool 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020C48CB948.png"></div>
- is where you, as teacher, can establish success criteria for the course
- (i.e. the pass-mark, merit rankings etc.), involving the allocation of 
-weightings to various activities, tests etc. You can also use the 
-assessments tool to generate and issue certificates to learners on 
-successful completion of the course. Click on the tool to display the 
-main <i>Assessments</i> page which may (once set up for the course) look like this to the teacher.<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004AA000001F5328CD02A.png"></div><p></p>
-<p>Illustration 100: Assessments – Example teacher view</p></div><p></p>
-<p>It allows you to prepare an overview report compiling learners' 
-achievements in the course overall, drawing on the results of activities
- undertaken in virtually every part of the online course, but also 
-including “external” activities undertaken in your classroom, outside of
- the online course.</p>
-<p>The learner can use the assessments tool as a “grade-book” to monitor
- his own progress, and will see a simpler, personalized view when he 
-clicks on the <i>A</i><i>ssessments </i>tool which will look something like this:</p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000049F00000156248A48A3.png"></div>Illustration 101: Assessments – Example learner view<p></p></div><p></p>
-<p><i>(Note: Before looking further into the assessments tool, make sure
- you have at least one learner subscribed to your course. (This is why 
-we cleverly put the </i><i>Users</i><i>&nbsp; chapter before this one!).
- In this chapter, it will be much easier to follow the examples if you 
-already have learners subscribed and a series of activities created. 
-Don't forget – until you choose to allow it, the user will not be able 
-to see the course anyway, as long as is configured as closed.)</i></p>
-
-<h2>Assessments pre-configuration</h2>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<img src="images/10000000000001B500000020E2D8B7C1.png"></div>The
- assessment tool, in order to work perfectly, requires several setting 
-to be correctly configured: the activities weighting, a minimum 
-certification score (pass-mark), skills rankings and a certificate 
-template. If these are not set correctly, and orange alert will be 
-displayed on the main <i>Assessments</i> page e.g. <p></p>
-<p>
-
-</p><h3>Total weight and minimum certification score</h3>
-<p>To view and edit this basic configuration , click on the edit icon 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020B8DD8E3C.png"></div> on the right side of the toolbar:<p></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000003730000017330967EDC.png"></div><p></p>
-<p>Illustration 102: Assessments – General settings</p></div><p></p>
-<p>The <i>Total weight</i> of the course is important for assigning individual weightings to activities (see below). The <i>Minimum </i><i>certification score</i> defines the pass-mark for the course.</p>
-<p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-
-</p><h3>Weights</h3>
-<p>The weights allow you to define the relative importance of each of 
-the activities (from the platform or in-person) within the assessment. 
-Click on the <i>Weight in report</i> icon 
-</p><div class="odt-frame">
-<img src="images/1000020100000016000000162053E1CE.png"></div>
- to go the general weights page. (If you don't have any activity 
-registered at this point, come back to this section a bit later.)<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000003C20000015E74C5C472.png"></div><p></p>
-<p>Illustration 103: Assessments - Weights</p></div><p></p>
-<p>It is strongly recommended that you define the total of the weights 
-as 100 (or the equivalent total value for the course defined in the 
-previous section), otherwise it becomes really complicated to understand
- all the possible relative scoring issues.</p>
-
-<h3>Skills ranking</h3>
-<p>Skills ranking allow you to define ranks for the scores, so that they
- can be more easily represented literally and graphically. Click on the 
-podium icon 
-</p><div class="odt-frame">
-<img src="images/1000020100000020000000200BFD2B16.png"></div>:<p></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000002CE00000213E38CDDDE.png"></div><p></p>
-<p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>Illustration 104: Assessments – Skills ranking</p></div><p></p>
-<p>As well as a pass-mark, you can add additional options: e.g. the 
-names you want to give to any score band to make it faster to read 
-generic reports.</p>
-
-<h3>Certificate template</h3>
-<p>Finally, it is possible to create a certificate generated 
-automatically using the learner's data stored in the platform. To set 
-this up, click the large certificate icon 
-</p><div class="odt-frame">
-<img src="images/1000020100000030000000303EBC8A51.png"></div> on the toolbar. This will bring up a screen displaying a list of existing certificates, with tool-bar options to import 
-<div class="odt-frame">
-<img src="images/100002010000002000000020826CD697.png"></div> or create certificates. Click the <i>Create certificate </i>icon 
-<div class="odt-frame">
-<img src="images/1000020100000020000000205B54E22E.png"></div> to go to a page similar to the document creation tool, which allows you to design a certificate:<p></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000036E0000029A232D7EFF.png"></div><p></p>
-<p>Illustration 105: Assessments – Certificate template creation</p></div>
-<div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000001450000014AD6693C38.png"></div><p></p>
-<p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>Illustration 106: Tags for use </p>
-<p>in the certificate template</p></div><p></p>
-<p>
-</p><p>
-</p><p>Note that above the main online editor, the page also displays a 
-list of tags which can be used to generate a certificate template 
-displaying the appropriate data for any given learner once he/she 
-finally fulfills all the assessment objectives. </p>
-<p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>The main Certificate page lists the certificates that have been uploaded or created. </p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004AA0000012CCBD4BCC5.png"></div>Illustration 107: Assessments – Certificates templates list<p></p></div><p></p>
-<p>Click on the 
-</p><div class="odt-frame">
-<img src="images/1000020100000016000000162012C104.png"></div>
- icon to select this document as the default certificate template ( It 
-will turn coloured when selected). This is the certificate which will be
- issued to students. You can return to the assessments screen through 
-the breadcrumb navigation (click <i>Assessments</i>).<p></p>
-<p>
-
-</p><h2>Add a classroom activity</h2>
-<p>A “classroom” activity refers to any component of the overall 
-assessment not undertaken inside the Chamilo platform. Any assessed 
-activity can be added a <i>classroom activity</i> and therefore become 
-part of your overall course assessment. As such, you will of course need
- to add the relevant details manually to the Assessments. To do this, in
- the main assessment page, click on the <i>Add classroom assessment </i>icon 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020A25A08CA.png"></div> in the tool-bar.<p></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000024D000001F93D8E1D33.png"></div><p></p>
-<p>Illustration 108: Assessments – Classroom activity</p></div><p></p>
-<p>The name, weighting and maximum score for the activity need to be 
-entered, and the teacher can also choose whether to make the activity 
-visible and whether to grade learners.</p>
-<p>
-</p><p>You will only be able to add results for classroom activities for
- learners subscribed to your course. Scoring the Classroom activity is 
-straightforward – click the relevant activity listed in the main<i> </i><i>Assessments</i> page and then the<i> edit</i> icon 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020B8DD8E3C.png"></div> either next to the learner's listing or (to score a list of learners) in the toolbar:<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004A9000001A8147D0E88.png"></div>Illustration 109: Assessments – Classroom activities – Filling in results<p></p></div><p></p>
-<p>The scores will be added to the assessment data and included in each student's grade-book.</p>
-<p>
-
-</p><h2>Add an online activity</h2>
-<p>Within the Chamilo course, not only tests but a whole range of activities can be scored and added to the <i>Assessments </i>tool for consideration in the overall grading of students. The <i>Add an online activity </i>tool 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020DA6D7971.png"></div>
- allows you to create a link from the assessment to one of the following
- types of resources in your course (these resources already have scoring
- capabilities):<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000359000001CA48788B25.png"></div><p></p>
-<p>Illustration 110: Assessments – Add online activity</p></div><p></p>
-<ul>
-<li>
-<p>Tests,</p></li>
-<li>
-<p>Assignments,</p></li>
-<li>
-<p>Learning paths,</p></li>
-<li>
-<p>Forum threads,</p></li>
-<li>
-<p>Attendances,</p></li>
-<li>
-<p>Surveys</p>
-<p></p></li></ul>
-<p>Work through the drop-down lists to locate the activity visible in 
-the list of activities for this assessment, and click to include the 
-activity in the assessments so that it counts towards the learners' 
-overall grade.</p>
-<p>
-</p><p>
-
-</p><h2>List view</h2>
-<p>
-</p><p>The list view 
-</p><div class="odt-frame">
-<img src="images/100002010000001600000016811BD5C3.png"></div> view in the <i>Assessments</i>
- tool allows you to list all learners and their results at any point 
-through the course, as well as charts illustrating students' 
-achievements overall for each assessment and a combined chart for all 
-resources. (This resource is obviously more useful at the end of a 
-course – when students have completed all the assessed activities). The 
-view can be printed or exported in various formats (.xml, .doc, .pdf, 
-.csv) using the relevant tool-bar icons.<p></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004AE0000027768AAE5D7.png"></div>Illustration 111: Assessments – List view<p></p></div><p></p>
-<p><b>Note</b>: This view only works if skills ranking rules have been fully defined.</p>
-<p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-
-</p><h2>Manage activities</h2>
-<p>It is possible to manage activities listed in the <i>Assessments</i> page quickly and efficiently using the icons found next to each individual activity:</p>
-<p>
-<table border="1" cellpadding="0" cellspacing="0">
-<tbody><tr>
-<td><b>Icons</b></td>
-<td><b>Features</b></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020B8DD8E3C.png"></div><p></p></td>
-<td>
-<p>Update the activity's settings (title, weight, etc)</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020100000016000000165D939B96.png"></div><p></p></td>
-<td>
-<p>Remove an activity from the assessment. Classroom activities will be deleted, online activities detached from the assessment</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020100000016000000164E6D02FE.png"></div><p></p></td>
-<td>
-<p>Change the visibility of the results of the activity in the learners' “gradebook” view.</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000000160000001636E4CC85.png"></div><p></p></td>
-<td>
-<p>Show the history of changes of this activity's settings</p></td></tr></tbody></table>
-</p><p>
-</p><p>It is also possible to group assessment activities within several
- “categories” within the overall assessment for the course. Be careful 
-when you do this about assigning total scores and weightings for the 
-overall course and for “categories” within the course – it can get your 
-head in a spin! To create a category folder, click the <i>Create Assessment </i>icon 
-</p><div class="odt-frame">
-<img src="images/10000201000000200000002038991C9A.png"></div> in the tool-bar and complete the required details:<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000033F0000016707A72BBF.png"></div><p></p>
-<p>Illustration 112: Assessments – creating categories</p></div><p></p>
-<p>Assessment activities can be added to the various categories through 
-the drop down list in the creation/editing form for each activity. Quick
- navigation is also possible from categories in the list to the <i>weightings</i> page 
-</p><div class="odt-frame">
-<img src="images/1000020100000016000000162053E1CE.png"></div> and to the <i>list view</i> 
-<div class="odt-frame">
-<img src="images/100002010000001600000016811BD5C3.png"></div>.<p></p>
-<p>
-</p><p>
-
-</p>
-<a name="__RefHeading__10819_44459225"></a>
-<h1>Wiki</h1>
-<p>The <i>Wiki</i> tool 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020F1FE1347.png"></div>
- is a collective or collaborative redaction tool. It allows users to 
-work together on a single document, and to follow the history of 
-modifications. It also allows you to save time and be more efficient 
-during a group task. In many ways, it complements the forum tool.<p></p>
-<p>
-</p><p>A wiki page can contain many links to other pages, which may or 
-may not (yet) have existing content. Wiki pages can be updated; each 
-contributor sharing the same rights to write and edit content. 
-Originally designed to support collaboration between learners, the wiki 
-may, at the beginning of a course, consist only of a list of links 
-inserted by the teacher, pointing to empty pages which each learner will
- have to build using one another's ideas, views and experiences.</p>
-<p>
-
-</p><h2>Starting the wiki</h2>
-<p>The main page is the entry point of the wiki. It can initially be 
-edited only by the teacher, who unlocks it through this initial action. 
-Until he does this, learners cannot access it.</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004AA000001CECC0B9BCB.png"></div>Illustration 113: Wiki – Main page<p></p></div><p></p>
-<ul>
-<li>
-<p>Click the <i>Edit this page</i> icon 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020B8DD8E3C.png"></div>,<p></p></li>
-<li>
-<p>Remove the existing content and replace it by new content (for example, a list of links pointing to other pages of the wiki),</p></li>
-<li>
-<p>Add a comment explaining your contribution,</p></li>
-<li>
-<p>Click <i>Save</i>.</p></li></ul>
-<p>
-
-</p><h2>Add a new linked page</h2>
-<p>From the page you're going to add the link to:</p>
-<ul>
-<li>
-<p>click the <i>Edit this page </i>icon,</p></li>
-<li>
-<p>click the line you want to add the link on, then <b>either</b>:</p></li>
-<li>
-<p>add the text between double square brackets [[<i>link to the page to be created</i>]]. Once saved, the text entered between brackets will be transformed into a link to a new empty page,</p></li>
-<li>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000001DE0000015AF64680D5.png"></div><b>or</b> click the <i>Insert/Edit Wiki Link</i> icon in the editor to indicate the name of the new page to be created, <p></p></li></ul>
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000026F0000009C84FE5516.png"></div><p></p>
-<p>
-</p><ul>
-<p></p>
-<p>
-</p><p>
-</p><p>
-</p><p>
-</p><li>
-<p>click <i>Save</i>.</p></li></ul>
-
-<h2>Add a new orphan page</h2>
-<p>By clicking the <i>Add new page</i> link inside the drop-down menu icon 
-</p><div class="odt-frame">
-<img src="images/100002010000001600000016BF9C3CE7.png"></div>
- , you create a new page, unrelated to the rest of the wiki. This is one
- way of preparing a page which will temporarily not be visible to users 
-(at least not in the usual way).<p></p>
-<p><b>Note</b> : Orphan pages can be listed from the <i>All pages</i> link in the drop-down menu.</p>
-<p>
-
-</p><h2>Commenting a page</h2>
-<p>By clicking the <i>Discuss this page</i> icon 
-</p><div class="odt-frame">
-<img src="images/1000020100000016000000167C4D9879.png"></div>,
- you get access to a form to add/see comments. This area is visible and 
-can be updated by any user. Other actions which can be executed on wiki 
-pages are:<p></p>
-<p>
-<table border="1" cellpadding="0" cellspacing="0">
-<tbody><tr>
-<td><b>Icons</b></td>
-<td><b>Features</b></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000000200000002087CB80BA.png"></div><p></p></td>
-<td>
-<p>Check the history of changes of a page</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000000200000002027BFB708.png"></div><p></p></td>
-<td>
-<p>Show a list of pages linked to the current page</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000000200000002089372ADD.png"></div><p></p></td>
-<td>
-<p>Delete the current page</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020100000016000000160B58A6B5.png"></div><p></p></td>
-<td>
-<p>Export the page as an HTML document</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020D0F16A21.png"></div><p></p></td>
-<td>
-<p>Export the page as a PDF document</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020000000010000000102482A867.gif"></div><p></p></td>
-<td>
-<p>Get an e-mail notification of all changes made to this page</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020100000016000000164E6D02FE.png"></div><p></p></td>
-<td>
-<p>Make a page visible/invisible to learners</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000001600000016C7342E1A.png"></div> 
-<div class="odt-frame">
-<img src="images/100002010000001600000016DBB6DC1F.png"></div><p></p></td>
-<td>
-<p>Lock / Unlock a page for edition by learners</p></td></tr></tbody></table>
-</p><p>
-
-</p><h2>Other wiki features</h2>
-<p>
-</p><p>The menu located in the top left corner (drop-down menu) gives access to other wiki features, regardless of the current page:</p>
-<ul>
-<li>
-<p>search titles or contents of pages,</p></li>
-<li>
-<p>display a list of all the pages,</p></li>
-<li>
-<p>list only the latest modifications,</p></li>
-<li>
-<p>remove the whole wiki (be careful with this command!),</p></li>
-<li>
-<p>see the most active users,</p></li>
-<li>
-<p>see the most visited pages,</p></li>
-<li>
-<p>see the most updated pages,</p></li>
-<li>
-<p>see all orphan pages,</p></li>
-<li>
-<p>see all empty pages (wanted pages) created as such in order to invite somebody else to add content on a given topic.</p></li></ul>
-
-<a name="__RefHeading__10821_44459225"></a>
-<h1>Links</h1>
-<p>The Li<i>nks</i> tool 
-</p><div class="odt-frame">
-<img src="images/1000020100000040000000408606FD6D.png"></div>
- allows you to create a library of internal and external links which 
-learners can use in a course as they work their way through the learning
- path.<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000051A000001B1B0387B2B.png"></div><p></p>
-<p>Illustration 114: The Links page</p></div><p></p>
-<p>
-
-</p><h2>Links categories</h2>
-<p>
-</p><p>You can create links categories in Chamilo, allowing for a better
- organizational structure when your library contains a lot of links. </p>
-<ul>
-<li>
-<p>Click the <i>Add a category</i> icon 
-</p><div class="odt-frame">
-<img src="images/10000201000000200000002038991C9A.png"></div>,<p></p></li>
-<li>
-<p>Give a clear name to your category,</p></li>
-<li>
-<p>Add a description if needed,</p></li>
-<li>
-<p>Click the <i>Add a category </i>button.</p>
-<p></p></li></ul>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000023200000122D0A1235A.png"></div><p></p>
-<p>Illustration 115: Links - Add a category</p></div><p></p>
-
-<h2>Links</h2>
-<p>A link can be added in a category or at the root level:</p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000031800000228710BA32B.png"></div><p></p>
-<p>Illustration 116: Links - Add link</p></div><p></p>
-<p>To add a link:</p>
-<ul>
-<li>
-<p>Click the <i>Add a link</i> icon 
-</p><div class="odt-frame">
-<img src="images/1000020100000016000000166FB86219.png"></div><p></p></li>
-<li>
-<p>Add the link's URL,</p></li>
-<li>
-<p>Give it a label,</p></li>
-<li>
-<p>Add a description of what is on the other side of the link, if desired,</p></li>
-<li>
-<p>Select a category if desired,</p></li>
-<li>
-<p>Choose whether to show the link on the course homepage or not,</p></li>
-<li>
-<p>Click the <i>Save link </i>button.</p></li></ul>
-<p>
-
-</p><h2>Manage links</h2>
-<p>Links management uses the usual action icons:</p>
-<p>
-<table border="1" cellpadding="0" cellspacing="0">
-<tbody><tr>
-<td>
-<p>Icons </p></td>
-<td>
-<p>Features</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020B8DD8E3C.png"></div><p></p></td>
-<td>
-<p>Edit links or categories</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000000200000002089372ADD.png"></div><p></p></td>
-<td>
-<p>Remove links or categories</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000002900000011684DB4F3.png"></div><p></p></td>
-<td>
-<p>Re-organize links and categories order</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020D4989FD8.png"></div> 
-<div class="odt-frame">
-<img src="images/1000020100000020000000203A64CCE2.png"></div><p></p></td>
-<td>
-<p>Show/Hide a link</p></td></tr></tbody></table>
-</p><p>
-
-</p><h2>Links checker</h2>
-<p>Since version 1.8.8.4, you can (manually) check whether a link is alive. To do this, click the small magnifier icon 
-</p><div class="odt-frame">
-<img src="images/100002010000001600000016F21925F1.png"></div> on the right side of the link as it is listed in the Links page. After a few seconds (or less), an icon appears. A green tick 
-<div class="odt-frame">
-<img src="images/10000201000000160000001695541035.png"></div> means the link is valid. A red sign 
-<div class="odt-frame">
-<img src="images/100002000000001300000013CC6D8477.gif"></div> means the link is broken.<p></p>
-<p>
-</p><p><b>Note</b>: the links checker effectively tries to connect to the given link <b>from the server. </b>As
- such, a link that works for you might not work for the server, and 
-vice-versa. This will require the server to be equipped with the CURL 
-library. Check with your admin if this is the case.</p>
-<p>
-</p><p>
-
-</p>
-<a name="__RefHeading__10823_44459225"></a>
-<h1>Announcements</h1>
-<p>The <i>Announcements</i> tool 
-</p><div class="odt-frame">
-<img src="images/1000020100000040000000402E85A53D.png"></div> lets you send a message by e-mail to your learners and/or publish an message directly to the course.<p></p>
-<p>
-</p><p>These announcements can be used, for example, to inform learners 
-of the recent availability of a document, of the deadline for an 
-assignment or any news or information related to the course.</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004820000011121389A19.png"></div>Illustration 117: Announcements page<p></p></div><p></p>
-
-<h2>Add an announcement</h2>
-<p>From the main Announcement page:</p>
-<ul>
-<li>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000052700000260BDDABBE3.png"></div><p></p>
-<p>Illustration 118: Add an announcement</p></div>click the <i>Add an announcement</i> icon 
-<div class="odt-frame">
-<img src="images/1000020100000016000000160383BCF1.png"></div>,<p></p></li>
-<li>
-<p>by default, the announcement will be sent to all users, but it is possible to edit the list of recipients by clicking on the <i>visible to </i>link 
-</p><div class="odt-frame">
-<img src="images/10000201000000160000001620D467B1.png"></div><p></p></li>
-<li>
-<p>the announcement can be sent by e-mail to the course users (check the <i>Send this announcement by email to selected groups/users</i> box),</p></li>
-<li>
-<p>add an announcement subject,</p></li>
-<li>
-<p>write the main announcement using the editor,</p></li>
-<li>
-<p>add an attachment if desired,</p></li>
-<li>
-<p>click <i>Send announcement</i>.</p></li></ul>
-<p>
-</p><p>Note: since version 1.8.8.4, you can use tags inside your 
-announcements (just copy-paste them). These tags will be automatically 
-replaced by the corresponding value when sent by e-mail or displayed on 
-the platform to users.</p>
-<p>
-</p><p>Announcements will appear to recipients like this on the platform:
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000002D4000001229F465C3C.png"></div><p></p>
-<p>Illustration 119: Announcements – learner view</p></div><p></p>
-<p>
-
-</p><h2>Announcements management</h2>
-<p>Announcements can be managed through the familiar action icons:</p>
-<table border="1" cellpadding="0" cellspacing="0">
-<tbody><tr>
-<td>
-<p>Icons</p></td>
-<td>
-<p>Features</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020B8DD8E3C.png"></div><p></p></td>
-<td>
-<p>Update the title, body or settings of the announcement</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000002900000011684DB4F3.png"></div><p></p></td>
-<td>
-<p>Re-order announcements position</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020D4989FD8.png"></div> 
-<div class="odt-frame">
-<img src="images/1000020100000020000000203A64CCE2.png"></div><p></p></td>
-<td>
-<p>Show / Hide announcement to learners</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020000000010000000102482A867.gif"></div><p></p></td>
-<td>
-<p>Indicates the announcement has been sent by e-mail</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000200000000100000000F85BCA01E.gif"></div><p></p></td>
-<td>
-<p>Indicates the announcement includes an attachment</p></td></tr></tbody></table>
-<p>
-
-</p>
-<a name="__RefHeading__10825_44459225"></a>
-<h1>Glossary</h1>
-<p>Chamilo integrates a glossary tool 
-</p><div class="odt-frame">
-<img src="images/100002010000004000000040079ED0B6.png"></div>
- to allow the teacher to define terms or expressions in the same way as a
- dictionary. No term is defined by default - it is the teacher's 
-responsibility to define important terms.<p></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000005130000014E3FCCB081.png"></div>Illustration 120: Glossary – Table view<p></p></div><p></p>
-
-<h2>New term</h2>
-<p>To add a new term:</p>
-<ul>
-<li>
-<p>click on <i>Add new glossary term </i><i>
-</i></p><div class="odt-frame"><i>
-<img src="images/1000020100000020000000208FF5D9D0.png"></i></div>,<p></p></li>
-<li>
-<p>enter the term in the first field,</p></li>
-<li>
-<p>give the term's definition,</p></li>
-<li>
-<p>click the <i>Save term</i> button.</p></li></ul>
-<p>
-</p><p>A definition can be enriched by images and links:</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000004B30000022ADC37B410.png"></div><p></p>
-<p>Illustration 121: Glossary – add a term</p></div><p></p>
-<p></p>
-<p>By default terms are displayed in T<i>able view </i><i>
-</i></p><div class="odt-frame"><i>
-<img src="images/100002010000002000000020FA8B8749.png"></i></div>
- – suitable for a large number of terms with a brief definition. For a 
-smaller list of fuller definitions, both teacher and learner may wish to
- choose the more attractive <i>List view </i><i>
-<div class="odt-frame">
-<img src="images/10000201000000200000002005C8CE3A.png"></div></i><i> :</i><p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020100000526000001EF6BBA4D6E.png"></div><p></p>
-<p>Illustration 122: Glossary – List view</p></div><p></p>
-<p>
-
-</p><h2>Glossary terms management</h2>
-<p>Glossary terms management is done through the usual action icons:</p>
-<p>
-<table border="1" cellpadding="0" cellspacing="0">
-<tbody><tr>
-<td>
-<p>Icons</p></td>
-<td>
-<p>Features</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020B8DD8E3C.png"></div><p></p></td>
-<td>
-<p>Edit term</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000000200000002089372ADD.png"></div><p></p></td>
-<td>
-<p>Delete term</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000000200000002005C8CE3A.png"></div><p></p></td>
-<td>
-<p>Show the list view</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020FA8B8749.png"></div><p></p></td>
-<td>
-<p>Show the table view</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020BDAF8DE8.png"></div> 
-<div class="odt-frame">
-<img src="images/1000020100000020000000201B0E4544.png"></div><p></p></td>
-<td>
-<p>Export/import glossary as a .csv file</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020D0F16A21.png"></div><p></p></td>
-<td>
-<p>Export to .pdf</p></td></tr></tbody></table>
-
-</p>
-<a name="__RefHeading__14628_2027752126"></a>
-<h1>Attendances</h1>
-<p>In 2010, an academical institution co-financed the development of the A<i>ttendances</i> tool 
-</p><div class="odt-frame">
-<img src="images/1000020100000020000000202A77DB84.png"></div> as well as the <i>course progress</i>
- tool (see next chapter) with a set of basic specifications. Over time 
-it has evolved, thanks to the many suggestions from community users and 
-the financial support of some customers. Today it's a more advanced 
-tool, but it is still very young, which explains why its interface still
- leaves room for improvement.<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000511000001463E67168E.png"></div>Illustration 123: Attendances – main page<p></p></div><p></p>
-<p>Before you go further with this chapter, do make sure you have 
-learners subscribed to your course, otherwise your attempts to use it 
-will not work. If need be, review the Users chapter on page 95. Without 
-learners subscribed, it is practically impossible to make sense of the 
-attendances tool.</p>
-<p>
-
-</p><h2>Create an attendance sheet</h2>
-<p>To get started, click the <i>Create a new attendance list </i>icon 
-</p><div class="odt-frame">
-<img src="images/1000020100000020000000209B25A1DF.png"></div>:<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000052500000280AC0B526E.png"></div><p></p>
-<p>Illustration 124: Attendances – New attendances form</p></div><p></p>
-<p></p>
-<p>Fill in the main title/description fields and tick if you wish to 
-grade the attendances. If you do so you can select an assessment to link
- attendances to, write a column header for the report and add a 
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000036B0000012E2C26A29E.png"></div><p></p>
-<p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>Illustration 125: Attendances – Intermediary step for dates creation</p></div>weighting to activities. Finally, click <i>save </i>and you will be prompted to add a time and date:<p></p>
-<p>
-</p><p>
-</p><p>Selecting <i>repeat date </i>allows to you quickly generate a series dates and time for regular sessions e.g. weekly at 22.00 hrs. Click <i>Save</i> again to view a list of the dates chosen: </p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000001C6000000FEF208A398.png"></div>Illustration 126: Attendances calendar<p></p></div><p></p>
-<p>
-</p><p>These are fully editable (e.g. if one week is a holiday, delete) and, equally, you can add to the dates/times using the <i>add a date and time</i> icon 
-</p><div class="odt-frame">
-<img src="images/10000201000000100000001043ECFC13.png"></div> in the toolbar. You can also clear the entire list of dates and times using the <i>clear the calendar of all lists </i>icon 
-<div class="odt-frame">
-<img src="images/10000201000000160000001668053DAF.png"></div>. To view the attendance sheet for the relevant activity click the A<i>ttendance sheet </i>icon 
-<div class="odt-frame">
-<img src="images/1000020100000020000000201B45D04B.png"></div><p></p>
-<p>
-</p><p>
-
-</p><h2>Recording attendances</h2>
-<p>Having set up your course sessions, you'll need to start recording your learners' attendances. You do this using the <i>Attendances sheet, </i>which you can access from the main <i>Attendances </i>page
- by clicking on the relevant listing. You'll see a list of learners' 
-names in the first column, then one column for each attendance date. 
-Generally, the default column enabled will be the first one that hasn't 
-been modified yet.</p>
-<p>
-</p><p>The <i>Attendance sheet </i>displays a table with columns listing users, their attendance and dates/times. What dates you view is controlled by the <i>Filter </i>drop down menu in the toolbar (choose “all” and click <i>filter </i>to see them all). To enable editing of each date column, click the “padlock” 
-</p><div class="odt-frame">
-<img src="images/100002010000001600000016C7342E1A.png"></div> in the column heading. <p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000051A00000251077D3FDD.png"></div><p></p>
-<p>Illustration 127: Attendances sheet</p></div><p></p>
-<p>By default, the system assumes all learners are attending the course session, so <b>only </b>take note of <b>missing</b> learners, by <b>unchecking</b> the learner's box to mark his absence.</p>
-<p>
-</p><p>A learner missing more than 10% of the total number of sessions 
-will be marked by an orange background. A learner missing more than 25% 
-of the sessions will be marked by a red background. (These colourings 
-are fixed parameters which cannot, at this point in time, be modified 
-inside the platform.)</p>
-<p>
-</p><p>An attendance sheet can be included in the assessments tool as a 
-marked resource, to count towards a students overall grades for the 
-course.</p>
-
-<a name="__RefHeading__14634_2027752126"></a>
-<h1>Course progress</h1>
-<p>The <i>Course progress </i>tool 
-</p><div class="odt-frame">
-<img src="images/1000020100000020000000209CC8F837.png"></div> (or perhaps <i>Course diary</i>
- - the name of this tool is still under consideration) allows the 
-teacher to build a course program to be shown (optionally) on the course
- homepage to include a progress status relative to the current teachers 
-and learners' progress in the scheduled topic preparation.<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000004300000018D370F1818.png"></div>Illustration 128: Course progress – Learner view<p></p></div><p></p>
-<p>This tool is only useful in the case of “synchronous” courses, in 
-which the teacher and the learners progress through the course 
-concurrently. Configuring <i>Course progress </i>is quite easy, although quite a lengthy process.</p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000042D00000258CD869594.png"></div>Illustration 129: Course progress – Teacher view<p></p></div><p></p>
-<p></p>
-
-<h2>Create a thematic section</h2>
-<p>
-</p><p>The thematic sections represent the highest level in the course 
-progress' structure. You need to create sections in order to be able to 
-create other levels of the structure.</p>
-<p>
-</p><p>To create the first section, create the <i>New thematic section</i> icon 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020527E18F6.png"></div> and complete the relevant fields using text, images etc.<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000042E0000015A6118DE96.png"></div>Illustration 130: Course progress – invitation to create a thematic plan<p></p></div><p></p>
-<p>On clicking <i>Save </i>you will be invited to create new thematic plan:</p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004A1000000E8AA55619B.png"></div>Illustration 131: Course progress – invitation to create a thematic plan/advance<p></p></div><p></p>
-<p>
-
-</p><h2>Define the thematic plan</h2>
-<p>
-</p><p>Once the thematic section has been created, you can edit its entry in the <i>Thematic plan</i> column. The <i>Thematic</i> <i>plan </i>is the definition of the objectives, methodology and other details of the newly created thematic section. Click on the <i>Thematic plan </i>icon 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020ABAA6BD9.png"></div>
- to show a form containing several fields in each of which which you can
- enter a title and description which will be displayed on the main C<i>ourse progress </i>page. By default, the fields are titled: <i>Objectives, skills to acquire, Methodology, Infrastructure, Assessment </i>and<i> Other, </i>although these can be edited as appropriate. Fields with no description added will not be displayed.<p></p>
-<p>
-</p><p>
-</p><p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000003BE000000FA62A1DC77.png"></div>Illustration 132: Course progress – example title and description fields<p></p></div><p></p>
-<p>
-
-</p><h2>Create steps for the course progress</h2>
-<p>The steps (termed <i>Thematic advance</i>) are the dates on which you will teach the specific content of the relevant <i>Thematic section</i>. Having saved the <i>thematic plan, </i>return to the main <i>course progress </i>page using the breadcrumb navigation and click on the <i>New</i> t<i>hematic advance </i>icon<i> </i><i>
-</i></p><div class="odt-frame"><i>
-<img src="images/10000201000000100000001043ECFC13.png"></i></div><i> </i>in the relevant section.<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000003B800000207C1020A63.png"></div><p></p>
-<p>Illustration 133: Course progress – Steps creation</p></div><p></p>
-<p>Here you can, enter the date for each teaching session and the 
-contents of what is to be covered specifically in that session. You can 
-either enter dates and times manually or link to dates previously 
-defined in the <i>attendance sheets </i>(see Attendances-Attendances on 
-page 116). Where the Course progress tool is used, progress through the 
-course will be displayed on the main course page:</p>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000000FC0000008F0DF84E14.png"></div><p></p>
-<p>
-
-</p>
-<a name="__RefHeading__10827_44459225"></a>
-<h1>Agenda</h1>
-<p>The <i>Agenda</i> tool 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020C4F2BD15.png"></div> allows the teacher to manage a course calendar/diary which integrates with the personal <i>Agenda</i>
- tool available to each individual user. In Chamilo 1.9 the user 
-interface of the tool is very different (and more up-to-date) than in 
-previous versions, though the underlying functionality remains 
-essentially the same. Each course has it's own <i>Agenda</i>, while a “global” view (i.e. a view of events from all the courses to which the user is subscribed) is also available via the <i>Personal</i> <i>Agenda</i> tab. The <i>Personal</i> <i>Agenda</i>
- tab displays course events in green, and also allows users to add 
-“personal” events, displayed in blue, which will not appear in other 
-users' agendas. A teacher can view and edit course and personal events, 
-while learners will have the same view, but will only be able to edit 
-their own personal events.<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000436000001EC266FDA51.png"></div>Illustration 134: Personal Agenda<p></p></div><p></p>
-<p>Viewing and navigating the course <i>Agenda </i>and<i> Personal Agenda </i>is straightforward and intuitive. The user can choose a <i>month, week</i> or <i>day</i>
- view using the buttons on the top right of the page, move forward and 
-backwards through the months/weeks/days using the left and right arrows,
- and return to “today”'s view using the button on the left. Details of 
-each event can be viewed simply by hovering over or clicking on the 
-event title in the calendar.</p>
-<p>
-
-</p><h2>Adding an event to the course agenda</h2>
-<p>Events can be added to the course <i>Agenda</i> in two ways. The simplest and quickest way is simply to click on the relevant date/day/time in the course <i>Agenda </i>(choose
- week or day view to select a specific time or timescale). You can 
-select users who can see the event, add a title and a brief verbal 
-description, and decide whether to also send the event as an 
-announcement/email:</p>
-<p>
-</p><p>
-</p><p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000026E0000022C4314D387.png"></div><p></p>
-<p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>Illustration 135: Adding an event directly to the calendar</p></div><p></p>
-<p>For a more fully configured event entry, however, click the <i>Add event </i>icon 
-</p><div class="odt-frame">
-<img src="images/10000201000000200000002067B2341D.png"></div>
- in the tool-bar. This will open a dialogue page allowing entry of a 
-title and the selection of users, but also a richer description (e.g. 
-using graphics), automatic repeat configuration (daily, weekly, monthly,
- yearly) and the option to add an attachment (to accompany email 
-announcements).<p></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004B00000029D84B36E72.png"></div>Illustration 136: Adding an event using the Add event tool<p></p></div><p></p>
-<p></p>
-
-<h2>Import and export events</h2>
-<p>
-</p><p>The Chamilo Agenda tool supports the import and export of 
-standard calendar files (Outlook, iCal). To import an Outlook file, 
-click the <i>Import Outlook </i>icon 
-</p><div class="odt-frame">
-<img src="images/1000020100000020000000207554E835.png"></div> in the tool-bar in the course <i>Agenda </i>and upload the relevant file as prompted. Then return to the <i>Agenda </i>using the <i>Agenda</i> icon 
-<div class="odt-frame">
-<img src="images/1000020100000020000000209DAF9165.png"></div>.<p></p>
-<p>
-</p><p>Users can export events as iCal from the pop-up window that 
-appears when they click on an event to view details. They can select the
- appropriate iCal format (<i>confidential, private, public</i>) for the 
-export at the bottom of the pop-up window, and teachers can edit or 
-delete the event using the appropriate button in the pop-up window:</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000001A4000000833E8D6A56.png"></div><p></p>
-<p>
-</p><p>Illustration 137: Export, edit or delete an event</p></div><p></p><i>(<b>Note</b>:
- Teachers only have access to the delete/edit buttons via the course 
-Agenda from the course homepage – not via the Personal Agenda tab, 
-where, like learners, they can only view/export events).</i>
-
-<h2>Adding an event to the personal Agenda</h2>
-<p>
-</p><p>The Personal Agenda, available at any point while navigating 
-Chamilo via the relevant tab, works in exactly the same way as the 
-course Agenda, except that options to create events are limited to the 
-“direct” method (i.e. clicking/dragging on the relevant date/times to 
-open a simple pop-up dialogue window (see above). Deleting, editing and 
-exporting options for “personal” events can also be effected (as with 
-the course <i>Agenda) </i>simply by clicking on an event to display a 
-pop-up dialogue box. Teachers and learners need to bear in mind that the
- (blue) personal events cannot be viewed by anyone other than 
-themselves.</p>
-
-<a name="__RefHeading__10829_44459225"></a>
-<h1>Dropbox</h1>
-<p>The <i>Dropbox</i> (document-sharing) tool 
-</p><div class="odt-frame">
-<img src="images/1000020100000040000000404906A7E0.png"></div>
- provide a place where users can leave files for each other, to be 
-downloaded as convenient, avoiding heavy e-mail downloads. Files can be 
-“dropped” there by the teacher for learners to collect, by a learner for
- other learners (if allowed by the platform administrator) or by a 
-learner for the teacher (although it is not really intended for the 
-delivery of homework or assignments, for which the <i>Assignments</i> tool should be used.)<p></p>
-<p>
-</p><p>While the basic concept of this tool is similar to popular tools 
-such as Dropbox or Google Drive, it actually predates these modern tools
- and doesn't work in quite the same way. For example, when working 
-collaboratively on one document, rather than open the “shared” file to 
-view and edit it directly users simply download the shared file, work on
- it, and upload it again to the dropbox (e.g. with changes). By default,
- altered files won't over-write the original version even though the 
-filename is the same, effectively making it easy to manage “versions” of
- a document differentiated by date/time of upload. All users have the 
-option to add a comment within the dropbox window to a shared document, 
-again a useful device for serious collaborative work. For example, it 
-allows a teacher to make a brief note about each student's contribution.</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004A5000001784DCC7D95.png"></div>Illustration 138: Dropbox – sent files<p></p></div><p></p>
-<p>
-
-</p><h2>Folders</h2>
-<p>The teacher can add folders to categorize his files a bit more 
-clearly. The shared folders (be they sent or received) are invisible to 
-learners and are only there for organizational purposes.</p>
-<p>
-</p><p>To create a new folder, click on the <i>Add a new folder </i>icon 
-</p><div class="odt-frame">
-<img src="images/10000201000000200000002038991C9A.png"></div>, enter a name for it in the field that appears at the top of the screen and click the <i>Create category</i> button.<p></p>
-<p>
-
-</p><h2>Send a file to specific users</h2>
-<ul>
-<p>
-</p><li>
-<p>click the <i>Share a new file </i>icon 
-</p><div class="odt-frame">
-<img src="images/10000201000000200000002041DFFD39.png"></div><p></p></li>
-<li>
-<p>click the <i>choose file</i> button and select the file on your computer,</p></li>
-<li>
-<p>decide whether to overwrite other files with the same name</p></li>
-<li>
-<p>in the <i>Send to </i>list, select the people to share the document 
-with (groups can also be selected by holding the CTRL key pressed while 
-clicking the names)</p></li>
-<li>
-<p>click the <i>Upload </i>button.</p></li></ul>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000001D1000001B5EE5FD858.png"></div><p></p>
-<p>Illustration 139: Dropbox – Sending a file</p></div><p></p>
-<p>Files will be listed under the “sent files” tab if they have been 
-uploaded by the user, and under the “received file” tab if the file was 
-uploaded by someone else all files can be instantly accessed by the 
-recipient as well as the sender.</p>
-<p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-
-</p><h2>Managing dropbox files</h2>
-<p>As well as the familiar icons, the dropbox tool offers a series of new management icons:</p>
-<p>
-<table border="1" cellpadding="0" cellspacing="0">
-<tbody><tr>
-<td>
-<p>Icons</p></td>
-<td>
-<p>Features</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020B8DD8E3C.png"></div><p></p></td>
-<td>
-<p>Edit the name of a folder</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000000200000002089372ADD.png"></div><p></p></td>
-<td>
-<p>Delete a folder</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020100000016000000167C4D9879.png"></div><p></p></td>
-<td>
-<p>Add a comment to the shared file</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000001600000016BBEC0EC4.png"></div><p></p></td>
-<td>
-<p>Shows next to the name of any new file</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020100000016000000163D0A4D5E.png"></div><p></p></td>
-<td>
-<p>Move the file to another folder</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020100000016000000169EFA1A34.png"></div><p></p></td>
-<td>
-<p>Save on your computer a compressed archive of all the files in the folder</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000001600000016DD08B5E8.png"></div><p></p></td>
-<td>
-<p>Save a copy of the corresponding file on your computer</p></td></tr></tbody></table>
-</p><p>
-</p><p><b>Note</b> : When a learner deletes a file sent to the system, this file is still available to the teacher</p>
-<p>
-
-</p><h2>Read and add comments on a file</h2>
-<ul>
-<p>
-</p><li>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020100000016000000167C4D9879.png"></div> click the <i>Comment </i>icon next to the file's name, <p></p></li>
-<li>
-<p>read the existing comments,</p></li>
-<li>
-<p>add a feedback comment in the text area available,</p></li>
-<li>
-<p>click the <i>Save feedback </i>button. </p></li></ul>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000498000001295F7E1A3E.png"></div><p></p>
-<p>illustration 140: Dropbox - Comments</p></div><p></p>
-
-<a name="__RefHeading__10831_44459225"></a>
-<h1>Groups</h1>
-<p>The <i>Groups</i> tool 
-</p><div class="odt-frame">
-<img src="images/1000020100000030000000300FAC4970.png"></div>
- allows a teacher to create and manage working groups of learners. This 
-is a simple organizational tool allowing for the automatic or manual 
-grouping of learners, yet from a pedagogical point of view this can be a
- very powerful tool for online learning. Group work encourages peer 
-support and interaction, helping a student overcome that sense of 
-isolation which is one of the main challenges he/she may face in online 
-study. In conjunction with other tools, the use of the <i>Groups</i><i> </i>tool
- can help to develop team-work skills, providing opportunities for task 
-leadership and for mutual reflection and feedback between learners. As 
-such , it can help students keep on task and enrich their online study 
-experience considerably.<p></p>
-<p>
-</p><p>The <i>Groups</i> tool allows a teacher to assign a range of 
-Chamilo tools (documents, agenda, assignments, announcements, forum, 
-wiki and chat) to a group which can be configured as private to the 
-group, effectively providing students with secure online workspaces 
-which cannot be viewed by other learners or groups.</p>
-<p>
-
-</p><h2>Create a group</h2>
-<p>
-</p><p>On the main <i>Groups</i> page, click the <i>Create new group(s) </i>icon 
-</p><div class="odt-frame">
-<img src="images/10000201000000200000002014EC7AD7.png"></div>.
- You will be prompted to enter the number of groups to create (this will
- speed up the process if you want to create more than one group) and 
-click the <i>Proceed to create group(s) </i>button:<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000178000000AA986F50A8.png"></div><p></p>
-<p>Illustration 141: Create <i>a group</i></p></div><p></p>
-<ul>
-<p>Give it a name, enter the number of empty seats you want in the group, and click <i>Create group(s)</i>. The new group will appear in the listings in the main <i>Groups</i> page. It can be deleted using the usual <i>Delete </i>icon 
-</p><div class="odt-frame">
-<img src="images/10000201000000200000002089372ADD.png"></div>.<p></p></ul>
-<p>
-</p><p>
-
-</p><h2>Groups settings</h2>
-<p>A teacher can access settings for the group from the toolbar in the main <i>Groups</i> page. Clicking the <i>Edit settings </i>icon 
-</p><div class="odt-frame">
-<img src="images/1000020100000016000000167346EDDD.png"></div>
- takes you to a page which allows you to limit the number of groups an 
-individual user can belong to, and to make default settings for all 
-groups including maximum group size, self registration and access 
-privileges for all the associated tools (documents, agenda, assignments,
- announcements, forum, wiki and chat):<p></p>
-<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004A000000267F16228F2.png"></div><p></p>
-<p>Illustration 142: Groups- settings</p></div><p></p>
-<p>Remember to click the <i>Save settings </i>button at the bottom of the page. These default settings can be edited by the teacher for each group using the <i>Edit this group </i>icon 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020B8DD8E3C.png"></div> to the right of each group listing in the main page.<p></p>
-<p>
-
-</p><h2>Auto-filling a group</h2>
-<p>To quickly add course members to a group, click the <i>Add users</i> icon 
-</p><div class="odt-frame">
-<img src="images/10000201000000160000001613D787E8.png"></div> on the right of the group listing on the main <i>Groups </i>page.
- Use the batch processing (drop-down list at the bottom) to 
-automatically fill several groups. You can't set parameters for filling 
-groups (e.g. alphabetical, random etc), but you can always edit the 
-group membership manually afterwards. You can clear all members from a 
-group by clicking the <i>Unsubscribe all users </i>icon 
-<div class="odt-frame">
-<img src="images/10000201000000160000001668053DAF.png"></div>
- in the listing. If you have a long list of groups to manage, use the 
-check boxes on the left and the batch processing option (i.e. the 
-drop-down list at the bottom) to automatically fill several groups:<p></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000003E30000016874D4A50B.png"></div>Illustration 143: Groups – Auto-fill groups<p></p></div><p></p>
-
-<h2>Fill a group manually</h2>
-<p>For a variety of reasons, a teacher may want to select group members 
-manually, i.e. choose which learners will work together, e.g. learners 
-with similar interests or goal, or an experienced learner with a 
-latecomer to the course. To do this, (whether or not the groups have 
-already been auto-filled) click the <i>Edit this group</i> icon 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020B8DD8E3C.png"></div> to add users manually:<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000368000002871BC933F9.png"></div>Illustration 144: Groups – Filling a group manually<p></p></div><p></p>
-<p>Select and add/remove users as required using the arrows. Any user can be added as a <i>coach </i>(i.e. group leader, tutor etc.) or as a <i>Group member – </i>this will be shown in the listing.</p>
-<p>
-
-</p><h2>Getting into a group space</h2>
-<p>
-</p><p>Group members can access the group's “workspace” simply by clicking the name of the relevant group in the listing on the main <i>Groups </i>page.
- The page will display the group description (e.g. a list of aims and 
-objectives) and details of membership, as well as it's own “toolbar” of 
-links to the group's various tools (<i>Forums, Documents, Agenda, Assignments, Announcements, Wiki </i>and <i>chat)</i> which link to the various (private) group workspaces:</p>
-<p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000004B600000250B6001265.png"></div> <p></p>
-<p>Illustration 145: Groups – Group space</p></div><p></p>
-<p>From the group space, you can query a learner's information sheet by 
-simply clicking on her name in the list of members in the lower part of 
-the page.</p>
-<p>
-
-</p><h2>Overview /Export of group members</h2>
-<p>A teacher can quickly view a list of group members by clicking on the <i>Groups overview</i> icon 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020BD744096.png"></div>
- on the main Groups page. From here, you can use the export feature, 
-which is described more fully in the chapter dedicated to the <i>Users</i> tool. Just click on the <i>Excel export</i> icon 
-<div class="odt-frame">
-<img src="images/100002010000002000000020DB6CAC06.png"></div> then open or save the file on your computer.<p></p>
-<p>
-
-</p><h2>Groups management</h2>
-<p>A teacher can manage groups in two ways – using the icons on the 
-right of each listing in the main Groups page (listed below) to manage 
-individual groups, and using the “batch management” feature (tick boxes,
- buttons and drop-down lists) displayed on the same page, which allows 
-the teacher to apply the same functions to several or all groups at 
-once. Using these methods together can save the teacher a lot of time 
-consuming organization. </p>
-<p>
-<table border="1" cellpadding="0" cellspacing="0">
-<tbody><tr>
-<td>
-<p>Ico
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020D830C46A.png"></div>ns<p></p></td>
-<td><b>Features</b></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020B8DD8E3C.png"></div><p></p></td>
-<td>
-<p>Update a group's settings</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000000200000002089372ADD.png"></div><p></p></td>
-<td>
-<p>Delete a group (confirmation pop-up) <b>and all its contents</b></p></td></tr>
-<tr>
-<td>
-<p></p></td>
-<td>
-<p>Fill a group with users automatically</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000000160000001668053DAF.png"></div><p></p></td>
-<td>
-<p>Empty the group</p></td></tr></tbody></table>
-</p><p>
-</p><p>
-</p><p>
-
-</p>
-<a name="__RefHeading__10833_44459225"></a>
-<h1>Chat</h1>
-<p>The <i>Chat</i> tool 
-</p><div class="odt-frame">
-<img src="images/10000201000000200000002013159CF9.png"></div>
- is an instant messaging tool which allows users in a course to exchange
- ideas, questions and answers in “live”, written conversation. <p></p>
-<p>
-</p><p>While it may seem rather slow (three seconds per post) and 
-limited in features to todays online users, the big advantage of this 
-tool compared to e.g. <i>Skype, Facebook</i> chat tools is it works as 
-part of the platform and, as such, does not require any external tool, 
-being guaranteed to work on all computers with the capability to use 
-Chamilo.</p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000002A5000001A7E8BC8F8F.png"></div><p></p>
-<p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>Illustration 146: The chat window</p>
-<p></p></div><p></p>
-<p>If users have configured their picture in the <i>Social network </i>(or <i>Profile</i>) tab, it will appear next to their name. It's up to the teacher to delete previous messages when he considers it necessary. </p>
-<p>
-
-</p><h2>Send a message</h2>
-<p>Enter the text inside the field located at the bottom of the page, then click the <i>Send message</i><i> </i>button. Inside the messages list, the messages from the teacher appear with a corresponding icon in front of the user's name.</p>
-
-<h2>Empty messages</h2>
-<p>You can disconnect from the platform and still have access to previous messages, providing your reconnect the same day.</p>
-<p>To delete a conversation before starting a new one, click the <i>Clear the chat</i><i> </i>link.</p>
-<p>
-</p><p><b>Note</b>: Chat history logs are normally saved inside the documents tool, in a hidden folder called <i>Chat history. </i>Clearing the chat will also delete the history of the chat for this whole date.</p>
-<p>
-
-</p>
-<a name="__RefHeading__10835_44459225"></a>
-<h1>Survey</h1>
-<p>The S<i>urvey</i> tool 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020BEFEA5E4.png"></div>
- allows the teacher to collect information, views and opinions from 
-course participants. It might typically be used during or at the end of a
- course as an aid to overall course evaluation, or it may be used at the
- beginning of a course to gather information about learners' interests, 
-aspirations, previous achievements etc. in order to help the teacher 
-tailor aspects of the course content to suit his learners. <p></p>
-
-<h2>Survey creation</h2>
-<ul>
-<p>To create a survey, click the <i>Create survey</i> icon 
-</p><div class="odt-frame">
-<img src="images/1000020100000020000000202084DAB9.png"></div> on the main S<i>urvey </i>page<i>:</i><p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020100000380000002DFD24E8A00.png"></div><p></p>
-<p>Illustration 147: Surveys – Creation form</p></div><p></p>
-<p>Complete the fields, giving your survey a <i>Code</i>, a <i>Title, </i>and a <i>Subtitle </i>(description).
- Optionally, you can set a start and end date so the survey is only 
-available for a limited time. You can choose whether your survey will be
- anonymous (users' answers will not be identifiable) by checking the 
-relevant box. Finally, write a survey introduction (this is a text that 
-will appear just before the user starts the survey) and a <i>Final thanks</i>
- message (this will appear when the users finish the survey, to thank 
-them and maybe inform them of when the results will be compiled and 
-used).</p>
-<p></p>
-<p>In the <i>Advanced settings</i>, you can choose whether you want this survey to be considered an essential element of the <i>Assessments </i>(<i>Gradebook</i>)<i>s</i>tool
- , whether you want it to be attached to a parent survey (not documented
- in this guide yet), whether you want to have one question per page or 
-whether you want to shuffle questions.</p>
-<p>
-</p><p>Remember to click the <i>Create survey </i>button.</p></ul>
-<p>
-
-</p><h2>Add survey questions</h2>
-<p>Once the shell of your survey has been created, you'll have to define
- a series of questions using a few pre-defined types (similar in many 
-ways to the <i>Tests </i>tool): <i>Yes/No, Multiple Choice, Multiple Answer, Open, Dropdown, Percentage, Performance, Comment.</i></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004A00000015034312A37.png"></div>Illustration 148: Surveys – Questions creation<p></p></div><p></p>
-<p>To create questions, click the relevant icon and fill in the relevant fields as required.</p>
-<p>
-
-</p><h2>Survey preview</h2>
-<p>Once the questions have been created, you can preview your survey before publishing it Click the <i>Preview </i>icon 
-</p><div class="odt-frame">
-<img src="images/100002010000001600000016F21925F1.png"></div> and the preview screen leads you through the questions as if you were a learner:<p></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000003AE000002310FDA3E7D.png"></div>Illustration 149: Surveys – Preview survey<p></p></div><p></p>
-<p>
-
-</p><h2>Survey publication</h2>
-<p>If you are satisfied with the survey, you just need to publish it 
-(make sure you don't contradict yourself with the start date, sending 
-the invitation by e-mail for a survey which is not yet available!)</p>
-<ul>
-<p></p></ul>
-<p>Click the <i>Publish </i>icon 
-</p><div class="odt-frame">
-<img src="images/10000201000000160000001647A26062.png"></div>. Select the course users to send the survey invitation to:<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000345000001211AF4870B.png"></div><p></p>
-<p>Illustration 150: Surveys – Publication: select course members</p></div><p></p>
-<p>In addition/alternatively, send invitations using the same form 
-directly by e-mail (separate email addresses using semi-colons). 
-Invitations can be sent to people who are not registered users on the 
-platform (e.g. you may wish to send the invitation to potential 
-customers, or to parents of learners):</p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000478000002A7205E8F02.png"></div><p></p>
-<p>Illustration 151: Surveys – Publication: email additional recipients</p></div><p></p>
-<p>Once you have completed the fields, remember to click the <i>Publish survey</i> button. </p>
-<p><i><b>Note</b>: you can also invite anonymous individuals without 
-requiring an email address (e.g. visitors to a web page) using the 
-Generate access link icon 
-</i></p><div class="odt-frame"><i>
-<img src="images/1000020100000016000000166FB86219.png"></i></div><i> in the survey listings.</i>
-<p>
-
-</p><h2>Results</h2>
-<p>Analyzing survey results can be an exhausting process. The tools 
-provided in this section should be of great assistance. Click the <i>Reporting </i>icon 
-</p><div class="odt-frame">
-<img src="images/100002010000001600000016811BD5C3.png"></div>
- to view a menu of automatically generated statistical and graphical 
-reports, each of which will present a complete report which can be 
-exported as a .csv or .xml file.<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004AD0000018C0BE96D32.png"></div><p></p>
-<p>Illustration 152: Surveys - Results</p></div><p></p>
-
-<h2>Surveys management</h2>
-<p>A series of common icons are made available for the management of surveys, as well as a few specific icons.</p>
-<p>
-<table border="1" cellpadding="0" cellspacing="0">
-<tbody><tr>
-<td>
-<p>Icons</p></td>
-<td>
-<p>Features</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020B8DD8E3C.png"></div><p></p></td>
-<td>
-<p>Edit survey settings</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000000200000002089372ADD.png"></div><p></p></td>
-<td>
-<p>Delete surveys</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000000160000001668053DAF.png"></div><p></p></td>
-<td>
-<p>Empty survey results</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000001600000016F21925F1.png"></div> <p></p></td>
-<td>
-<p>Survey preview</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000000160000001647A26062.png"></div><p></p></td>
-<td>
-<p>Publish survey</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020100000016000000166FB86219.png"></div><p></p></td>
-<td>
-<p>Generate survey access link </p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000001600000016811BD5C3.png"></div><p></p></td>
-<td>
-<p>Access report features</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000002900000011684DB4F3.png"></div><p></p></td>
-<td>
-<p>Change the order of the questions inside the survey</p></td></tr></tbody></table>
-</p><p>
-
-</p>
-<a name="__RefHeading__10837_44459225"></a>
-<h1>Notebook</h1>
-<p>The <i>Personal notes</i> (or <i>Notebook</i>) tool 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020E05D34FE.png"></div>
- is a kind of notepad attached to each course. It allows the users to 
-take note of things they would otherwise write on a piece of paper.<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004A80000014119ED9320.png"></div>Illustration 153: Notebook - List<p></p></div><p></p>
-<p>Notes can be updated as needed and dates of creation and latest 
-update are saved. Notes taken by a user are not visible by other users. 
-In this sense, they are, indeed, personal.</p>
-
-<h2>Notes creation</h2>
-<ul>
-<li>
-<p>click on the <i>Add new note in my personal notebook</i> icon 
-</p><div class="odt-frame">
-<img src="images/1000020100000020000000203A8AD163.png"></div>, <p></p></li>
-<li>
-<p>give your note a short title,</p></li>
-<li>
-<p>write down your note,</p></li>
-<li>
-<p>click <i>Create note</i>.</p></li></ul>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004AC000001D10FC48D83.png"></div>Illustration 154: Notebook – Creation form<p></p></div><p></p>
-
-<h2>Sort notes</h2>
-<p>
-</p><p>Using the tools in the toolbar on the <i>Notes</i> page, notes can be sorted by date created 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020CFB20C65.png"></div>, date last modified 
-<div class="odt-frame">
-<img src="images/100002010000002000000020CB4ACDF3.png"></div> or by title 
-<div class="odt-frame">
-<img src="images/100002010000002000000020B46546E7.png"></div>.<p></p>
-<p>
-</p><p>
-
-</p>
-<a name="__RefHeading__10839_44459225"></a>
-<h1>Projects</h1>
-<p>The <i>Projects</i> or <i>Blogs</i> tool 
-</p><div class="odt-frame">
-<img src="images/10000201000000300000003042F3D7B0.png"></div>
- was developed in 2006 at the request of a large Belgian telecoms 
-company. The idea behind it was to implement a blog with lightweight 
-project management features, which was tagged under the name of <i>Smart blogs</i>.
- Its philosophy is to allow for the assignment of tasks to the learners 
-in order to write the contents of a story-telling type blog.<p></p>
-<p>
-</p><p>The teacher takes responsibility for choosing learners who will 
-contribute to the blog, and defines the project and the assignment of 
-tasks (or roles taken by the learners). The creation of articles is 
-shared between the teacher and the learners.</p>
-<p>
-</p><p>The tool can, however, be used as a classic blog.</p>
-<p>
-</p><p><b>Note</b> : When a new project is created, it appears in the 
-list of course Authoring tools on the course homepage. Its visibility 
-can be controlled like that of other tools. One main difference by 
-comparison to other tools is that one can create several blogs in the 
-same course. They will appear as multiple entries in the Authoring tools
- in much the same way as with links and learning paths.</p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004A4000000B746F2C243.png"></div>Illustration 155: Projects - List<p></p></div><p></p>
-
-<h2>Project creation</h2>
-<p>From the projects homepage:</p>
-<ul>
-<li>
-<p>click the <i>Create a new project</i> icon ,</p></li>
-<li>
-<p>give your project a name and a short description,</p></li>
-<li>
-<p>click <i>Save blog</i>.</p></li></ul>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004A200000136CD188703.png"></div>Illustration 156: Blogs – Blog creation<p></p></div><p></p>
-<p>
-
-</p><h2>Subscribe learners to a project</h2>
-<p>Your can manage several projects within the same course, and therefore select individual learners to contribute to each project.</p>
-<p>
-</p><p>To subscribe learners to a project from the homepage of this project:</p>
-<ul>
-<li>
-<p>click the <i>Users management </i>icon 
-</p><div class="odt-frame">
-<img src="images/100002010000001600000016B83334F4.png"></div>, <p></p></li>
-<li>
-<p>check the boxes next to the learners you want to associate with this project,</p></li>
-<li>
-<p>click the <i>Validate </i>button. </p></li></ul>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000049E0000025EC15E71EF.png"></div><p></p>
-<p>Illustration 157: Projects – Users management</p></div><p></p>
-
-<h2>New article/task</h2>
-<p>From the project's homepage: </p>
-<p>
-</p><ul>
-<li>
-<p>click the <i>New task</i> icon 
-</p><div class="odt-frame">
-<img src="images/10000201000000200000002025EFD724.png"></div>: <p></p></li>
-<li>
-<p>give the article a name,</p></li>
-<li>
-<p>write down the real article,</p></li>
-<li>
-<p>attach a document (optional),</p></li>
-<li>
-<p>click the <i>Save </i>button.</p></li></ul>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000049F00000244735C6D83.png"></div><p></p>
-<p>Illustration 158: Projects – New task</p></div><p></p>
-<p>
-
-</p><h2>Roles management</h2>
-<p>The <i>Roles management</i> icon 
-</p><div class="odt-frame">
-<img src="images/1000020100000020000000206F028002.png"></div> displays a page listing the roles/tasks created and assigned to users:<p></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004250000024E52AAD6B1.png"></div>Illustration 159: Projects - Roles management<p></p></div><p></p>
-<p>Illustration 160: Projects – Roles management page</p></div><p></p>
-<p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>From the <i>Roles management</i> page you can create detailed tasks of a project step or assign roles to the members of a project.</p>
-<p>To create a new task/role: </p>
-<ul>
-<li>
-<p>click the <i>Add a new role</i> icon 
-</p><div class="odt-frame">
-<img src="images/1000020000000016000000166A7AB675.gif"></div>,<p></p></li>
-<li>
-<p>give the role a title, description and assign permissions,</p></li>
-<li>
-<p>choose a color using to the drop-down bar,</p></li>
-<li>
-<p>click <i>Save.</i></p></li></ul>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000039C000002044F82035C.png"></div>Illustration 161: Projects – New role<p></p></div><p></p>
-<p>→ The new role appears in the roles list.</p>
-
-<h2>Assign a role to a learner</h2>
-<p>Once the role has been created, you must assign it to a learner: </p>
-<ul>
-<li>
-<p>click on the <i>Assign roles </i>link 
-</p><div class="odt-frame">
-<img src="images/10000200000000090000000DBE46B345.gif"></div>,<p></p></li>
-<li>
-<p>select a learner to assign the role to,</p></li>
-<li>
-<p>select the task to be assigned,</p></li>
-<li>
-<p>select a date to achieve the objective of the role,</p></li>
-<li>
-<p>click the <i>Validate</i> button.</p></li></ul>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000003A3000001DAA0E880F0.png"></div><p></p>
-<p>Illustration 162: Projects – Assign a role</p></div><p></p>
-
-<h2>Indicate the execution of a task</h2>
-<p>Whether for a teacher or a learner, tasks assigned to any user are shown at the bottom left of the projects page under section <i>My tasks.</i></p>
-<p>
-</p><p>To indicate the successful execution of a task: </p>
-<ul>
-<li>
-<p>click on an executed task,</p></li>
-<li>
-<p>in the project steps list, select the article you want to attach the task to,</p></li>
-<li>
-<p>in the resulting screen, fill the task name, a comment and optionally a document,</p></li>
-<li>
-<p>click <i>Save</i>.</p></li></ul>
-<p>
-</p><p>The execution report of the task appears as a comment to the article.</p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000042B0000021CCCFF6A9E.png"></div><p></p>
-<p>Illustration 163: Projects – Tasks comments</p></div><p></p>
-
-<h2>Learners' task management</h2>
-<p>By clicking the <i>Users rights management </i>icon 
-</p><div class="odt-frame">
-<img src="images/100002010000001600000016B83334F4.png"></div> in the <i>roles management </i>page, you get a table describing users rights within the project which can be edited as appropriate. Click on the red <i>hasn't rights</i> icons 
-<div class="odt-frame">
-<img src="images/100002000000001300000013CC6D8477.gif"></div> or the green <i>has rights </i>ticks 
-<div class="odt-frame">
-<img src="images/100000000000000F0000000F6A8DCF59.gif"></div> to toggle between them.<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004350000020C6A32CC3F.png"></div><p></p>
-<p>Illustration 164: Projects – Users management</p></div><p></p>
-
-<a name="__RefHeading__10841_44459225"></a>
-<h1>Course settings</h1>
-<p>The <i>Settings</i> tool 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020E0287E39.png"></div> in the <i>Administration</i>
- section of the course homepage allows you to edit the overall behaviour
- of the course (most options will affect several tools). Although it is 
-placed in a remote location at the bottom of the page (and at the end of
- this manual), it is generally a good idea to use it at the beginning of
- your course to manage subscription settings and course access (see 
-later: Visibility and access Visibility and access section).<p></p>
-<p>
-</p><p><b>Note</b>: Course tutors using the course inside the session 
-will not have access to this tool as configuration changes might affect 
-other sessions.</p>
-<p>
-
-</p><h2>Update general course settings</h2>
-<p>By default, this page (a series of vertical tabs) displays the main <i>Course settings </i>where you can:</p>
-<ul>
-<li>
-<p>enter or edit the course title,</p></li>
-<li>
-<p>enter/edit the general category to which the course belongs,</p></li>
-<li>
-<p>choose the language in which the course interface is set (this can be
- set to language other than that of the platform, - particularly useful 
-for a “total immersion” language course).</p></li>
-<li>
-<p>enter a Department name and/or web address</p></li>
-<li>
-<p>add a picture to be displayed in the course catalogue (important for “marketing” your course)</p></li>
-<li>
-<p>choose a stylesheet for this course from a drop down menu (by default that of the platform)</p>
-<p></p></li></ul>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000043000000273B91CAD40.png"></div>Illustration 165: Course settings - General<p></p></div><p></p>
-<p>
-</p><p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000059A0000028AD6419794.png"></div><p></p>
-<p>Illustration 166: Courses catalog – Example of courses illustrations</p></div><p></p>
-<p><b>Note</b>&nbsp;: the <b>D</b><i><b>epartment</b></i> is a feature 
-for which support has been dropped so far. Depending on visual styles, 
-the department might appear as a link in the campus header (for old, 
-deprecated styles). This is all a department will change. In more recent
- version of Chamilo 1.8, if you need to manage courses by departments 
-inside a university, we recommend you use the multi-url feature, 
-described in the administrator's guide, little brother of this guide<i>.</i></p>
-<p>
-
-</p><h2>Visibility and access</h2>
-<p>The <i>Course access</i> section 
-</p><div class="odt-frame">
-<img src="images/1000020100000020000000208A5E37A0.png"></div> allows you to define how open access to your course will be by selecting the <i>Course visibility</i> settings (already described in Control course access on page 20). These settings (<i>public, open, private </i>or<i> closed</i>) are fully defined on the page. On this page you can also:<p></p>
-<ul>
-<li>
-<p>obtain a <i>direct link </i>to send e.g. via email or a web page to invite registration to this course</p></li>
-<li>
-<p>allow self-subscription and unsubscription</p></li>
-<li>
-<p>provide a registration password to allow access by unsubscribed users</p></li>
-<li>
-<p>establish legal terms to be displayed on entry to the course</p></li></ul>
-<p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-
-</p><h2>E-mail notifications</h2>
-<p>
-</p><p>E-mail notifications 
-</p><div class="odt-frame">
-<img src="images/100002010000001600000016D8A41ED9.png"></div>
- are a effective way to ensure the teacher is aware, through immediate 
-alerts, of key events in his course as they happen. The various settings
- are filly described on the section:<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000042700000197B2F60BF5.png"></div><p></p>
-<p>Illustration 167: Course settings – E-mail notifications</p></div><p></p>
-<p>In this section, you can choose to receive an e-mail notification if:</p>
-<ul>
-<li>
-<p>a user subscribed to your course (this feature has to be enabled by the platform admin),</p></li>
-<li>
-<p>a new file is submitted in the <i>Assignments </i>or the <i>Dropbox</i> tools,</p></li>
-<li>
-<p>a test is passed by a learner.</p></li></ul>
-<p>It is also possible to set an e-mail notification to all users when a new assignment is created.</p>
-<p>
-
-</p><h2>User rights</h2>
-<p>The <i>User rights</i> section 
-</p><div class="odt-frame">
-<img src="images/100002010000001600000016A2B28153.png"></div> allows you to set particular permissions for users in this course, including the right to add events to the <i>Agenda, </i>to add <i>Announcements. </i>It also allows you to hide personal user pictures in the <i>Forums</i>, as well as decide whether users have access to the <i>Users</i> list. <p></p><i>(<b>Note</b>:
- This is independent of the visibility of the tool in the course 
-homepage and is a real access change (the visibility of tools is only a 
-homepage setting and does not prevent users entering the tool if they 
-know the URL).</i>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000042B0000013D491CA7D9.png"></div><p></p>
-<p>Illustration 168: Course settings – Users rights</p></div><p></p>
-
-<h2>Chat settings</h2>
-<p>In the <i>Chat </i>section 
-</p><div class="odt-frame">
-<img src="images/1000020100000016000000167CE47405.png"></div>, selecting the appropriate option allows you to choose whether the chat opens within in the page or in a new window:<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004280000007B4A718458.png"></div>Illustration 169: Course settings – Chat settings<p></p></div><p></p>
-
-<h2>Learning path settings</h2>
-<p>The <i>Learning path </i>section 
-</p><div class="odt-frame">
-<img src="images/1000020100000016000000160158C60A.png"></div> can be used to enable the <i>auto-launch </i>of learning paths and the style (or graphical theme) for the course.<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000423000000E8E198C5A8.png"></div>Illustration 170: Course settings – Learning path settings<p></p></div><p></p>
-<p>The auto-launch feature allows the teacher to select one specific 
-learning path to auto-start when the user enters the course homepage. In
- order to use this feature, you'll need to enable the option in the 
-course settings (remembering to save the changes) then go to the 
-learning paths list and click on the rocket icon which represents the 
-auto-launch of one of the learning paths:</p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000434000000F4FA8E967D.png"></div>Illustration 171: Learning paths - Auto-launch<p></p></div><p></p>
-<p>Only one learning path can be set as auto-launch at a time, and it 
-will start as soon as the learner enters the course homepage. Other 
-learning paths show a gray rocket icon. To test this option, you'll have
- to connect as a learner as it has been disabled for teachers for 
-practical reasons.</p>
-<p>
-</p><p>As long as the platform administrator has enabled this feature, the teacher can select the <i>Allow training theme option</i>
- to choose the graphical style of his course. It is also possible to 
-select a separate theme for an individual Learning Path. This means that
- a learner might theoretically enter his Chamilo campus, see the 
-platform in a particular visual style, (e.g. mostly blue), enter a 
-course and see the style change to red, then enter a learning path and 
-see the style mostly green... For visual comfort, it is recommended, 
-however, to avoid style changes unless they are justified for real 
-pedagogical reasons.</p>
-<p>
-</p><p>Note&nbsp;: a learner will be able to return to the course 
-homepage from the left menu inside the learning path. The idea here is 
-not to disable or hide the course homepage, but rather to speed access 
-to the course content.</p>
-<p>
-
-</p><h2>Thematic advance settings</h2>
-<p>This <i>Thematic advance</i> section 
-</p><div class="odt-frame">
-<img src="images/100002010000001600000016CE99D2D8.png"></div> allows you to choose which options for the <i>Course progress</i> will be visible on the course homepage (on the right-hand side of the introduction section).<p></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000427000000A49010E219.png"></div>Illustration 172: Courses settings - Course progress<p></p></div><p></p>
-<p>These options require a proper understanding of the course progress 
-tool. The results of the third option, for example, will be similar to 
-the ones show in the illustration below).</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000001E80000010AAF767163.png"></div><p></p>
-<p>Illustration 173: Course progress – Display on course homepage</p></div><p></p>
-
-<a name="__RefHeading__10843_44459225"></a>
-<h1>Backup</h1>
-<p>Chamilo makes a distinction between maintenance tools and course 
-settings to simplify course maintenance and backup. Deleting, emptying, 
-copying, saving or recovering the contents of a course (partly or 
-completely) can be executed quickly and efficiently using the <i>Backup </i>tool 
-</p><div class="odt-frame">
-<img src="images/100002000000001600000016885C9ED1.gif"></div>:<p></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000037D000001C9911B602E.png"></div><p></p>
-<p>Illustration 174: Backup - General</p></div><p></p>
-<p><b>Note</b>&nbsp;: Features for saving, copying, recovering etc. have been developed with the intention of managing <b>content</b>.
- For this reason, interactions with or between users are not saved. To 
-save them, you'll have to ask your platform administrator to do a full 
-backup of the portal. If you are the administrator, this procedure is 
-described in the admin guide.</p>
-
-<h2>Create a backup</h2>
-<p>
-</p><p>For security and procedural reasons, it is recommended that you 
-create a backup copy of the complete contents of your course. This 
-procedure is automated. It allows you to create either a complete backup
- or a partial backup, based on your selection of what to save, using a 
-few simple clicks. To begin backup: </p>
-<p>
-</p><ul>
-<li>
-<p>click on the <i>Create backup</i> link in the <i>Backup and import </i>section<i> </i><i>
-</i></p><div class="odt-frame"><i>
-<img src="images/1000020000000016000000160A5939CD.gif"></i></div>,<p></p></li>
-<li>
-<p>on the next page, select whether you want a full copy or just a 
-selection of elements (in which case you will have to select them on the
- next page and click <i>Validate</i>),</p></li>
-<li>
-<p>click the <i>Create backup </i>button to launch the procedure.</p></li></ul>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000030B0000020B2BF2124F.png"></div><p></p>
-<p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>Illustration 175: Maintenance – Backup creation</p></div><p></p>
-<p>The backup is made available in the form of a compressed file which 
-you can download on your computer. It is also stored on the server for 
-quick restoration if needed.</p>
-<p>
-
-</p><h2>Import backup</h2>
-<p>
-</p><p>Each backup is a compressed file (a Zip file) which is stored on the server (in the <i>archive/ </i>directory). It can also be downloaded to your computer.</p>
-<p>
-</p><p>Chamilo also allows you to import the contents of a backup copy 
-inside a new empty course. This can be useful for a teacher creating a 
-new course.</p>
-<p>
-</p><p>To start the import: </p>
-<ul>
-<li>
-<p>click the <i>Import backup</i> link in the <i>Backup and import </i>section<i> </i><i>
-</i></p><div class="odt-frame"><i>
-<img src="images/1000020000000016000000160A5939CD.gif"></i></div><p></p></li>
-<li>
-<p>choose the source of backup: either a .zip file on your computer or one stored on the server,</p></li>
-<li>
-<p>choose whether you want to import the whole course or only specific sections (to be selected in the next screen), </p></li>
-<li>
-<p>decide whether to duplicate specific files during the importation operation or to replace them,</p></li>
-<li>
-<p>click <i>Import backup </i>to start the import.</p></li></ul>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000003E500000207B8AA8155.png"></div><p></p>
-<p>Illustration 176: Backup - Import</p></div><p></p>
-<p>
-</p><p><b>Note</b> : A message will confirm the backup restoration executed successfully</p>
-<p>
-
-</p><h2>Copy course</h2>
-<p>The <i>Copy course</i> feature 
-</p><div class="odt-frame">
-<img src="images/1000020000000016000000168C8CFEF5.gif"></div>
- allows you to copy all or part of a course to another (empty) course. 
-To use it, you first need to have another course available to copy it 
-to.<p></p>
-<p>
-</p><p>From the Backup page: </p>
-<ul>
-<li>
-<p>click <i>Copy course</i>,</p></li>
-<li>
-<p>select the destination course</p></li>
-<li>
-<p>select the elements to copy (all or part of the origin course)</p></li>
-<li>
-<p>select what to do when the files in the destination course already exist (rename or overwrite),</p></li>
-<li>
-<p>click the <i>Copy course</i> button.</p></li></ul>
-<p>
-</p><p><b>Note</b> : A message will confirm if the course was successfully copied</p>
-
-<h2>Empty this course</h2>
-<p>The <i>Empty this course</i> feature 
-</p><div class="odt-frame">
-<img src="images/1000020000000016000000168A730B93.gif"></div>
- empties (“recycles”) either the whole course or selected elements. It 
-deletes documents, forums, links, etc. This procedure can be executed 
-after a course has ended and when you want to start anew in the same 
-space. Of course, it is generally recommended that you keep a history of
- these courses.<p></p>
-<p><b>Warning: Before you empty the course, make sure you take a backup copy, just in case!</b>
-</p><p>
-</p><p>To empty a course:</p>
-<ul>
-<li>
-<p>click on the <i>Empty this course </i>link,</p></li>
-<li>
-<p>select whether you want to empty the whole course or just specific tools,</p></li>
-<li>
-<p>click the <i>Empty this course</i> button to proceed. </p></li></ul>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000033200000145C3324C3C.png"></div><p></p>
-<p>Illustration 177: Maintenance – Empty course</p></div><p></p>
-
-<h3>Delete the course area</h3>
-<p>Click the <i>Delete the course area </i><i>
-</i></p><div class="odt-frame"><i>
-<img src="images/1000020000000010000000104EFAA86F.gif"></i></div><i> </i>link to delete the course completely from the server.<p></p>
-<p>Given the fact there's no way back from this, we highly recommend you consider this twice before confirming it.</p>
-<p><b>
-</b></p><div class="odt-frame"><b>
-<img src="images/1000020000000010000000104EFAA86F.gif"></b></div><b> Warning: This feature should be used with extreme caution! 
-<div class="odt-frame">
-<img src="images/1000020000000010000000104EFAA86F.gif"></div></b>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000036E000000F53D90F038.png"></div>Illustration 178: Maintenance – Course deleting<p></p></div><p></p>
-
-<a name="__RefHeading__10845_44459225"></a>
-<h1>The Reporting tab</h1>
-<p>This chapter related to <i>Reporting</i> <b>tab</b> as opposed to the reporting <b>tool</b>
- discussed in earlier chapters which is accessed from the course home 
-page and relates only to that specific course. The Reporting <b>tab</b> allows you to get an overview of what's happening inside <b>all </b>your courses or sessions. The <i>Reporting </i>link
- inside a course is essentially just a filtered version of the following
- and has been described in detail in chapter 15, so you can refer to 
-that chapter as regards the details of the reporting pages.</p>
-<p>
-
-</p><h2>Own courses and sessions reporting</h2>
-<p>The main page of the R<i>eporting </i>tab displays summary tables 
-offering a general overview, some statistics relating to users on your 
-courses (each entry shows some statistical data which allows you to 
-track the progress and the results of all learners as an average value) ,
- and a list of courses and sessions for which you are responsible:</p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000389000002B9F4A18930.png"></div><p></p>
-<p>Illustration 179: Reporting tab – main page</p></div><p></p>
-<p>Clicking the <i>Details </i>icon 
-</p><div class="odt-frame">
-<img src="images/100002000000001600000016945AC92A.gif"></div> will show you a more detailed list for that specific course or session. Clicking on further <i>Details</i>
- icon in any of those screens will show you a deeper level of detail. 
-There are about 4-5 levels of detail and this guide does not cover them 
-all. We recommend you take some time to have a look through all the 
-options and see which report best meets your needs.<p></p>
-
-<a name="__RefHeading__5602_1198095569"></a>
-<h1>Social network</h1>
-<p>Chamilo recognizes that effective online social interaction is an 
-important element in successful online learning. The Social Network 
-facility offered on the platform is designed to optimize support, within
- the platform, for teachers and learners wanting to make use of various 
-social network features as an integral part of their online learning 
-(and teaching) experience. These include simple profiling, an internal 
-messaging system available to users and the facility to create interest 
-groups. (Note that some of these features need to be enabled by the 
-platform administrator.)</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000042C000001D6468F4548.png"></div>Illustration 180: Social network - Home<p></p></div><p></p>
-
-<h2>Profile information</h2>
-<p>To enter/edit your personal details, go to the <i>Social network </i>tab:</p>
-<ul>
-<li>
-<p>click the <i>Edit profile </i>link,</p></li>
-<li>
-<p>update the fields,</p></li>
-<li>
-<p>click <i>Save settings</i>.</p></li></ul>
-<p>
-</p><p>Profile options allow you to edit your <i>name</i>, your Chamilo <i>code</i>, your <i>email</i> and you <i>phone</i> number, as well as a profile <i>picture</i> and preferred <i>language</i>. Other fields (if enabled by the administrator) allow you to choose a <i>graphical theme</i> and enter details of personal <i>competences</i>, <i>diplomas </i>(qualifications), and <i>what you are able to teach</i>. You can upload any relevant file using <i>productions</i>, and write any other relevant information in m<i>y personal open area</i>. More recent versions of Chamilo also invite you to enter/edit your <i>password</i>, <i>tags</i>, <i>rss</i> <i>feeds</i>, <i>timezone</i>, <i>email</i> <i>notifications</i>, your <i>Google calendar URL</i>, your <i>country</i>, your <i>birthday</i> and even a range of personal social networking links:</p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020100000390000003E84870E9CE.png"></div><p></p>
-<p>Illustration 181: Social network – Extended profile update</p></div><p></p>
-<p>Remember to click the <i>save </i>button when you've completed entering/editing your profile details!</p>
-<p>
-</p><p>
-</p><p>
-
-</p><h2>Internal messaging</h2>
-<p>From the <i>Social network</i> tab (left menu) the <i>Messages </i>entry allows you to send or receive messages. It is similar to most messaging tools.</p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000032300000170C46C8240.png"></div><p></p>
-<p>Illustration 182: Social network – Internal messaging - Inbox</p></div><p></p>
-<p>To write a message to another user (or a friend) subscribed to the platform:</p>
-<ul>
-<li>
-<p>click the <i>Messages </i>link below your picture,</p></li>
-<li>
-<p>click the <i>Compose message </i>icon 
-</p><div class="odt-frame">
-<img src="images/1000020100000020000000203CC46EC0.png"></div>,<p></p></li>
-<li>
-<p>Chamilo will auto-complete the send-to field with known contacts,</p></li>
-<li>
-<p>enter the subject and message (optionally you can add an attached file),</p></li>
-<li>
-<p>click the <i>Send message </i>button.</p></li></ul>
-<p>If the recipient has entered their email in their profile, the message will also go automatically go to their email address.</p>
-<ul>
-<p></p></ul>
-<p><b>Note</b>: If the other user has chosen to, the message will also 
-be sent to his e-mail as a notification of internal message. However, he
- will have to enter the platform to answer you.</p>
-<p>
-
-</p><h2>“Friends”</h2>
-<p>In the <i>Social network</i> tab, you can make contacts and invite them as <i>Friends</i> (a rather free use of the term <i>friend</i>!). You can search for people by:</p>
-<p>
-</p><ul>
-<li>
-<p>clicking the <i>Invitations </i>link in the left menu 
-</p><div class="odt-frame">
-<img src="images/10000201000000120000001088618934.png"></div> ,<p></p></li>
-<li>
-<p>click <i>Search</i>.</p></li></ul>
-<p>
-</p><p>By simply entering a few characters of the user's first or last 
-name, Chamilo will help by proposing a list of users matching these 
-characters. The invitation can then be sent to the user, who can choose 
-whether to accept or refuse it.</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004CD0000021CF28762C8.png"></div> <p></p>
-<p>Illustration 183: Social network – send and receive invitations</p></div><p></p>
-<p>The <i>Friends</i> link 
-</p><div class="odt-frame">
-<img src="images/1000020100000010000000106C9CDCFF.png"></div>
- gathers all friends you have linked to on the platform. It allows you 
-to see the shared profile of the user and send him a message with a 
-click on his name.<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000002BA000001F1F90CE335.png"></div><p></p>
-<p>Illustration 184: Social network – Shared profile</p></div><p></p>
-<p>
-
-</p><h2>Social groups</h2>
-<p>The <i>Social groups</i> link 
-</p><div class="odt-frame">
-<img src="images/1000020100000010000000105A515BB6.png"></div>
- compiles together all groups that exist on the platform. These groups 
-can only be created by administrators, unless they have enabled this 
-option for all users.<p></p>
-<p>
-</p><p>There are two types of groups, depending on access:</p>
-<ul>
-<li>
-<p>public (everybody can join)</p></li>
-<li>
-<p>private (the group administrator must authorize the membership request)</p></li></ul>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000030D000001F4C801816B.png"></div><p></p>
-<p>Illustration 185: Social network – Social groups</p></div><p></p>
-<p>The <i>My groups tab</i> lists the groups of which you are a member. 
-These groups work as a forum. The administrator (or moderator) creates 
-discussion topics and users start contributing.</p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000002E30000017E40590B07.png"></div><p></p>
-<p>Illustration 186: Social network – Social groups interface</p></div><p></p>
-<p>
-
-</p><h2>My files</h2>
-<p>A user can use the <i>My files </i>link 
-</p><div class="odt-frame">
-<img src="images/100002010000001000000010B458D534.png"></div>
- in the social network to upload and store personal files (e.g. profile 
-pictures, notes, assignment documents etc.). The link brings up an 
-interface where the user can upload and organize files on the server:<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000003F30000020310120D34.png"></div><p></p>
-<p>Illustration 187: Social network – My files</p></div><p></p>
-<p>Files can be viewed or downloaded by clicking on them.</p>
-
-<a name="__RefHeading__17971_2027752126"></a>
-<h1>Session view</h1>
-<p>From Chamilo 1.8.8 platforms onwards, if your platform uses <i>Course sessions</i> a new view type has become available from the <i>My courses</i>
- tab. This is a special “sessions” view, which you will find is a very 
-different way of presenting courses and tools (specifically learning 
-paths and tests).</p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000003120000019BA3A10E05.png"></div><p></p>
-<p>Illustration 188: My courses - Sessions</p></div><p></p>
-<p>One main difference from previous versions of Chamilo is that the 
-session title is now a link which leads directly to a page whose 
-appearance differs in many ways from the rest of Chamilo. (This is a new
- format of presentation that we will be studying over the next few 
-months, and we're counting on your help and feedback. Do let us know 
-what you think on the Chamilo forum: <a href="http://www.chamilo.org/">http://www.chamilo.org/</a>)</p>
-<p>
-</p><p>This new concept relies essentially on a new way of setting up 
-tests and learning paths based on timescales. By making sure each 
-exercise and learning path has a start and end date, the data shown in 
-these screens make far more sense. (As such, it is not well suited to 
-asynchronous teaching i.e. purely remote e-learning, with its relatively
- free timescales.)</p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000031B000001A71BCFCBD8.png"></div><p></p>
-<p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>Illustration 189: Sessions – New session screen</p></div><p></p>
-<p></p>
-<p>Click on the relevant session icon 
-</p><div class="odt-frame">
-<img src="images/1000020100000020000000206C4E641B.png"></div> displayed in the <i>My courses</i> page The main screen displays four tabs: <i>Courses, Learning paths, My MCQ (Multiple Choice Questions), and My statistics</i><p></p>
-
-<h2>Courses tab</h2>
-<p>The <i>Courses</i> tab shows a list of courses available inside the 
-sessions. Click on one of these courses (the text will turn black) to 
-filter the rest of the tabs to show only items from this course.</p>
-<p>
-</p><p>Clicking directly on one of the tabs will show a complete list of
- all corresponding resources in the session (if you don't click on one 
-specific course in the first tab, the <i>Learning paths</i> tab will show all learning paths in the session, all courses mixed up).</p>
-<p>
-
-</p><h2>Learning paths tab</h2>
-<p>The <i>Learning paths</i> tab shows a list of learning paths in the 
-session, filtered according to course (as long as you clicked a course 
-in the first tab).</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000002FA000001961DEB3F38.png"></div><p></p>
-<p>Illustration 190: Sessions – Learning paths</p></div><p></p>
-<p>The publication date of each learning path gives you an idea of the 
-chronological order of the learning paths. Where you have several 
-simultaneous courses (which might be the case in a session) all offering
- several learning paths, organizing the right learning paths schedule 
-will provide the learner with a clear indication of the order in which 
-we expect him to follow them. The learner can enter a learning path 
-directly from this screen, simply by clicking its name.</p>
-<p>
-</p><p><b>Note</b>&nbsp;: there are three view types for learning paths: <i>All, Per week, By course. </i>They do not affect the way contents are ordered, so don't hesitate to try them out.</p>
-<p>
-
-</p><h2>My MCQ tab</h2>
-<p>The <i>My MCQ</i> tab contains all tests pertaining to courses in the
- session, sorted by publication date. Because the display of these test 
-is relative (comparing results to those of other learners) and is in a 
-chronological order, it is doubly critical to establish publication 
-dates for all your tests.</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000003D8000000FB6F36F4CA.png"></div><p></p>
-<p>Illustration 191: Sessions – My QCM tab</p></div><p></p>
-<p>Exercises which have not yet been attempted are indicated by a yellow star 
-</p><div class="odt-frame">
-<img src="images/100002010000001600000016F5AA0266.png"></div>.
- The number of attempts is indicated as well as the exercise results, 
-and also the highest scores obtained by any learner in the session. 
-Finally, the position in the table reflects a learner's relative results
- within this session. By clicking the test title, the learner goes 
-directly to the test or, once all attempts have been exhausted, directly
- to the test results screen.<p></p>
-<p>
-</p><p>
-
-</p><h2>My statistics tab</h2>
-<p>The <i>My statistics </i>tab offers teachers and learners an 
-innovative set of features, provided publication dates have been 
-established for exercises. Learners will then be able to see a visual 
-result of their scores in comparison with those of other learners.</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000003D40000037463271C4B.png"></div><p></p>
-<p>Illustration 192: Sessions – My statistics tab</p></div><p></p>
-<p>By clicking the double blue arrow for any course, you'll be able to view a series of more detailed result information:</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004A00000017B00DE6E54.png"></div>Illustration 193: Sessions – Statistical details<p></p></div><p></p>
-<p>This detailed view presents a graphical visualization of the scores 
-repartition. Each bar represents a rank of results (0-20%, 21-40%, 
-41-60%, 61-80%, 81-100%). The global chart represents the repartition of
- all students' results for this exercise. The orange bar is the bar in 
-which the current user's results are located. You can click the chart to
- get an exploded view.</p>
-<p>
-
-</p>
-<a name="__RefHeading__10847_44459225"></a>
-<h1>Appendix</h1>
-
-<h2>Glossary</h2>
-<ul>
-<li>
-<p><b>Administrator&nbsp;</b>: The “master” user who controls and manages the Chamilo portal globally.</p></li>
-<li>
-<p><b>Course administrator&nbsp;</b>: See <i>teacher</i></p></li>
-<li>
-<p><b>Student&nbsp;</b>: See <i>learner</i></p></li>
-<li>
-<p><b>Course assistant :</b> a learner with additional rights limited to
- a specific course: he can track other learners' results, check their 
-assignments and their test results</p></li>
-<li>
-<p><b>Coach&nbsp;: </b>a<b> </b>teacher of a course in the context of a <i>Session</i></p></li>
-<li>
-<p><b>Course&nbsp;</b>: a course area, or course space, with its 20-odd tools</p></li>
-<li>
-<p><b>Learner&nbsp;</b>: A user who has the right, within a course, to access resources as the teacher prepared them</p></li>
-<li>
-<p><b>Trainer&nbsp;</b>: <i>See teacher</i></p></li>
-<li>
-<p><b>Training&nbsp;</b>: See <i>course</i>. In versions 1.8.5 to 1.8.8 of Chamilo, the term <i>Training</i> replaced the term <i>Course, </i>resulting
- in an awful lot of confusion, not only in English, but also in other 
-languages which depended on English for translations. The term can be of
- course be redefined on each portal depending on needs through the 
-portal administration interface, but <i>Course </i>is the term used globally now.</p></li>
-<li>
-<p><b>Teacher&nbsp;: </b>The user who creates and/or controls a course (outwit h the <i>Session</i> context)</p></li>
-<li>
-<p><b>Tutor</b>&nbsp;: See Coach</p></li>
-<li>
-<p><b>User&nbsp;</b>: Any user who has an access to your Chamilo portal, regardless of his role</p></li></ul>
-<p>
-
-</p><h2>Frequently asked questions</h2>
-<p>This list of short questions and answers might help you sort out how 
-to do specific things with Chamilo which are not explicitly explained in
- the previous chapters.</p>
-
-<h3>How can I set a survey as a requirement to complete a course?</h3>
-<p>The notion of “completing a course” can only be built upon the <i>Assessments</i>
- tool, by setting up a certificate that will only be generated when 
-achieving a certain set of learning objectives (exercises, learning 
-paths, assignments, etc). Surveys can then be configured as a “locking” 
-mechanism where a student cannot get a certificate if he doesn't 
-complete the survey.</p>
-<p>
-</p><p>To do this, go to the survey tool and create your survey. In the <i>Advanced settings</i>, check the <i>Qualify in gradebook</i> box and select a weight of 50 (yes, 50, that's usually quite large).</p>
-<p>
-</p><p>Now go to the <i>Assessments</i> tool and click the percentage icon (<i>Weight in report</i>).
- Whatever the total weight has been set to, ensure that the survey is 
-worth half of it (if the total weight is 100, the survey must weight 50,
- but you can also set the total weight to 200 and make the survey weigh 
-100). The other objectives, combined, will be worth half the weight. 
-This means that, even if the learner has the best results, he will only 
-ever be able to achieve a 50% score, which shouldn't be enough to get 
-the certificate. Because the survey is just a yes/no type of result 
-(answered or not answered), there is no other easy way to make the 
-survey be a required element.</p>
-<p>
-</p><p>Once the learner has completed the survey, his results will jump up to the sufficient result to get his certificate.</p>
-<p>
-</p><p>Just make sure that the availability dates for your survey do not
- prevent completely a user getting his certificate, just because he 
-can't take the validation survey.</p>
-
-<h3>How can I create a crosswords-type question?</h3>
-<p>In any exercise, create a new <i>Fill the blanks</i> type question. In the question editing box (online media editor), click the <i>Table</i>
- icon and choose how many rows and columns you want your crosswords to 
-be. Now fill the crosswords with letters. Once you're done, select the 
-letters you want users to find out and replace them with the same letter
- with brackets around it. These letters will now disappear from the 
-student view and they'll be able to complete the table that way.</p>
-<p>
-</p><p>
-
-</p><h2>Document license</h2>
-<p>
-</p><p>All right reserved.</p>
-<p>
-</p><p>Rights given by the copyleft licenses are indicated below.</p>
-<p>
-</p><p>Copyright (c) 2007 2i2L Sarl. Permission is granted to copy, 
-distribute and/or modify this document under the terms of the GNU Free 
-Documentation License, Version 1.2 or any later version published by the
- Free Software Foundation&nbsp;; with no Invariant Sections, no 
-Front-Cover Texts, and no Back-Cover Texts. A copy of the license is 
-included in the section entitled "GNU Free Documentation License".</p>
-<p>
-</p><p>The contents of this tutorial are available under a double <b>copyleft</b> license:</p>
-<p>
-</p><p><a href="http://www.gnu.org/licenses/fdl.txt">GNU FDL</a> : <a href="http://www.gnu.org/licenses/fdl.txt">http://www.gnu.org/licenses/fdl.txt</a></p>
-<p>and </p>
-<p><a href="http://creativecommons.org/licenses/by-sa/2.0/fr/">CC-BY-SA</a> : <a href="http://creativecommons.org/licenses/by-sa/2.0/fr/">http://creativecommons.org/licenses/by-sa/2.0/fr/</a></p>
-<p>
-</p><p>A small amount of illustrations have been borrowed from the OpenClipart library.</p>
-<p>
-</p><p>In the true spirit of software freedom, all fixes and updates to this tutorial are welcome at this e-mail address: <a href="mailto:info@chamilo.org">info@chamilo.org</a></p>
-<p>
-
-</p><h2>Document history</h2>
-<table border="1" cellpadding="0" cellspacing="0">
-<tbody><tr>
-<td>
-<p>Date</p></td>
-<td>
-<p>Collaborator</p></td>
-<td>
-<p>Contact</p></td>
-<td>
-<p>Updated</p></td></tr>
-<tr>
-<td>
-<p>2010</p></td>
-<td>
-<p>2i2l.fr, Anaël Boulier</p></td>
-<td>
-<p>info@2i2l.fr</p></td>
-<td>
-<p>Rédaction du manuel pour Chamilo 1.8.7.</p></td></tr>
-<tr>
-<td>
-<p>Avril 2011</p></td>
-<td>
-<p>BeezNest Belgium SPRL, Yannick Warnier</p></td>
-<td>
-<p>info@beeznest.com</p></td>
-<td>
-<p>Mise à jour pour 1.8.8, correctifs, mise on page, ajouts de détails.</p></td></tr>
-<tr>
-<td>
-<p>Juillet 2011</p></td>
-<td>
-<p>BeezNest Belgium SPRL, Yannick Warnier</p></td>
-<td>
-<p>info@beeznest.com</p></td>
-<td>
-<p>Mise à jour pour 1.8.8.4 and réorganisation des chapitres&nbsp;; 
-réécriture de l'introduction, listing des options, ajout des nouvelles 
-fonctionnalités, révision du texte. À revoir&nbsp;: outils Suivi and 
-Réseau social.</p></td></tr>
-<tr>
-<td>
-<p>August 2011</p></td>
-<td>
-<p>BeezNest Belgium SPRL, Yannick Warnier</p></td>
-<td>
-<p>info@beeznest.com</p></td>
-<td>
-<p>Added FAQ, fixes and details.</p>
-<p>Basic translation to English.</p></td></tr>
-<tr>
-<td>
-<p>March 2013</p></td>
-<td>
-<p>BeezNest Belgium SPRL, Yannick Warnier</p></td>
-<td>
-<p>info@beeznest.com</p></td>
-<td>
-<p>Updated to 1.9.6.</p></td></tr>
-<tr>
-<td>
-<p>April 2013</p></td>
-<td>
-<p>Steve Miller</p></td>
-<td>
-<p>stephanibus@gmail.com</p></td>
-<td>
-<p>Complete revision and update of English text and screenshots based on
- 1.9.4. Icons added inline to text for clarity. Some additional 
-paragraphs on pedagogical use.</p></td></tr></tbody></table>
-<p>
-</p><div class="odt-footnote" id="odt-footnote-ftn1"><a class="footnote-name" href="#anchor-odt-ftn1">1 .</a> 
-<p><a href="http://www.gnu.org/licenses/quick-guide-gplv3.html">http://www.gnu.org/licenses/quick-guide-gplv3.html</a></p></div>
-
-<div class="odt-footnote" id="odt-footnote-ftn2"><a class="footnote-name" href="#anchor-odt-ftn2">2 .</a> 
-<p><a href="http://www.chamilo.org/en/providers">h</a><a href="http://www.chamilo.org/en/providers">ttp://www.chamilo.org/en/providers</a></p></div>
-
-<div class="odt-footnote" id="odt-footnote-ftn3"><a class="footnote-name" href="#anchor-odt-ftn3">3 .</a> 
-<p><a href="http://www.chamilo.org/">http://www.chamilo.org/</a>, documentation tab</p></div>
-
-<div class="odt-footnote" id="odt-footnote-ftn4"><a class="footnote-name" href="#anchor-odt-ftn4">4 .</a> 
-<p>If the administrator didn't disable this option</p></div>
-
-<div class="odt-footnote" id="odt-footnote-ftn5"><a class="footnote-name" href="#anchor-odt-ftn5">5 .</a> 
-<p>Or “Le petit Poucet” in French, see <a href="http://fr.wikipedia.org/wiki/Le_Petit_Poucet">http://fr.wikipedia.org/wiki/Le_Petit_Poucet</a></p></div>
-
-<div class="odt-footnote" id="odt-footnote-ftn6"><a class="footnote-name" href="#anchor-odt-ftn6">6 .</a> 
-<p>Only the administrator can redefine global courses categories</p></div>
-
-<div class="odt-footnote" id="odt-footnote-ftn7"><a class="footnote-name" href="#anchor-odt-ftn7">7 .</a> 
-<p>To one exception: if the demo content is enabled, this content is 
-created in the language of the course. Modifying the course language 
-afterwards will have as minor consequence to have the interface in one 
-language and the contents in another.</p></div>
-
-<div class="odt-footnote" id="odt-footnote-ftn8"><a class="footnote-name" href="#anchor-odt-ftn8">8 .</a> 
-<p>To select more than one file, use the CTRL key in combination with the left mouse button.</p></div>
-
-<div class="odt-footnote" id="odt-footnote-ftn9"><a class="footnote-name" href="#anchor-odt-ftn9">9 .</a> 
-<p>In all recent browsers except Internet Explorer 6, 7 and 8, where this feature is not implemented.</p></div>
-
-<div class="odt-footnote" id="odt-footnote-ftn10"><a class="footnote-name" href="#anchor-odt-ftn10">10 .</a> 
-<p>If the learner disconnects from the exercise, his time will continue 
-counting down until it is completely expired, but he will be able to 
-reconnect and continue his exercise right whee he left it. The time 
-counter <b>only</b> works in <i>one question per page</i> mode.</p></div>
-
-<div class="odt-footnote" id="odt-footnote-ftn11"><a class="footnote-name" href="#anchor-odt-ftn11">* .</a> 
-<p>Note that Chamilo uses the simple term “course” here rather than 
-“learning path”. Don't confuse this with the the term “course” as 
-applied to the overall course (<i>Learn English</i> in the illustration)</p>
-</div>
-</div>
-<footer>
-This guide is also available in <a href="../chamilo-teacher-guide-1.9-en.odt">editable OASIS format (LibreOffice/OpenOffice.org)</a>
-</footer>
-</body></html>
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-<html><head>
-<meta http-equiv="Content-Type" content="text/html; charset=UTF-8">
-<title>developers-guide-1.9-en.odt</title>
-</head>
-
-<body>
-
-<p>Chamilo 1.9 developer's guide</p>
-<p>
-
-</p><h1>Theming through templates</h1>
-<p>
-</p><p>Chamilo 1.9 uses the Twig templating engine for part of its interface.</p>
-<p>As much as we'd like to be able to use it everywhere, this is not the
- type of things that you would do in a few hours, so right now there's 
-only localized support for templates.</p>
-<p>This being said, we probably cover all the very important part&nbsp;:
- headers, footers and general layout are covered almost everywhere (to 
-the notable exception of learning paths).</p>
-<p>
-</p><p>To update the template in 1.9.x, you still have to do that 
-manually on the filesystem, so you'd be better off using the following 
-procedure&nbsp;:</p>
-<p>
-</p><p>cd main/template/</p>
-<p>cp -r default default-backup</p>
-<p>cd default</p>
-<p>
-</p><p>This way, you can edit anything in the default template, but you also have the initial template if anything goes wrong.</p>
-<p>
-</p><p>Inside the <i>default</i> directory, you'll find the following directories, which we explain when needed (most of them are self-explanatory).</p>
-<p></p>
-<p>admin
-/</p>
-<p>agenda
-/</p>
-<p>auth
-/</p>
-<p>course_description
-/</p>
-<p>create_course
-/</p>
-<p>export
-/</p>
-<p>form
-/</p>
-<p>glossary/
-</p>
-<p>index
-/→ homepage for anonymous users and announcements</p>
-<p>layout
-/→ header, footer, banner and more are stored here</p>
-<p>learnpath/
-</p>
-<p>link
-/</p>
-<p>mail_editor
-/</p>
-<p>notebook
-/</p>
-<p>pages
-/</p>
-<p>skill
-/</p>
-<p>userportal
-/ → list of courses each user can see in «&nbsp;My courses&nbsp;»</p>
-<p>work/</p>
-<p></p>
-
-<h2>Cleaning the cache</h2>
-<p>If you're going to change templates, you need to know one thing and 
-remember it&nbsp;: before you test each change, delete the contents of 
-the <i><b>main/archives/twig/ </b></i>directory. Otherwise, the cache 
-will stick around and you won't see any (or you'll see only some) of 
-your changes, which could make you believe they didn't take effect.</p>
-<p></p>
-
-<h2>Structure of a page</h2>
-<p></p>
-<p>The structure of a typical page will thus be structured something 
-close to the following. We are using a shortened version of 
-main/template/default/layout/layout_2_col.tpl here, for the sake of 
-documentation. layout_2_col means «&nbsp;layout for 2 colums 
-page&nbsp;», and it is selected when we want to show things like the 
-courses list.</p>
-<p></p>
-<p>All text marked as {# ...text here... #} (colored gray in the 
-following example} is a comment that serves only the developers and 
-designers. It will not appear in the final HTML generated. If you want 
-an HTML comment, simply use its normal syntax &lt;&nbsp;!-- HTML comment
- →.</p>
-<p></p>
-<p>All text marked as {&nbsp;% ...text here... %} (colored green) is 
-specific Twig statements-language and marks some special action (more on
- that later). This can include «&nbsp;if&nbsp;» conditions and stuff 
-like that.</p>
-<p></p>
-<p>All normal HTML tag will appear as is. No need for any trick.</p>
-<p></p>
-<p>All text marked {{ ...text here... }} (colored blue) is an insert of a
- specific template variable prepared by your PHP scripts. This is how 
-you call those variables which you have carefully prepared for display. 
-These are usually strings or arrays (array values are called through the
- <i>array.index</i> syntax).</p>
-<p></p><b>{% extends "default/layout/main.tpl" %}
-</b>
-<p>
-</p>
-<p>{% block body %}
-</p>
-<p>{# Main content #}
-</p>
-<p>{# Right column #}
-</p>
-<p>&lt;div class="span3 menu-column"&gt;
-</p>
-<p>{# if user is not login show the login form #}
-</p>
-<p>{% if _u.logged == 0 %}
-</p>
-<p><b>{% include "default/layout/login_form.tpl" %}
-</b></p>
-<p>{% endif %}
-</p>
-<p>{# User picture #}
-</p>
-<p>{{ user_image_block }}
-</p>
-<p>
- {{# User Profile links #}
-</p>
-<p>{{ profile_block }}
-</p>
-<p>
- &lt;/div&gt;
-</p>
-<p>&lt;div class="span9 content-column"&gt;
-</p>
-<p>{# Portal homepage #}
-</p>
-<p>{% if home_page_block %}
-</p>
-<p>&lt;section id="homepage"&gt;
-</p>
-<p>&lt;div class="row"&gt;
-</p>
-<p>&lt;div class="span9"&gt;
-</p>
-<p>{{ home_page_block }}
-</p>
-<p>&lt;/div&gt;
-</p>
-<p>&lt;/div&gt;
-</p>
-<p>&lt;/section&gt;
-</p>
-<p>{% endif %}
-</p>
-<p>
-</p>
-<p><b>{% include "default/layout/page_body.tpl" %}
-</b></p>
-<p>
-</p><p>{% if content is not null %}
-</p>
-<p>&lt;section id="main_content"&gt;
-</p>
-<p>{{ content }}
-</p>
-<p>&lt;/section&gt;
-</p>
-<p>{% endif %}
-</p>
-<p>&lt;/div&gt;</p>
-<p>{% endblock %}
-</p>
-<p></p>
-<p>As you can see in the example, some «&nbsp;include&nbsp;» statements 
-can be found. They get the indicated file and put its content right 
-where you placed the call. This is practical to re-use other 
-already-templated blocks.</p>
-<p></p>
-
-<h2>Usable variables</h2>
-<p>Because we want this templating system to be practical for us, and 
-because we don't want to always be assigning all the common variables 
-we'll need right at the end of our scripts, Chamilo comes with a set of 
-pre-defined variables and arrays you can use.</p>
-<p>Here is a list of those variables and arrays... Not that it might not
- be exhaustive and that, at this time, we have no way of helping you 
-list these, but you <b>could</b> hack into <i><b>main/inc/lib/template.lib.php</b></i> and search for all <i><b>$this-&gt;assign('literal', $variable)&nbsp;;</b></i> calls to find out.</p>
-
-<h3><b>The _u array</b></h3>
-<p>The <b>_u</b> array contains general information about the user. You 
-could get the user's firstname to be printed inside any tpl by using the
- following syntax&nbsp;:</p>
-<p>{{ _u.firstname }}</p>
-<p>Here is a complete list of the values it contains, together with an 
-example of the value you'll get from them. As you will see, some of 
-these are duplicated under a slightly different name. We recommend 
-always using the lowercase variables, as others should be cleaned out 
-progressively in the future.</p>
-<p>[complete_name] =&gt; John Doe
-</p>
-<p>[complete_name_with_username] =&gt; John Doe (admin)
-</p>
-<p>[firstname] =&gt; John
-</p>
-<p>[lastname] =&gt; Doe
-</p>
-<p>[firstName] =&gt; John
-</p>
-<p>[lastName] =&gt; Doe
-</p>
-<p>[mail] =&gt; john@example.com</p>
-<p>[email] =&gt; john@example.com</p>
-<p>[picture_uri] =&gt; 
-</p>
-<p>[user_id] =&gt; 1
-</p>
-<p>[official_code] =&gt; ADMIN
-</p>
-<p>[status] =&gt; 1
-</p>
-<p>[auth_source] =&gt; platform
-</p>
-<p>[active] =&gt; 1
-</p>
-<p>[username] =&gt; admin
-</p>
-<p>[theme] =&gt; 
-</p>
-<p>[language] =&gt; english
-</p>
-<p>[last_login] =&gt; 2014-01-11 15:21:57
-</p>
-<p>[lastLogin] =&gt; 2014-01-11 15:21:57
-</p>
-<p>[avatar] =&gt; http://my.chamilo19.net/main/img/unknown.jpg
-</p>
-<p>[avatar_sys_path] =&gt; /var/www/chamilo-lms/main/img/unknown.jpg
-</p>
-<p>[avatar_small] =&gt; http://my.chamilo19.net/main/img/unknown_22.jpg
-</p>
-<p>[logged] =&gt; 1
-</p>
-<p>[is_admin] =&gt; 1
-</p>
-<p>[messages_count] =&gt; 
-</p>
-<p>[messages_invitations_count] =&gt; </p>
-<p></p>
-
-<h3>The _p array</h3>
-<p>This array contains a list of different forms of paths that you might
- need at the template level, for example to link to other resources</p>
-<p>[web] =&gt; http://my.chamilo19.net/
-</p>
-<p>[web_course] =&gt; http://my.chamilo19.net/courses/
-</p>
-<p>[web_main] =&gt; http://my.chamilo19.net/main/
-</p>
-<p>[web_css] =&gt; http://my.chamilo19.net/main/css/
-</p>
-<p>[web_ajax] =&gt; http://my.chamilo19.net/main/inc/ajax/
-</p>
-<p>[web_img] =&gt; http://my.chamilo19.net/main/img/
-</p>
-<p>[web_plugin] =&gt; http://my.chamilo19.net/plugin/
-</p>
-<p>[web_lib] =&gt; http://my.chamilo19.net/main/inc/lib/</p>
-<p></p>
-
-<h3>The _s array</h3>
-<p>This array contains some system variables representing general platform information</p>
-<p>[software_name] =&gt; Chamilo
-</p>
-<p>[system_version] =&gt; 1.9.8
-</p>
-<p>[site_name] =&gt; My campus
-</p>
-<p>[institution] =&gt; My Organisation</p>
-<p></p>
-
-<h3>Individual variables</h3>
-<p>Other variables are defined individually but are always available inside any template.</p>
-<p>As for the previous groups, the list below should be self-explanatory through the example values provided.</p>
-<p>system_charset =&gt; utf-8</p>
-<p>online_button =&gt; &lt;img src='...online.png' /&gt;</p>
-<p>offline_button =&gt; &lt;img src='...offline.png' /&gt;</p>
-<p>document_language =&gt; en</p>
-<p>title_string =&gt; My portal – My organisation – Portal section</p>
-<p>favico =&gt; <a href="http://my.chamilo19.net/favicon.ico">http://my.chamilo19.net/favicon.ico</a></p>
-<p>bug_notification_link =&gt; &lt;li class='report'&gt;&lt;a href='<a href="http://support.chamilo.org/">http://support.chamilo.org/</a>...'&gt;&lt;img src='...'&gt;&lt;/a&gt;&lt;/li&gt;</p>
-<p>notification_menu =&gt; …</p>
-<p>logout_link =&gt; <a href="http://my.chamilo19.net/index.php?logout=logout&amp;uid=5">http://my.chamilo19.net/index.php?logout=logout&amp;uid=5</a></p>
-<p>profile_link =&gt; </p>
-<p>message_link =&gt; </p>
-<p>portal_name =&gt; </p>
-<p>menu =&gt; </p>
-<p>breadcrumb =&gt; </p>
-<p>header_extra_content =&gt; </p>
-<p>administrator_name =&gt; </p>
-<p>footer_extra_content =&gt; </p>
-<p>session_teachers =&gt; </p>
-<p>teachers =&gt; </p>
-<p>style =&gt; </p>
-<p>help_content =&gt; </p>
-<p>actions =&gt; </p>
-<p>show_footer =&gt; </p>
-<p>show_header =&gt; </p>
-<p>show_toolbar =&gt; </p>
-<p>css_file_to_string =&gt; </p>
-<p>css_style_print =&gt; </p>
-<p>logo =&gt; </p>
-<p>js_file_to_string =&gt; </p>
-<p>extra_headers =&gt; </p>
-<p></p>
-
-<h2>Modifiers</h2>
-<p>Finally, there might come oportunities where you'd like the template 
-to do something for you, not very complicated but which relies on some 
-kind of processing. That's what modifiers are for.</p>
-<p>For example, and probably the most common modifier inside existing 
-tpl files&nbsp;: get_lang, will take the given value and use the 
-internal procedure from Chamilo to translate it and show the translation
- as the result, just where the tag was placed.</p>
-<p>For example, you could have a section like this, representing part of the header&nbsp;:</p>
-<p>&lt;div class="span3"&gt;
- &lt;div class="home-ico"&gt;
- &lt;a href="{{ _p.web }}"&gt;{{"Home"|get_lang}}&lt;/a&gt;
- &lt;/div&gt; 
-&lt;/div&gt;
-</p>
-<p>In this case, the term «&nbsp;Home&nbsp;» will be translated by 
-Chamilo's get_lang() function before it's shown on screen. The resulting
- code for this tpl block, taking into account previous examples, in 
-French, would look something like this&nbsp;:</p>
-<p>&lt;div class="span3"&gt;
- &lt;div class="home-ico"&gt;
- &lt;a href="http://my.chamilo19.net/"&gt;Accueil&lt;/a&gt;
- &lt;/div&gt; 
-&lt;/div&gt;
-</p>
-
-</body></html>
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@@ -1,6661 +0,0 @@
-<html>
-  <head>
-    <meta http-equiv="Content-Type" content="text/html; charset=UTF-8">
-    <title>Chamilo LMS 1.9 Teacher Guide</title>
-<!-- Latest compiled and minified CSS -->
-<link rel="stylesheet" href="//netdna.bootstrapcdn.com/bootstrap/3.0.3/css/bootstrap.min.css">
-<!-- Optional theme -->
-<link rel="stylesheet" href="//netdna.bootstrapcdn.com/bootstrap/3.0.3/css/bootstrap-theme.min.css">
-<!-- Latest compiled and minified JavaScript -->
-<script src="//netdna.bootstrapcdn.com/bootstrap/3.0.3/js/bootstrap.min.js"></script>
-</head>
-
-<body>
-<div class="container">
- <div class="header">
- <div>
-   <img class="center-block" src="images/1000020100000190000001703DD0216F.png">
- </div><p></p>
- <p class="lead">
- <h1 class="center-block">Chamilo 1.9</h1>
- <h2 class="center-block">Teacher's Guide</h2>
- </p>
- </div> <!-- end header class -->
- <h2>Table of content</h2>
-<ul>
-<li><a href="#__RefHeading__14803_1532370950">Chapter 1 Introduction</a></li>
-<ul>
-<li>1.1 What is Chamilo?</li>
-<li>1.2 About this guide</li>
-<li>1.3 Who is this guide for?</li>
-<li>1.4 How to use this guide.</li>
-<li>1.5 General usability</li>
-<ul>
-<li>1.5.1 Terminology</li>
-</ul>
-</ul>
-<li><a href="#__RefHeading__10795_44459225">Chapter 2 Why Chamilo?</a></li>
-<ul>
-<li>2.1 Learning paradigm</li>
-<li>2.2 Common interface elements</li>
-</ul>
-<li><a href="#__RefHeading__10797_44459225">Chapter 3 The Chamilo homepage</a></li>
-<li><a href="#__RefHeading__10799_44459225">Chapter 4 Register on the platform</a></li>
-<li><a href="#__RefHeading__12474_1198095569">Chapter 5 Finding your way in Chamilo</a></li>
-<li><a href="#__RefHeading__12480_1198095569">Chapter 6 Course creation</a></li>
-<li><a href="#__RefHeading__10801_44459225">Chapter 7 Control course access</a></li>
-<li><a href="#__RefHeading__10803_44459225">Chapter 8 Organizing courses</a></li>
-<ul>
-<li>8.1 Personal categories</li>
-<li>8.2 Subscribing to other courses</li>
-<li>8.3 Courses management icons</li>
-</ul>
-<li><a href="#__RefHeading__12482_1198095569">Chapter 9 Course administration</a></li>
-<li><a href="#__RefHeading__10805_44459225">Chapter 10 Course homepage</a></li>
-<ul>
-<li>10.1 Introductory text</li>
-<li>10.2 Authoring tools</li>
-<ul>
-<li>10.2.1 Course description</li>
-<li>10.2.2 Documents</li>
-<li>10.2.3 Tests</li>
-<li>10.2.4 Learning Paths</li>
-<li>10.2.5 Assessments</li>
-<li>10.2.6 Attendances</li>
-<li>10.2.7 Links</li>
-<li>10.2.8 Announcements</li>
-<li>10.2.9 Glossary</li>
-<li>10.2.10 Course progress</li>
-<li>10.2.11 Blogs</li>
-<li>10.2.12 Search</li>
-</ul>
-<li>10.3 Interaction tools</li>
-<ul>
-<li>10.3.1 Agenda</li>
-<li>10.3.2 Dropbox</li>
-<li>10.3.3 Groups</li>
-<li>10.3.4 Assignments</li>
-<li>10.3.5 Wiki</li>
-<li>10.3.6 Forum</li>
-<li>10.3.7 Users</li>
-<li>10.3.8 Chat</li>
-<li>10.3.9 Surveys</li>
-<li>10.3.10 Notebook</li>
-<li>10.3.11 Video-conference</li>
-</ul>
-<li>10.4 Administration tools</li>
-<ul>
-<li>10.4.1 Projects</li>
-<li>10.4.2 Settings</li>
-<li>10.4.3 Reporting</li>
-<li>10.4.4 Backup</li>
-</ul>
-</ul>
-<li><a href="#__RefHeading__10807_44459225">Chapter 11 First Steps: Documents</a></li>
-<ul>
-<li>11.1 Create a directory</li>
-<li>11.2 Quick-change of directory</li>
-<li>11.3 Importing a document</li>
-<li>11.4 Authoring content in Chamilo</li>
-<li>11.5 Saving documents</li>
-<li>11.6 Deleting a file or a directory</li>
-<li>11.7 Watching course quotas</li>
-<li>11.8 Slideshow</li>
-</ul>
-<li><a href="#__RefHeading__10809_44459225">Chapter 12 Interactivity: Tests</a></li>
-<ul>
-<li>12.1 Introduction</li>
-<li>12.2 Creating a new test</li>
-<li>12.3 Feedback, score and correct answers</li>
-<ul>
-<li>12.3.1 Automated feedback</li>
-<li>12.3.2 Scoring tests</li>
-<li>12.3.3 Displaying correct answers</li>
-</ul>
-<li>12.4 Test types</li>
-<li>12.5 Adding questions to the test</li>
-<ul>
-<li>12.5.1 Type 1 : Multiple choice – Single answer</li>
-<li>12.5.2 Type 2 : Multiple choice – multiple answer</li>
-<li>12.5.3 Type 3 : Fill the blanks</li>
-<li>12.5.4 Type 4 : Matching</li>
-<li>12.5.5 Type 5 : Open question</li>
-<li>12.5.6 Type 6: Audio answer</li>
-<li>12.5.7 Type 7 : Hot spot, or image area</li>
-<li>12.5.8 Type 8 : Exact combination</li>
-<li>12.5.9 Type 9 : Unique answer with unknown</li>
-<li>12.5.10 Type 10 : Multiple answer True/False/Don't know</li>
-<li>12.5.11 Type 11 : Combination True/false/don't know</li>
-<li>12.5.12 Type 12 : Global multiple answer</li>
-</ul>
-<li>12.6 Recycling existing questions</li>
-<li>12.7 Importing: HotPotatoes, IMS/QTI2, Excel</li>
-<li>12.8 Test results</li>
-</ul>
-<li><a href="#__RefHeading__10811_44459225">Chapter 13 Communication&nbsp;: Forums</a></li>
-<ul>
-<li>13.1 Using forum views</li>
-<li>13.2 Add forum categories</li>
-<li>13.3 Add forum</li>
-<li>13.4 Manage forum categories</li>
-<li>13.5 Manage forums</li>
-<li>13.6 Start a new topic</li>
-<li>13.7 Manage discussion threads</li>
-<li>13.8 Manage messages</li>
-<li>13.9 Give your learners a score</li>
-<li>13.10 Give a score from a message</li>
-<li>13.11 Add a message to a thread</li>
-<li>13.12 Reply to a specific message</li>
-<li>13.13 Quote a previous message</li>
-<li>13.14 Reply or Reply to this topic</li>
-<li>13.15 Search a forum element</li>
-</ul>
-<li><a href="#__RefHeading__6681_1735218244">Chapter 14 Structure: Learning paths</a></li>
-<ul>
-<li>14.1 Introduction</li>
-<li>14.2 Create a learning path</li>
-<li>14.2.1 Learning path's settings</li>
-<li>14.3 Add Learning Objects and Activities</li>
-<ul>
-<li>14.3.1 Create a new document</li>
-<li>14.3.2 Use existing resources</li>
-<li>14.3.3 Add a new section</li>
-<li>14.3.4 Display the learning path</li>
-</ul>
-<li>14.4 Import AICC and SCORM</li>
-<li>14.5 Managing learning paths</li>
-<li>14.6 Prerequisites</li>
-<li>14.7 Generating certificates</li>
-</ul>
-<li><a href="#__RefHeading__10813_44459225">Chapter 15 Reporting</a></li>
-<ul>
-<li>15.1 Tracking learners</li>
-<li>15.2 Show individual learner's details</li>
-<li>15.3 Course reporting</li>
-<li>15.4 Resource Reporting</li>
-<li>15.5 Test/exam Reporting</li>
-</ul>
-<li><a href="#__RefHeading__10815_44459225">Chapter 16 Assignments</a></li>
-<ul>
-<li>16.1 Assignment creation</li>
-<li>16.2 Completion of assignments by students</li>
-<li>16.3 Manage assignments</li>
-<li>16.4 Setting up the assignment evaluation</li>
-<li>16.5 Assignment expiry dates</li>
-<li>16.6 Marking assignments</li>
-</ul>
-<li><a href="#__RefHeading__13566_554970603">Chapter 17 Users</a></li>
-<ul>
-<li>17.1 Subscribe users</li>
-<ul>
-<li>17.1.1 Add teachers</li>
-<li>17.1.2 Unsubscribe a user</li>
-<li>17.1.3 Add/update a user's description</li>
-<li>17.1.4 Search for a subscribed learner</li>
-<li>17.1.5 Export the list of subscribed users</li>
-<li>17.1.6 Display learners reporting</li>
-</ul>
-</ul>
-<li><a href="#__RefHeading__10817_44459225">Chapter 18 Assessments</a></li>
-<ul>
-<li>18.1 Assessments pre-configuration</li>
-<ul>
-<li>18.1.1 Total weight and minimum certification score</li>
-<li>18.1.2 Weights</li>
-<li>18.1.3 Skills ranking</li>
-<li>18.1.4 Certificate template</li>
-</ul>
-<li>18.2 Add a classroom activity</li>
-<li>18.3 Add an online activity</li>
-<li>18.4 List view</li>
-<li>18.5 Manage activities</li>
-</ul>
-<li><a href="#__RefHeading__10819_44459225">Chapter 19 Wiki</a></li>
-<ul>
-<li>19.1 Starting the wiki</li>
-<li>19.2 Add a new linked page</li>
-<li>19.3 Add a new orphan page</li>
-<li>19.4 Commenting a page</li>
-<li>19.5 Other wiki features</li>
-</ul>
-<li><a href="#__RefHeading__10821_44459225">Chapter 20 Links</a></li>
-<ul>
-<li>20.1 Links categories</li>
-<li>20.2 Links</li>
-<li>20.3 Manage links</li>
-<li>20.4 Links checker</li>
-</ul>
-<li><a href="#__RefHeading__10823_44459225">Chapter 21 Announcements</a></li>
-<ul>
-<li>21.1 Add an announcement</li>
-<li>21.2 Announcements management</li>
-</ul>
-<li><a href="#__RefHeading__10825_44459225">Chapter 22 Glossary</a></li>
-<ul>
-<li>22.1 New term</li>
-<li>22.2 Glossary terms management</li>
-</ul>
-<li><a href="#__RefHeading__14628_2027752126">Chapter 23 Attendances</a></li>
-<ul>
-<li>23.1 Create an attendance sheet</li>
-<li>23.2 Recording attendances</li>
-</ul>
-<li><a href="#__RefHeading__14634_2027752126">Chapter 24 Course progress</a></li>
-<ul>
-<li>24.1 Create a thematic section</li>
-<li>24.2 Define the thematic plan</li>
-<li>24.3 Create steps for the course progress</li>
-</ul>
-<li><a href="#__RefHeading__10827_44459225">Chapter 25 Agenda</a></li>
-<ul>
-<li>25.1 Adding an event to the course agenda</li>
-<li>25.2 Import and export events</li>
-<li>25.3 Adding an event to the personal Agenda</li>
-</ul>
-<li><a href="#__RefHeading__10829_44459225">Chapter 26 Dropbox</a></li>
-<ul>
-<li>26.1 Folders</li>
-<li>26.2 Send a file to specific users</li>
-<li>26.3 Managing dropbox files</li>
-<li>26.4 Read and add comments on a file</li>
-</ul>
-<li><a href="#__RefHeading__10831_44459225">Chapter 27 Groups</a></li>
-<ul>
-<li>27.1 Create a group</li>
-<li>27.2 Groups settings</li>
-<li>27.3 Auto-filling a group</li>
-<li>27.4 Fill a group manually</li>
-<li>27.5 Getting into a group space</li>
-<li>27.6 Overview /Export of group members</li>
-<li>27.7 Groups management</li>
-</ul>
-<li><a href="#__RefHeading__10833_44459225">Chapter 28 Chat</a></li>
-<ul>
-<li>28.1 Send a message</li>
-<li>28.2 Empty messages</li>
-</ul>
-<li><a href="#__RefHeading__10835_44459225">Chapter 29 Survey</a></li>
-<ul>
-<li>29.1 Survey creation</li>
-<li>29.2 Add survey questions</li>
-<li>29.3 Survey preview</li>
-<li>29.4 Survey publication</li>
-<li>29.5 Results</li>
-<li>29.6 Surveys management</li>
-</ul>
-<li><a href="#__RefHeading__10837_44459225">Chapter 30 Notebook</a></li>
-<ul>
-<li>30.1 Notes creation</li>
-<li>30.2 Sort notes</li>
-</ul>
-<li><a href="#__RefHeading__10839_44459225">Chapter 31 Projects</a></li>
-<ul>
-<li>31.1 Project creation</li>
-<li>31.2 Subscribe learners to a project</li>
-<li>31.3 New article/task</li>
-<li>31.4 Roles management</li>
-<li>31.5 Assign a role to a learner</li>
-<li>31.6 Indicate the execution of a task</li>
-<li>31.7 Learners' task management</li>
-</ul>
-<li><a href="#__RefHeading__10841_44459225">Chapter 32 Course settings</a></li>
-<ul>
-<li>32.1 Update general course settings</li>
-<li>32.2 Visibility and access</li>
-<li>32.3 E-mail notifications</li>
-<li>32.4 User rights</li>
-<li>32.5 Chat settings</li>
-<li>32.6 Learning path settings</li>
-<li>32.7 Thematic advance settings</li>
-</ul>
-<li><a href="#__RefHeading__10843_44459225">Chapter 33 Backup</a></li>
-<ul>
-<li>33.1 Create a backup</li>
-<li>33.2 Import backup</li>
-<li>33.3 Copy course</li>
-<li>33.4 Empty this course</li>
-<li>33.4.1 Delete the course area</li>
-</ul>
-<li><a href="#__RefHeading__10845_44459225">Chapter 34 The Reporting tab</a></li>
-<ul>
-<li>34.1 Own courses and sessions reporting</li>
-</ul>
-<li><a href="#__RefHeading__5602_1198095569">Chapter 35 Social network</a></li>
-<ul>
-<li>35.1 Profile information</li>
-<li>35.2 Internal messaging</li>
-<li>35.3 “Friends”</li>
-<li>35.4 Social groups</li>
-<li>35.5 My files</li>
-</ul>
-<li><a href="#__RefHeading__17971_2027752126">Chapter 36 Session view</a></li>
-<ul>
-<li>36.1 Courses tab</li>
-<li>36.2 Learning paths tab</li>
-<li>36.3 My MCQ tab</li>
-<li>36.4 My statistics tab</li>
-</ul>
-<li><a href="#__RefHeading__10847_44459225">Chapter 37 Appendix</a></li>
-<ul>
-<li>37.1 Glossary</li>
-<li>37.2 Frequently asked questions</li>
-<li>37.2.1 How can I set a survey as a requirement to complete a course?</li>
-<li>37.2.2 How can I create a crosswords-type question?</li>
-<li>37.3 Document license</li>
-<li>37.4 Illustrations index</li>
-<li>37.5 Alphabetical index</li>
-<li>37.6 Document history</li>
-</ul>
-<a name="__RefHeading__14803_1532370950"></a>
-<h1>Introduction</h1>
-<p>
-
-</p><h2>What is Chamilo?</h2>
-<p>
-</p><p>Chamilo LMS is a <i>learning management</i> <i>system</i> designed to support effective online education (often referred to as <i>e-learning</i>).
- It is “free” software which has been developed through the 
-collaboration of various companies, organizations and individuals 
-according to a model known as <i>open-sourc</i><i>e, </i>but with stricter ethical values.</p>
-<p>
-</p><p>This means that you are free to download and use Chamilo, 
-provided you accept its license terms, (detailed under the GNU/GPLv3 
-license<sup><a href="#odt-footnote-ftn1" class="odt-footnote-anchor" name="anchor-odt-ftn1">1</a></sup>). As long as you undertake to maintain them, this confers four essential freedoms to you: the freedom to <b>use</b>, <b>study</b>, <b>modify</b> and <b>distribute</b> the software.</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000001AE0000008599B62089.png"></div>Illustration 1: Right to use, study and modify, share and distribute the software<p></p></div><p></p>
-<p>In addition to having been developed collaboratively by dozens of people across the world&nbsp;; Chamilo is also supported by <i>The Chamilo Association,</i>
- a non-profit organization whose key objective is to support the 
-platform and ensure its continuity. Such guarantees of continuing open 
-access make Chamilo LMS unique as an e-learning system.</p>
-<p>
-</p><p>Please feel free to contribute to Chamilo too! You can do this by
- promoting its use, reporting errors, suggesting improvements, 
-translating it (or its manuals) into your native language, or even 
-developing extensions or fixes by yourself.</p>
-
-<h2>About this guide</h2>
-<p>This guide has been written through the collaboration of various 
-organizations and individuals who share a common goal to contribute to 
-education around the world. You can contribute to the writing and 
-improvement of this guide too. All you need to do is drop us an e-mail 
-at <a href="mailto:info@chamilo.org">info@chamilo.org</a> with your 
-suggestions for improvements – you could attach you own modified version
- of paragraphs, chapters, screen-shots or even the whole manual! It's 
-that easy!</p>
-<p>
-
-</p><h2>Who is this guide for?</h2>
-<p>
-</p><p>This guide has been written with educators in mind: the many 
-teachers, tutors, trainers, instructors and others involved in education
- who find themselves faced (through choice or necessity) with 
-responsibility for managing an e-learning course.</p>
-<p>Entering the world of e-learning can present a complex, even 
-daunting, challenge, but we believe Chamilo LMS in itself provides a 
-welcome solution for newcomers. Learning how to use Chamilo will take 
-you a long way along the road to mastering many key aspects of 
-e-learning.</p>
-<p>If you are already an educator with experience in e-learning, you 
-should find this guide a useful, detailed explanation of the workings of
- Chamilo, and will be able to use it to further your skills in using 
-e-learning tools to develop your courses.</p>
-<p>Chamilo has two key aims: </p>
-<ul>
-<li>
-<p>to support the teacher in better responding to their students’ needs, and</p></li>
-<li>
-<p>to make it so easy to build and edit high quality digital learning 
-materials that the teacher can not only create but be inspired to 
-develop and continuously improve their courses' content. </p></li></ul>
-
-<h2>How to use this guide.</h2>
-<p>
-</p><p>This reference guide is designed to lead you smoothly through a 
-clear learning path, introducing you first to the most commonly used 
-tools, then guiding you progressively through more complex and/or seldom
- used features. </p>
-<p>(The exception to this pattern is the description of the social 
-network tool, which is explained separately at the end of the guide. 
-We've placed it there to offer some light relief following the preceding
- three or four chapters, which are a little bit more challenging than 
-the others! )</p>
-<p>Following this, you'll find a description of alternative approaches 
-to setting up Chamilo which you should find useful when organizing 
-courses for your students, simplifying your tracking work and helping 
-you easily identify and support “flagging” individuals while progressing
- with the course overall. </p>
-<p>We recommend you take a quick look at the Glossary (section 37.1). It
- will give you an overview of the terms used throughout this guide and 
-hopefully help avoid confusion in some sections.</p>
-<p>If you already have a teacher account in a Chamilo portal, you can 
-move directly to Chapter 5, which describes the Chamilo interface. If 
-you are familiar with this, move on to Chapter 6 which explains how to 
-create a course. If you are already a course administrator (i.e. a 
-teacher who has also created courses), you should go directly to Chapter
- 9, which is the initial chapter explaining the course tools. For those 
-who are familiar with the tools, much in this guide will already be 
-familiar, though you may find it handy to explore updated features, such
- as chapter 36 <i>The Social Network.</i> </p>
-<p>This guide can also serve, in its PDF version, as a handy quick reference, thanks to the <i>Alphabetical index</i>.</p>
-<p>If you have further questions about using Chamilo. you can visit the Chamilo forum (<a href="http://www.chamilo.org/forum">http://www.chamilo.org/forum</a>), where numerous other users, teachers, administrators and software developers will be happy to help you find the answers.</p>
-<p>If you have more demanding requirements, you might consider hiring one of our official providers (<a href="http://www.chamilo.org/en/providers">http://www.chamilo.org/en/providers</a>),
- a group of companies and institutions which offer professional services
- supporting Chamilo. The official providers have a record of tried and 
-proven serious involvement in the project and are committed to 
-sustaining its collaborative model. By hiring them, you already support 
-the Chamilo project.</p>
-
-<h2>General usability</h2>
-<p>
-</p><p>Chamilo has been designed to provide help and support within the 
-application. The icons are intended to symbolize what they represent, 
-independently of any particular language or culture. Furthermore, each 
-icon has a “mouse-over” description. If you allow your mouse to “hover” 
-over an icon for one second (without clicking), you will see a simple 
-pop-up description of the icon's function (Illustration 2: Icons label).</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000000B6000000763CD6BA80.png"></div>Illustration 2: Icons label<p></p></div><p></p>
-<p>There is also an online <i>help</i> facility on most pages which 
-appears as a partially hidden lifebuoy ring on the top right side of 
-your screen (see Illustration 3: Folded help) and clicking it will open a
- window explaining the feature you're in and how to use it (see 
-Illustration 4, Unfolded help ).It remains in place when you scroll the 
-screen so that it's constantly available and you can open and close it 
-without affecting your current work. When you click the buoy, a small 
-guide will open up, explaining the tool you're in and how to use it (see
- Illustration 5: Contextual help pop-up).</p>
-<p>
-<table border="1" cellpadding="0" cellspacing="0">
-<tbody><tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000083000000BF6F1B0447.png"></div>Illustration 3: Folded help<p></p></div><p></p></td>
-<td>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000007E000000A8020C96EE.png"></div>Illustration 4: Unfolded help<p></p></div><p></p></td></tr></tbody></table>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000037E000002897DEEF2C3.png"></div>Illustration 5: Contextual help pop-up<p></p></div><p></p>
-<p>
-
-</p><h3>Terminology</h3>
-<p>At the time of writing, Chamilo is being used by almost six thousand 
-organizations around the world, in many different languages, including 
-primary schools, colleges, higher education institutes, universities, 
-NGOs, small, medium and large companies.</p>
-<p>Obviously, all these bodies and institutions tend to use slightly 
-differing terminologies. For example, some institutions will call their 
-courses “Training sessions”, others will call them “Learning spaces” and
- others simply “Courses”. This presents challenges for the design of a 
-“one-size-fits-all” e-learning platform (or even user guide), so we have
- sought the middle road, and employ a simple, universal terminology 
-which we trust will make sense to all our users.</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000382000001520AD56599.png"></div>Illustration 6: History of Chamilo installations around the world, up to May 2013<p></p></div><p></p>
-<p>Of course, because we understand your organization may prefer a 
-specific terminology, we have equipped Chamilo with a way to edit any 
-interface term from within the platform administration. (this requires 
-administration skills and is thus described in the <i>Chamilo Administration Guide</i>). Should you urgently require a customization, you can ask one of our official providers<sup><a href="#odt-footnote-ftn2" class="odt-footnote-anchor" name="anchor-odt-ftn2">2</a></sup> for a customized language pack to be imported into your platform.</p>
-<p>
-</p><p>In this guide, we have endeavored to employ a universal terminology so, for example, the common education term “<b>student</b>” has been replaced by more neutral terms like “<b>learner</b>”
- which applies equally well in the business world. When referring to all
- kinds of users collectively, we have decided to use the term “<b>user</b>”.</p>
-<p>
-</p><p>This manual is available in several formats, so you can always download it in editable format from our website<sup><a href="#odt-footnote-ftn3" class="odt-footnote-anchor" name="anchor-odt-ftn3">3</a></sup>
- and do a quick search &amp; replace operation to make it fit your 
-needs. Don't hesitate to send us the updated version back for sharing 
-with others at <a href="mailto:info@chamilo.org">info@chamilo.org</a>. You'll be amazed at how this can benefit you in return, as other communities build up on your work to make things even better.</p>
-<p>
-</p><p>The somewhat ambivalent term “<b>training</b>” which had been employed in previous versions of the software has now been replaced by the more understandable term “<b>course</b>”, while the previously ousted term “<b>learning path</b>” has now been reinstated after a short and unpopular change to “<b>course</b>”.
- You will find all these terms defined and explained in the following 
-guide. If in any doubt, make sure you check our Glossary on page 168 
-Don't forget: you can customize these terms with the help of your 
-Chamilo administrator (if that's you, check the <i>Chamilo Administration Guide</i>).</p>
-
-<a name="__RefHeading__10795_44459225"></a>
-<h1>Why Chamilo?</h1>
-<p>Chamilo is an e-learning and collaboration platform which comes bundled as open-source software (or as purists will say, <i>Free Software</i>) which can be adapted to educational or professional projects. It is distributed under the <a href="http://fr.wikipedia.org/wiki/Licence_publique_g%C3%A9n%C3%A9rale_GNU">GNU/</a><a href="http://fr.wikipedia.org/wiki/Licence_publique_g%C3%A9n%C3%A9rale_GNU">GPL</a><a href="http://fr.wikipedia.org/wiki/Licence_publique_g%C3%A9n%C3%A9rale_GNU">v</a>3+ license, which you are bound to accept when using it.</p>
-<p>
-</p><p>A teacher using Chamilo can access a series of useful tools 
-allowing them to easily and efficiently create an effective learning 
-environment. On creating/editing a course he (or she) can:</p>
-<ul>
-<li>
-<p>import or create <b>documents</b> (audio, video, images) and publish them,</p></li>
-<li>
-<p>build <b>tests </b>and<b> exams</b> with<b> automated scores and feedback</b> as required,</p></li>
-<li>
-<p>build or import (<a href="http://fr.wikipedia.org/wiki/Sharable_Content_Object_Reference_Model">SCORM</a> and <a href="http://fr.wikipedia.org/wiki/Aviation_Industry_CBT_Committee">AICC</a>) compliant courses,</p></li>
-<li>
-<p>set and receive <b>virtual assignments</b>,</p></li>
-<li>
-<p>describe the components of the course through <b>description </b>sections,</p></li>
-<li>
-<p>communicate through <b>forums</b> or <b>chat</b>,</p></li>
-<li>
-<p>publish <b>announcements</b>,</p></li>
-<li>
-<p>add <b>links</b>,</p></li>
-<li>
-<p>create <b>work groups</b> or laboratory groups,</p></li>
-<li>
-<p>set up a <b>virtual classroom </b>(through the videoconference extension),</p></li>
-<li>
-<p>manage <b>scores</b> through the assessments tool,</p></li>
-<li>
-<p>create <b>surveys</b>,</p></li>
-<li>
-<p>add a <b>wiki</b> to create documents collaboratively,</p></li>
-<li>
-<p>use a <b>glossary</b>,</p></li>
-<li>
-<p>use an <b>agenda</b>,</p></li>
-<li>
-<p>manage a <b>project </b>(through the <b>blog</b> tool),</p></li>
-<li>
-<p>enable <b>tracking</b> of learners in your courses,</p></li>
-<li>
-<p>register <b>attendances</b>,</p></li>
-<li>
-<p>elaborate <b>a class diary (course progress)</b>.</p></li></ul>
-<p>
-</p><p>The Chamilo platform is extremely <b>flexible</b>. All its tools can be customized according to the needs of each course. It provides a <b>friendly</b> and <b>intuitive</b> user interface which requires no special prior technical knowledge or skills.</p>
-<p>
-
-</p><h2>Learning paradigm</h2>
-<p>
-</p><p>Some learning management systems fall into the trap of attempting
- to support a specific learning/teaching methodology (e.g. social 
-constructivism), perhaps in order to win some short-lived pedagogical 
-credibility. While focusing on a single paradigm is appropriate, even 
-desirable, on the part of individual teachers or organizations, Chamilo 
-resists the temptation to limit the design of the platform to one 
-specific approach in this way. </p>
-<p>
-</p><p>In our experience, the role of a Learning Management System is to
- provide a tool that can adapt to the needs and wishes of the user. 
-Providing “the right tool for the job” may be fine for single-purpose 
-tools (a hammer, a fork or a pencil). For a complex tool such as a LMS, 
-however, it is a combination of the platform's wide range of flexible 
-and adaptable features and the teacher's creative use of those features 
-that will, in time, result in courses which reflect an appropriate 
-specific learning methodology, be it social constructivism, 
-instructionalism, behaviorism, radical constructivism, symbolic 
-interactionism, etc. Chamilo acknowledges the role of the teacher in 
-choosing their own teaching approach, and strives to ensure that all of 
-these educational paradigms can all be effectively implemented using 
-various combinations of the flexible tools provided on its platform.</p>
-<p>
-</p><p>Chamilo LMS enables you to develop a course using whatever 
-paradigm/approach/method you as a teacher (or your institution/company) 
-feel comfortable with and, as such, makes sure you have the right tools 
-for the job.</p>
-<p>
-
-</p><h2>Common interface elements</h2>
-<p>
-</p><p>Because we know that common conventions make things easier for 
-everybody to remember and manipulate, we use a set of common visual 
-symbols throughout Chamilo. These symbols might stand alone representing
- an action, or be coupled with another symbol representing the object of
- the action.</p>
-<p>
-</p><p>Below are listed some of the most commonly used symbols on the platform:</p>
-<p></p>
-<p></p>
-<table border="1" cellpadding="0" cellspacing="0">
-<tbody><tr>
-<td>
-<p>
-</p>
-Icons<p></p></td>
-<td>
-<p>Features</p></td></tr>
-<tr>
-<td>
-<div class="odt-frame"><img src="images/100002010000001600000016206D6446.png"></div>
-</td>
-<td>
-<p>The pencil tool allows the <b>updating</b> of a specific piece of information or content</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000000200000002089372ADD.png"></div><p></p></td>
-<td>
-<p>The cross tool allows for the <b>deletion</b> of a specific piece of information or content</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020D4989FD8.png"></div>
-<div class="odt-frame">
-<img src="images/1000020100000020000000203A64CCE2.png"></div><p></p></td>
-<td>
-<p>The eye tool allows you to change the<b> visibility</b> of a piece of information/ content</p></td></tr>
-<tr>
-<td>
-<div class="odt-frame"><img src="images/100000000000002A000000286F56DD80.png"></div>
-</td>
-<td>
-<p>The <b>yellow star</b> marker on any icon symbolizes the <b>creation</b> of a <b>new</b> resource</p></td></tr>
-<tr>
-<td>
-<div class="odt-frame"><img src="images/100002010000003000000030B0A5FC13.png"></div>
-</td>
-<td>
-<p>A blue right arrow generally means <b>move things</b> or <b>insert things</b> into others</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000003000000030B0A5FC13.png"></div><p></p></td>
-<td>
-<p>A blue left arrow generally means <b>go back</b> (like the back button in your browser).</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000001600000016716E3D86.png"></div><p></p></td>
-<td>
-<p>A blue arrow pointing down generally means <b>download</b> some file or data.</p></td></tr>
-<tr>
-<td>
-<div class="odt-frame"><img src="images/100002010000003000000030C73703FD.png"></div>
-</td>
-<td>
-<p>A blue arrow pointing upwards generally means <b>upload</b> some file or data.</p></td></tr></tbody></table>
-
-<a name="__RefHeading__10797_44459225"></a>
-<h1>The Chamilo homepage</h1>
-<p>The homepage is the first visible page. It contains the login form and a few other important elements:</p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000062D0000036C4E25B83C.png"></div>Illustration 7: Homepage<p></p></div><p></p>
-<ul>
-<li>
-<p>Once the login and password have been registered, connecting is 
-straightforward (the administrator allocates permissions to users 
-depending on the platform configuration).</p></li>
-<li>
-<p>It is possible to register on the platform using a simple form (<i>Register</i>).</p></li>
-<li>
-<p>In case you lose your password, a new one can be generated easily (using the link <i>I lost my password</i>).</p></li>
-<li>
-<p>Access to the Chamilo community's forum is provided through the <i>Forum</i> link in the <i>Help</i> box.</p></li></ul>
-<p>
-</p><p><b>Note</b> : To view the courses with restricted access, you 
-must be registered on the platform and must be subscribed by the course 
-teacher, through the <b>course users</b> list.</p>
-<p>
-</p><p>
-
-</p>
-<a name="__RefHeading__10799_44459225"></a>
-<h1>Register on the platform</h1>
-<p>As for any web platform, users wishing to access the platform contents must register with their user name and password.</p>
-<p>
-</p><p>Once connected, the teacher has access to any courses on which (s)he is registered:</p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000060C000002B40919604C.png"></div>Illustration 8: "My courses" page<p></p></div><p></p>
-<ul>
-<li>
-<p>List of courses to which the user is subscribed. A pencil appears 
-next to the courses for which the user has teacher permissions (and is 
-thus allowed to update the course's settings)</p></li>
-<li>
-<p>Shortcut to the <i>Social Network</i> tool (which we will analyze in Social network, Social network)</p></li>
-<li>
-<p>A non-admin teacher can create a course<sup><a href="#odt-footnote-ftn4" class="odt-footnote-anchor" name="anchor-odt-ftn4">4</a></sup></p></li>
-<li>
-<p>Teachers and learners can subscribe to more existing courses</p></li>
-<li>
-<p>Teachers and learners have access to the history of their courses sessions.</p></li></ul>
-<p>
-</p><p>
-</p><p><b>Note</b>&nbsp;: Although the help feature link has been 
-replaced (since version 1.8.8) by a more dynamic, JavaScript-based box, 
-it remains fully accessible to people with impaired vision, which might 
-be navigating the platform through a text-based browser. Version 1.9 
-also offers a font resize feature for people with slightly impaired 
-vision.</p>
-
-<a name="__RefHeading__12474_1198095569"></a>
-<h1>Finding your way in Chamilo</h1>
-<p>Most pages are quickly accessible via the tabs at the top of the page: </p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000619000000E3B5464ED9.png"></div>Illustration 9: Chamilo header<p></p></div><p></p>
-<p>The “tabs” provide access to the homepage, the courses list, your 
-agenda, the reporting/tracking page, the social network and (if you are 
-is lucky enough to be a portal administrator) to the dashboard and 
-administration pages. The last tab shows the user's name (so he can 
-check he's not mistakenly using another user's account) and the red 
-“power” button 
-</p><div class="odt-frame"></div> lets the user log out at any time with a a single click.<p></p>
-<p>
-</p><p>Browsing through a course offers the same kind of navigation you 
-will find on any computer software. In Chamilo, it is referred to as the
- <i>breadcrumb </i>navigation, (a reference to a popular folktale motif, as in <i>Little Thumbling</i><i><sup><a href="#odt-footnote-ftn5" class="odt-footnote-anchor" name="anchor-odt-ftn5">5</a></sup></i><i> </i>who
- saved the lives of his brothers by leaving a trail of breadcrumbs in a 
-dark forest so they could find their way home.) This type of navigation 
-allows the user to find its way back to his starting point.</p>
-<p>
-</p><p>The first “breadcrumb” link, on the left, displays the name of 
-the course, and allows the user to return to the course homepage 
-directly. The links to the right of this point directly to the elements 
-of the course in which the user is currently located.</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000001DC000000323DCC49B9.png"></div>Illustration 10: Breadcrumb Navigation<p></p></div><p></p>
-<p>
-</p><p>
-</p><p>
-</p><p>Within a course, <i>Learner view</i> allows the teacher to view the course as a learner. The link then changes to <i>Teacher view</i>. Just click the new link to get back to the normal “teacher” view:</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000120000000B9EAB80239.png"></div>Illustration 11: Student view<p></p></div><p></p>
-
-<a name="__RefHeading__12480_1198095569"></a>
-<h1>Course creation</h1>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000001770000023C14DD926D.png"></div>Illustration 12: Personal menu blocks<p></p></div>Creating a course is quick and easy, and can be done from the <i>My courses</i> page.<p></p>
-<p>
-</p><p>Note&nbsp;: on some portals, teachers might not have permission 
-to create new courses and are simply assigned pre-created courses by the
- administrator.</p>
-<p>
-</p><p>Click on <i>Create course</i>. Fill the mandatory fields (see Illustration 13: Creating a course – short version) and click the button. That's it.</p>
-<p>The course will be visible by the course creator and (later) by the 
-users subscribed to it. By default, the person who creates the course is
- responsible for this course's administration. She is generally referred
- to as the <b>Course owner</b> or <b>Course creator</b>.</p>
-<p>
-</p><p>To create the course, you need only enter a single element, i.e. a clear and detailed title.</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004E7000001CAFE84364E.png"></div>Illustration 13: Creating a course – short version<p></p></div><p></p>
-<p>Additional options (entirely optional) are available by clicking on the <i>Advanced settings</i> link:</p>
-<ul>
-<li>
-<p><b>a </b><b>category</b> within the ones offered in the drop-down box<sup><a href="#odt-footnote-ftn6" class="odt-footnote-anchor" name="anchor-odt-ftn6">6</a></sup> (this is optional),</p></li>
-<li>
-<p><b>a </b><b>course code</b> Pick a code that matches the course title
- associated with e.g. a numerical classification. (n.b. Even if entered 
-in lowercase, the course code will be automatically uppercased and 
-symbols like <i>(-, _ and spaces</i> will be removed from the code),</p></li>
-<li>
-<p><b>the </b><b>course admin</b> this option is automatically filled with your name and cannot be updated,</p></li>
-<li>
-<p><b>the </b><b>language</b> used to display the course environment 
-(nothing stops you from using e.g. French even if the platform is 
-installed in English). The language choice doesn't influence the course 
-content, only the course interface<sup><a href="#odt-footnote-ftn7" class="odt-footnote-anchor" name="anchor-odt-ftn7">7</a></sup></p></li>
-<li>
-<p>the course can be filled with some <b>demo content</b> to indicate to
- the new course administrator the sort of thing s/he can create inside 
-the course (typically an exercise, forums and an introduction section). 
-Alternatively, this can be left completely empty.</p></li></ul>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000003370000021B37BB9C48.png"></div>Illustration 14: Create a course – extended version<p></p></div><p></p>
-<p>A course creation follow-up page is displayed, which suggests: </p>
-<ul>
-<li>
-<p>going straight to the newly created course (through a link on the course title), </p></li>
-<li>
-<p>going directly, by clicking on the relevant icon, to one of the most common course configuration steps:</p></li></ul>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004E50000013ECD79DF1C.png"></div>Illustration 15: Course creation follow-up page<p></p></div><p></p>
-<p>This empty course structure created, the next step is to enrich this 
-course through the addition of text, multimedia documents, audio tracks,
- links etc. etc.....)</p>
-
-<a name="__RefHeading__10801_44459225"></a>
-<h1>Control course access</h1>
-<p>During the creation of the course, it is recommended you don't allow 
-learners access before it is ready so they don't see an incomplete 
-course.</p>
-<p>
-</p><p>In order to do this, access has to be restricted by going to the course <i><b>Settings</b></i> tool:</p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000049D000000D1356313B3.png"></div>
-<p>Illustration 16: Course administration tools</p></div><p></p>
-<p>A series of choices are available to the teacher.</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004CF00000204221AC385.png"></div>Illustration 17: Course settings - Visibility<p></p></div><p></p>
-<ul>
-<li>
-<p><b>Public</b>&nbsp;: means it is accessible to any user, registered on this portal or not</p></li>
-<li>
-<p><b>Open&nbsp;</b>: means all users <i>registered on the portal</i> 
-can access the course as long as they have previously subscribed to it 
-(they can do this through the courses catalog). This is the <i>default option</i></p></li>
-<li>
-<p><b>Private&nbsp;</b>: means the course is only available to students who have been subscribed to it by a teacher or administrator. Make sure the <i>Subscription</i> option is set to be only available to trainers, though, as otherwise students might be able to subscribe themselves.</p></li>
-<li>
-<p><b>Closed&nbsp;</b>: means the course is <i>only available to its teacher or the administrator.</i><b> </b>Other users cannot access it, even if they have previously been subscribed to it. This last option is recommended <i>during the building or </i><i>maintenance</i><i> periods of the course</i>.</p></li></ul>
-<p>
-</p>
-<a name="__RefHeading__10803_44459225"></a>
-<h1>Organizing courses</h1>
-<p>With Chamilo, one can end up managing a large quantity of courses. In addition to <i>general</i> course categories, all course creators have an option to create <i>personal</i> categories, visible only to the user who created them, to help him organize his courses.</p>
-<p>
-</p><p><b>Note</b>&nbsp;: This feature is not supported by the 
-platform's developers anymore, and might be abandoned in the future. It 
-can result in a conflict with the courses order on the My courses<i> page when these are registered within sessions.</i></p>
-<p>
-
-</p><h2>Personal categories</h2>
-<p>Go to <i>My courses</i>, option<i> Sort courses</i> in the menu, to get to the courses sorting tools page. Click on the <i>Create a personal course category</i>, and fill the name of the new personal category to be created. Finally, click the <i>Add category </i>icon.</p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000337000000E9738E49D6.png"></div>Illustration 18: Sort my courses<p></p></div><p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000001D80000009B91DDED2F.png"></div>Illustration 19: Personal category creation form<p></p></div><p></p>
-<p>The new personal category appears in a list at the top of the page. It is possible to create several personal course categories.</p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000033E000001AD0F9C5816.png"></div>Illustration 20: Personal courses category created<p></p></div><p></p>
-<p>
-</p><p>Click the pencil icon next to each course to set a category for 
-it. In the drop-down list, select the personal category with which the 
-course will be associated, then click the confirmation button. With 
-courses sorted and linked to personal categories, the courses homepage 
-is more readable. Courses not associated with any personal category are 
-shown at the top of the page.</p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000033B000001915CD95D57.png"></div>Illustration 21: Personal courses categories<p></p></div><p></p>
-<p>To remove a category, click the red cross<i> </i>and confirm.</p>
-<p>
-</p><p>
-
-</p><h2>Subscribing to other courses</h2>
-<p>Teachers and students can subscribe to courses. When a teacher 
-subscribes to another course by himself, he is considered student in 
-this course, and will thus not have access to the normal teacher tools. 
-If you want to register to be registered to someone else's course as a 
-teacher, you will have to ask the current teacher of that course or the 
-administrator to register you, as a teacher, to that course.</p>
-<p>
-</p><p>Clicking on the <i>Courses catalog</i> link, then on <i>Subscribe to a course,</i>
- and the general courses categories list appears. You can look for the 
-course in the suggested categories, or find it by searching for all or 
-part of the course title via the search box on the top-right part of the
- page. </p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004A600000212B68C7313.png"></div>Illustration 22: Courses catalog<p></p></div><p></p>
-<p>Once the course has been found, click on the <i>Subscribe</i> icon to subscribe to it. The subscription gives the user subscribing <b>learner</b> status.</p>
-
-<h2>Courses management icons</h2>
-<p>In the courses management interface, you will see the following common icons and buttons.</p>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000000580000002602C8F2C7.png"></div><p></p>
-<table border="1" cellpadding="0" cellspacing="0">
-<tbody><tr>
-<td>
-<p>Icons</p></td>
-<td>
-<p>Features</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020B8DD8E3C.png"></div><p></p></td>
-<td>
-<p>Update/edit a course</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000000200000002089372ADD.png"></div><p></p></td>
-<td>
-<p>Remove a course</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000005F00000023C49328C6.png"></div><p></p></td>
-<td>
-<p>Read the course description</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000007E00000027386507F6.png"></div><p></p></td>
-<td>
-<p>Link to the course homepage (only available if public or open)</p></td></tr>
-<tr>
-<td>
-<p></p></td>
-<td>
-<p>Register on the course</p></td></tr></tbody></table>
-<p>
-
-</p>
-<a name="__RefHeading__12482_1198095569"></a>
-<h1>Course administration</h1>
-<p>The <i>My courses </i>tab the teacher to see a list of the courses 
-which they can manage. (These display a pencil icon on the right side of
- the course's box, as opposed to courses on which they are subscribed as
- learners).</p>
-<p>
-</p><p>You just need to click on the course name to access its homepage. The various tools are arranged in three categories:</p>
-<ul>
-<li>
-<p><b>Authoring</b> : tools for creating course content,</p></li>
-<li>
-<p><b>Interaction</b> : tools for teacher-learner or learner-learner interaction within the course,</p></li>
-<li>
-<p><b>Administration</b> : tools for the management of course options.</p></li></ul>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004AA000004615571AC99.png"></div>Illustration 23: Course tools – Classical option<p></p></div>
-<div class="odt-frame">
-<img src="images/100002010000002000000020D4989FD8.png"></div><p></p>
-<p>The teacher can choose to hide or show distinct tools using the <i>eye</i> icon under each tool, so that the course doesn't intimidate the new learner with too many options.</p>
-<p>
-</p><p>Note&nbsp;: In some cases the administrator may make tools 
-unavailable to course teachers or enable tools which depend on specific 
-extensions (like the full-text search or the video conference), so what 
-you see entering the course might not be the same as described here.</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000003D7000001FB8D28C17B.png"></div>Illustration 24: Authoring tools in ipad type view<p></p></div><b>Note</b>&nbsp;:
- The course interface can be presented in different ways depending on 
-what the administrator's chooses. He might, for example, enable a view 
-that was popular in previous versions of Chamilo, as in this 
-illustration. This view is called the 2-columns activity view.<p></p>
-
-<a name="__RefHeading__10805_44459225"></a>
-<h1>Course homepage</h1>
-<p>In this chapter, we will present a brief overview of the various 
-tools available. Each tool will be examined in more detail in later 
-chapters.</p>
-
-<h2>Introductory text</h2>
-<p>Just before looking at any particular course tool, note that it is 
-possible to present a welcome message to a course. Click on the <i>Add an </i><i>introduction text</i> icon 
-</p><div class="odt-frame">
-<img src="images/10000000000000160000001668E05B33.gif"></div> below the <i>Learner View </i>button. A text editor appears...<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004BE00000214CD408564.png"></div>Illustration 25: Course homepage – Introduction text<p></p></div><p></p>
-<p>This feature, although very simple to use, is also very powerful: it 
-can simply present a few words of introduction, but it also enables you 
-to redesign the entire course homepage simply by hiding all the course 
-tools and writing a large introduction text/page including icons with 
-links to the course tools' internal pages.</p>
-<p>
-</p><p>To do this&nbsp;:</p>
-<ul>
-<li>
-<p>hide all the tools (by clicking the eye, which must be <i>closed</i> and grayed)</p></li>
-<li>
-<p>right-click on any tool to which the learners need access</p></li>
-<li>
-<p>select <i>Copy link location</i></p></li>
-<li>
-<p>left-click on <i>Add an introduction text</i></p></li>
-<li>
-<p>place an introduction text (use the table tool 
-</p><div class="odt-frame">
-<img src="images/100000000000001F00000014952C2D94.png"></div>,
- or an external HTML-editing tool if you wish, to position elements 
-precisely) and a new icon/graphic representing the tool requiring access<p></p></li>
-<li>
-<p>click an icon to select it then click the link creation tool 
-</p><div class="odt-frame">
-<img src="images/10000000000000180000001674917329.png"></div><p></p></li>
-<li>
-<p>«&nbsp;paste&nbsp;» the link that was saved a few steps before (CTRL-V should work just fine)</p></li>
-<li>
-<p>click the <i>save intro text </i>button</p></li></ul>
-<p>You now have an entirely personalized course homepage! The only remaining other visual elements are the header and the footer.</p>
-<p>
-
-</p><h2>Authoring tools</h2>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000046A000001C9454929A9.png"></div>Illustration 26: Authoring tools<p></p></div><p></p>
-
-<h3>Course description</h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000004000000040B040200C.png"></div>The
- course description is not at all mandatory, but it allows you to 
-present a global summary of the course and to offer potential 
-subscribers a flavour of the course.<p></p>
-<p>
-</p><p>The description tool presents several sections which provide the 
-course author with a simple suggested structure for their course 
-description. (The teacher doesn't have to use these, of course; if the 
-proposed sections do not match requirements, other sections can be 
-created with the preferred titles). The sections include:</p>
-<ul>
-<li>
-<p>«&nbsp;Course description&nbsp;»,</p></li>
-<li>
-<p>«&nbsp;Objectives&nbsp;»,</p></li>
-<li>
-<p>«&nbsp;Topics&nbsp;»,</p></li>
-<li>
-<p>«&nbsp;Methodology&nbsp;» etc,</p></li></ul>
-<p>At any time, a section can be removed by clicking on the <i>Delete</i> icon 
-</p><div class="odt-frame">
-<img src="images/10000201000000200000002089372ADD.png"></div>, or updated using the <i>update </i>icon .<p></p>
-<p>
-</p><p>The description is available to learners inside the course, but can also be viewed in the course catalog (via the <i>Description</i> button). This button opens a pop-up window showing the description provided by the teacher.</p>
-<p>
-
-</p><h3>Documents </h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000000400000004040531303.png"></div>This
- is used to add and organize the documents or files (text, images, 
-audio, video, HTML files etc.) used in the course. You can create 
-directories/folders within this tool as required.<p></p>
-
-<h3>Tests</h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000004000000040E5C72228.png"></div>The
- tests tool is used to create, update or import tests, quizzes and exams
- in the course. It includes facilities to automatically or manually 
-score and feedback to learners and to track and export learners' 
-results. The tests tool can be used to develop quite sophisticated 
-automated exercises which might in themselves form the core of the 
-course.<p></p>
-
-<h3>Learning Paths</h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000004000000040FA6A12EF.png"></div>This organizational tool allows you to generate or update <b>learning paths</b>
- to help guide your students through a specific sequence of learning 
-objects/experiences. It can be configured in various ways e.g. to 
-require students to undertake tasks in a given order, or to allow the 
-repetition of certain activities.<p></p>
-<p>
-</p><p>Note: If you come from a Moodle background, this feature can be compared to the ordering of blocks on your course homepage.</p>
-<p>
-
-</p><h3>Assessments</h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000004000000040D78077A6.png"></div>The
- assessments tool is very useful when a score has to be assigned for the
- whole course. It allows for the creation of a gradebook incorporating 
-the results of on-line or in-class evaluations. It also allows for the 
-automatic generation of certificates (although this might not prove as 
-intuitive as the rest of the platform tools due to the many parameters 
-involved).<p></p>
-
-<h3>Attendances </h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020100000040000000402385FD82.png"></div>This provides a means for the registration of attendance by learners, taking this into account in the scoring of assessments.<p></p>
-
-<h3>Links </h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020100000040000000408606FD6D.png"></div>You
- can use this tool to add links to external websites from within the 
-course which be be of value to students during the course of their 
-study. These links can be incorporated into a learning path.<p></p>
-
-<h3>Announcements </h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020100000040000000402E85A53D.png"></div>Use
- this fully featured tool to make announcements related to the course, 
-which will be flagged up to users when they log in to the course. They 
-can be be personalized and configured to be sent via email to relevant 
-users. It is also possible to attach documents to announcements.<p></p>
-
-<h3>Glossary </h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000004000000040079ED0B6.png"></div>A
- course glossary can be an invaluable aid to students on some courses. 
-This tool allows you add and view terms and definitions (including 
-sound, graphics etc.) and to import and export text .csv lists or save 
-the glossary as a .pdf file.<p></p>
-
-<h3>Course progress</h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000004000000040BCD13B05.png"></div>This planning and record keeping tool helps you to create, import, export or save <i>thematic sections</i> which can serve as a “course diary” to include topics and plans and indicate class progress.<p></p>
-<p>
-</p><p><b>Note</b> : The learning paths created inside the course can 
-also be made visible in the «&nbsp;Authoring&nbsp;» section, which could
- generate redundancy. It is possible to show or hide them using the 
-double square icon in the learning paths list («&nbsp;Make visible to 
-learners&nbsp;»)</p>
-<p>
-
-</p><h3>Blogs</h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000004000000040D5C2A8D8.png"></div>You
- may not see the Projects tool in the Authoring section, but if you 
-create a project using the tool in the Administration section, it will 
-show up in the <i>Authoring</i> tools, where you can hide it from the learners' view if you wish. This tool allows for collaborative work to be organized.<p></p>
-
-<h3>Search</h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020100000020000000201EDC43DC.png"></div>The
- search tool can only be enabled on the platform by the administrator, 
-as it requires the installation of specific and advanced modules 
-external to Chamilo itself. If enabled, the tool allows for searching 
-within the text of most documents on the whole platform, including texts
- imported or created inside Chamilo.<p></p>
-<p>
-
-</p><h2>Interaction tools</h2>
-<p>The objective of the interaction section is to group tools which 
-facilitate communication between learners as well as between learner and
- teacher. Unlike the <i>Authoring</i> tools which are primarily for teacher use, The <i>Interaction</i> tools are provided mainly for use by other users also, to support their learning.</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000475000001D05875D0A5.png"></div>Illustration 27: Interaction tools<p></p></div><p></p>
-
-<h3>Agenda </h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020100000030000000307BA76C1F.png"></div>This tool provides users with a comprehensive diary/calendar tool to which they can add events etc.<p></p>
-
-<h3>Dropbox </h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020100000040000000404906A7E0.png"></div>Users can use the course dropbox to share their own documents with others on the course.<p></p>
-
-<h3>Groups </h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000007800000078D95833E3.png"></div>Use this to create groups within in the course and manage access to course tools.<p></p>
-
-<h3>Assignments </h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020100000040000000403E013644.png"></div>Create
- assignments for learners to complete within the Chamilo platform, or to
- complete externally and upload for evaluation by the teacher. The 
-assignments tool integrates fully with the reporting and assessments 
-tools and allows for quick and easy monitoring of assignment submissions
- and results.<p></p>
-
-<h3>Wiki </h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000000300000003064E20B56.png"></div>The
- Wiki provides a handy tool for collaboration between users, be they 
-teachers or learners, through providing a clear and simple interface for
- the joint production of a class document.<p></p>
-
-<h3>Forum </h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020100000030000000300E894FE1.png"></div>The
- very fully featured forum tool allows for the creation and management 
-of forums for use by course members, and includes the facility to quote 
-student posts to teaching forums and edit, mark or annotate their work 
-in whatever way the teacher judges will best support students' learning.<p></p>
-
-<h3>Users</h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000000300000003093B2B2AC.png"></div>This
- tool allows learners to view who else is subscribed to the course, and 
-teachers to manage course users, subscribing teachers and users, and 
-importing and exporting course lists as required. The <i>users</i> tool also integrates with the <i>Groups</i> tool.<p></p>
-
-<h3>Chat </h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020100000030000000302CAE21AC.png"></div>Chamilo provides a simple text-chat facility allowing users to chat with other users on-line in the platform.<p></p>
-
-<h3>Surveys </h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000000300000003034118A7C.png"></div>The
- fully featured survey tool a powerful means of inviting users on the 
-platform to quickly and easily offer comment and feedback for the 
-evaluation and development of courses. The tool also supports the 
-analysis of results collected from participants.<p></p>
-
-<h3>Notebook </h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000000300000003099DEB166.png"></div>Sometimes
- a learner or teacher just wants to keep personal notes relevant to his 
-or coursework. The notebook tool provides a simple means for users to 
-write and store and organize such notes within the platform for their 
-own use, using the on-line editor. Notes created by this tool are 
-private: no user has access to the notes of another user.<p></p>
-
-<h3>Video-conference </h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020100000040000000405C588C94.png"></div>It
- is now relatively easy, using a local video-conference server, to 
-install the video-conference tool within a Chamilo course, although it 
-remains an external extension which is not always available in a classic
- portal. Chamilo 1.9 supports BigBlueButton 0.8, open-source 
-conferencing software which supports recording of the white board and 
-audio from a conference. The video sessions can later be made available 
-within Chamilo itself as a video library inside the course. From a 
-teacher's point of view, it's worth lobbying your administrator to set 
-it up!<p></p>
-
-<h2>Administration tools</h2>
-<p>The <i>administration</i> section groups tools that the learner never
- needs access to – there is therefore no option to hide or show the 
-tools, which are designed for teacher use only.</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000049D000000D1356313B3.png"></div>Illustration 28: Administration tools<p></p></div><p></p>
-
-<h3>Projects</h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000000400000004084F0CF0D.png"></div>This is where the teacher can create new <i>blogs</i> visible and available to learners in the <i>Authoring</i> section. A blog integrates tasks and users management via a calendar within the <i>Blogs </i>tool, supporting the effective management of collaborative projects.<p></p>
-
-<h3>Settings </h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000003000000030075E5894.png"></div>Manage the course settings as a teacher. Settings are sorted in a few sections: <p></p>
-<p>
-<table border="1" cellpadding="0" cellspacing="0">
-<tbody><tr>
-<td><b>
-<div class="odt-frame">
-<img src="images/100002010000002000000020A97A605E.png"></div>
-<div class="odt-frame">
-<img src="images/100002010000002000000020773D424F.png"></div>
-<div class="odt-frame">
-<img src="images/10000201000000200000002013159CF9.png"></div>
-<div class="odt-frame">
-<img src="images/10000201000000200000002018E09A2E.png"></div>
-<div class="odt-frame">
-<img src="images/100002010000002000000020E0287E39.png"></div></b></td>
-<td><b>Course settings</b></td>
-<td>
-<p>Manage and update elements such as the course title, category, language, picture, etc.</p></td></tr>
-<tr>
-<td><b>
-<div class="odt-frame">
-<img src="images/100002010000001600000016E7A54934.png"></div></b></td>
-<td><b>Course access</b></td>
-<td>
-<p>Configure course access updates (visibility, subscription and other permissions)</p></td></tr>
-<tr>
-<td></td>
-<td><b>E-mail notifications</b></td>
-<td>
-<p>Set the behaviour of for e-mails alerts</p></td></tr>
-<tr>
-<td></td>
-<td><b>Users rights</b></td>
-<td>
-<p>Configure of the agenda, announcements or picture display inside the forum</p></td></tr>
-<tr>
-<td></td>
-<td><b>Chat settings</b></td>
-<td>
-<p>Configure how the chat tool opens</p></td></tr>
-<tr>
-<td></td>
-<td><b>Learning paths settings</b></td>
-<td>
-<p>Enable the graphical theme of the learning path, as well as various other learning path settings</p></td></tr>
-<tr>
-<td><b>
-<div class="odt-frame">
-<img src="images/1000020100000020000000209CC8F837.png"></div></b></td>
-<td><b>Thematic advance configuration</b></td>
-<td>
-<p>Decide whether course progress information should be shown on course homepage</p></td></tr></tbody></table>
-</p><p>
-</p><p>
-</p><p>
-
-</p><h3>Reporting</h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000004000000040AE6DCAFF.png"></div>This
- important teacher tool tracks learners' use of learning paths, tests, 
-forums etc., as well as time spent on the course, progress, scores, 
-assignments, numbers of messages and last connection date. It is a 
-powerful monitoring tool which can save the teacher a huge amount of 
-time and dreary record keeping work.<p></p>
-
-<h3>Backup</h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000004000000040C4595A68.png"></div>This
- is where you can (and regularly should!) back up your course by 
-exporting a copy of the course. You can also use it to import previously
- backed up courses and to delete all or part of the course content and 
-data. You can also use it simply to delete the course – be careful, 
-though – there's no way back!<p></p>
-<p></p>
-
-<a name="__RefHeading__10807_44459225"></a>
-<h1>First Steps: Documents</h1>
-<p>The normal first step any teacher takes when needing content for a course is to go to the <i>Documents</i> tool 
-</p><div class="odt-frame">
-<img src="images/10000201000000400000004040531303.png"></div> and upload existing content (in the form of PDFs, PowerPoints, etc).<p></p>
-<p>
-</p><p>Chamilo allows for the import of all types of documents (HTML, 
-MS-Word®, MS-PowerPoint® MS-Excel®, PDF, Flash, Quicktime®, 
-OpenOffice.org, LibreOffice, MP3, OGG, AVI, etc.) and can first be used 
-as a simple documents catalog while the teacher builds up a bank of 
-materials (a few weeks, depending on the context).</p>
-<p>
-</p><p>You can rename documents at any time and arrange them in 
-directories/folders. The only provision is that the user must, of 
-course, have the requisite software installed on his computer to read 
-the files at his disposal. We recommend the use of standard and open 
-formats (see note below) to avoid the need for the learner to download 
-or buy costly software which might be overly specific (i.e. with no 
-other use) or prove difficult to maintain.</p>
-<p>
-</p><p>With regard to file storage, you do need to be sure to organize the <i>Documents</i> tool carefully to make it easy to find a document later on.</p>
-<p>
-</p><p>Note&nbsp;: The Chamilo community strives for a complete freedom 
-in the distribution of (distance) learning material. From this 
-perspective that a high priority is given to the support of open formats
- and applications, like LibreOffice® and its OASIS format rather than 
-the Microsoft® Office® suite; OGG (and its variations) rather than MP3® 
-or DivX®; etc. So we'd like to remind you that all features of Chamilo 
-can be used with a simple, open spec. browser, the only exception to 
-which is the video-conference and the hot spot exercises, which require 
-the Flash® plug-in (which is free but not open). We are working on this 
-last element to increase the availability of this type of exercise to 
-devices that do not support Flash®.</p>
-<p>
-
-</p><h2>Create a directory</h2>
-<p>To achieve a clearer storage structure, Chamilo lets you create 
-directories (folders) and sub-directories by clicking on the folder icon
- with the yellow star symbol 
-</p><div class="odt-frame">
-<img src="images/10000201000000200000002038991C9A.png"></div> .<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004A9000001A7D6F63E90.png"></div>Illustration 29: Documents – creating directories<p></p></div><p></p>
-<p>To create a directory:</p>
-<p>
-</p><ul>
-<li>
-<p>click on the <i>Create folder</i> icon,</p></li>
-<li>
-<p>enter the directory name,</p></li>
-<li>
-<p>click on the <i>Create the folder</i> button,</p></li>
-<li>
-<p>The new directory has been created and can be used right away to store new documents.</p>
-<p>
-</p><p>If you want to create a sub-directory, open the directory you want to create it in and follow the same procedure.</p></li></ul>
-<p>
-
-</p><h2>Quick-change of directory</h2>
-<p>
-</p><p>When creating a new course with example content, the <i>Documents</i> tool contains several directories (<i>audio, flash, images, </i>etc) by default.</p>
-<p>These directories are meant to provide additional help organizing 
-resources inside the course. Once there are over twenty or so documents 
-in the root directory, it becomes difficult to locate a document when 
-needed, because you will have to scroll up and down to get to see all 
-the files. Because of this, we recommend not having more than twenty 
-files in a single directory - general good practice in file management 
-anyway.</p>
-<p>
-</p><p>These directories are by default invisible to learners. It is up 
-to the teacher to decide whether learners should see these directories' 
-contents or not (by clicking on the <i>eye</i> icon 
-</p><div class="odt-frame">
-<img src="images/1000020100000016000000164E6D02FE.png"></div>).<p></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004A00000024EAD4F8A81.png"></div>Illustration 30: Documents – List of default directories<p></p></div><p></p>
-<p>Of course, it is possible to create several other directories using 
-the folder creation icon. In order to navigate swiftly within the 
-directories tree, a drop-down list called <i>Current folder </i>is available on the top left of the screen allowing any level of documents-directory to be readily accessed.</p>
-<p></p>
-<p>Once inside a directory, the <i>“up a level”</i> icon 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020F8C62D2F.png"></div> lets the teacher get back up one directory level.<p></p>
-<p>
-
-</p><h2>Importing a document</h2>
-<p>Import a new document by going to the desired destination folder and clicking the <i>Upload documents icon </i><i>
-</i></p><div class="odt-frame"><i>
-<img src="images/10000201000000200000002041DFFD39.png"></i></div><i> </i>.<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000021D000000392B995086.png"></div>Illustration 31: Documents - Icons - Upload<p></p></div><p></p>
-<p>The following screen appears:</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004A400000149BBD0251C.png"></div>Illustration 32: Documents – Documents upload<p></p></div><p></p>
-<p>Click on the green area to explore the files on your disk and select one(s<sup><a href="#odt-footnote-ftn8" class="odt-footnote-anchor" name="anchor-odt-ftn8">8</a></sup>)
- to upload. Inside the pop-up window, click the confirmation button. The
- documents upload starts. If you send several files at the same time, 
-you will see their upload progress, live, as in the following 
-illustration.</p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000002E0000001666DD2ADF3.png"></div>Illustration 33: Documents – Documents upload in progress<p></p></div><p></p>
-<p>
-</p><p>Once the upload is finished, the following validation list appears.</p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004AD00000176E67EDFA8.png"></div><p></p>
-<p>Illustration 34: Documents – Document upload finished</p></div><p></p>
-<p>The green ticks indicate that the documents have been sent to the 
-course successfully. Click on the blue arrow icon pointing left to get 
-back to the documents list.</p>
-<p><i>Note&nbsp;: The tab labeled Send <b>(</b>Simple<b>)</b> allows you to use the traditional “dialogue window” procedure to upload. We called it <b>Simple</b>
- because users are generally more used to this one, though it's really a
- bit more complicated to use! Document indexing options can only be 
-found in the Simple form (in case your administrator has enabled the 
-search feature) as well as an option to unzip a complete file hierarchy.</i>
-</p><p>
-
-</p><h2>Authoring content in Chamilo</h2>
-<p>A major advantage of Chamilo over other Learning Management Systems 
-is that it provides a wide range of inbuilt features supporting the 
-effective authoring of course content. The toolbar at the top of the 
-documents page displays a range of tools to support authoring:</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000035C00000080631C9374.png"></div>Illustration 35: Documents - toolbar<p></p></div><p></p>
-<p>The icons marked with an a yellow asterisk represent creation tools. 
-First and foremost, the teacher can create new rich media documents 
-directly via the documents tool, without any need for an external 
-authoring system. Just click the <i>create rich media page/activity</i> icon 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020C6380F2B.png"></div> within the desired folder. A fully featured on-line editor appears.<p></p>
-<p>
-</p><p>
-</p><p></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000367000002245E8613C8.png"></div>Illustration 36: Documents – Creating a new document<p></p></div><p></p>
-<p>After naming the document, it is possible to use all the options in 
-the embedded rich text editor to format them. The editor supports a wide
- range of elements, including tables,images, audio, video, flash, etc. 
-It includes an html editor which means that, for those with some 
-knowledge of scripting the sky's the limit in terms of rich content!)</p>
-<p>
-</p><p>You can also use a series of document templates, (available in 
-the left column), or create and save your own templates for designing 
-further pages.</p>
-<p>
-</p><p>Once the document has been created/edited, save it by clicking on the <i>Create document </i>button. </p>
-<p>
-</p><p>Other types of documents can be created depending on your browser
- and the portal configuration (ask your administrator to enable these 
-extra features if you don't see them in the toolbar).</p>
-<p>
-<table border="1" cellpadding="0" cellspacing="0">
-<tbody><tr>
-<td>
-<p>Icon</p></td>
-<td>
-<p>Feature</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020B7DADD3A.png"></div><p></p></td>
-<td>
-<p>The <i>draw</i> feature allows you to draw diagrams or schema in a vector format<sup><a href="#odt-footnote-ftn9" class="odt-footnote-anchor" name="anchor-odt-ftn9">9</a></sup>, which can be re-edited or exported to the bitmap format.</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020E3C57E42.png"></div><p></p></td>
-<td>
-<p>The <i>photo retouching</i> feature is very similar to the <i>Photoshop</i>® tool and allows for the editing, cutting, colouring etc. of pictures or other bitmap images.</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020418F487F.png"></div><p></p></td>
-<td>
-<p>The audio recording feature the recording of audio tracks right from 
-your browser, using your microphone (on a laptop, the microphone is 
-generally embedded). Flash® or Java® applet browser support is required 
-for this one.</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020EEB76DE4.png"></div><p></p></td>
-<td>
-<p>The text-based voice generation feature allows you to have the 
-computer speak for you. Try it. You'll be surprised by the quality of 
-the generated voices.</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020100000020000000200729E14B.png"></div><p></p></td>
-<td>
-<p>The web-cam clip feature allows you to record footage directly from your laptop's web-cam Flash® is required for this one.</p></td></tr></tbody></table>
-</p><p>
-
-</p><h2>Saving documents</h2>
-<p>Chamilo allows you to save all the documents, or a specific directory, simply by clicking on the <i>Save (ZIP) </i>icon 
-</p><div class="odt-frame">
-<img src="images/1000020100000016000000169EFA1A34.png"></div> in the toolbar at the top of the page.<p></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000040C00000273D5F8394C.png"></div>Illustration 37: Documents – Download a copy<p></p></div><p></p>
-<p>It is also possible to save a single file by clicking on the <i>download </i>icon 
-</p><div class="odt-frame">
-<img src="images/100002010000001600000016DD08B5E8.png"></div> to the right of the filename, or to download a specific directory by clicking on the <i>Save (ZIP) </i>icon 
-<div class="odt-frame">
-<img src="images/1000020100000016000000169EFA1A34.png"></div> to the right of the directory listing. The briefcase icon 
-<div class="odt-frame">
-<img src="images/1000020100000016000000169B6FC85C.png"></div> allows users to copy a shared file into their private file area in the <i>social networks</i> area (see chapter 35).<p></p>
-<p>
-
-</p><h2>Deleting a file or a directory</h2>
-<p>To delete, update, hide or show a file or directory, use the options in the right hand column of the documents listing:</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000000A20000001F9319666E.png"></div>Illustration 38: Documents - Options<p></p></div><p></p>
-<p>As you will realize yourself, the icons vary depending on the document type. HTML documents offer more possibilities.</p>
-<p>
-</p><p>The magic wand icon allows you to use the selected document as a 
-template to create other documents. It thus becomes very easy to ensure a
- consistent visual style for all documents in the same course.</p>
-<p>
-</p><p>The PDF icon allows you to export the document in a PDF format. 
-This can be particularly useful if you wish to read your course in the 
-train or the plane, where you don't have access to your e-learning 
-platform.</p>
-<p>
-
-</p><h2>Watching course quotas</h2>
-<p>By default, a course quota of 100Mb is set, but it is also possible 
-for your administrator to increase it. To check the space usage, look at
- the indication at the bottom of your documents list. I will indicate 
-the percentage of your course that is being used.</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004B5000000C87CAF0BEA.png"></div>Illustration 39: Documents - Quota<p></p></div><p></p>
-<p>If you think you might reach the course limit in a few days, contact 
-your administrator to ask him if it is possible to increase the 
-available space. Only the platform administrator has the power to use 
-this feature.</p>
-<p>
-</p><p>If you want to get a clearer view of what is occupying space in your documents directory, click the percent icon 
-</p><div class="odt-frame">
-<img src="images/1000020100000016000000162053E1CE.png"></div> . You'll see a chart like the one in Illustration 40 below.<p></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000002EE000001749479FC10.png"></div>Illustration 40: Documents quota chart<p></p></div><p></p>
-<p>
-</p><p>Note&nbsp;: the space available in a course is only limited, in 
-Chamilo 1.9, to the use of the documents tool. Users will be allowed to 
-send numerous assignments without worrying about the space limit.</p>
-<p>
-
-</p><h2>Slideshow</h2>
-<p>If you have a lot of images uploaded in your folders and want to see 
-them all at once, you can use the slideshow feature. Click on the 
-slideshow icon 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020C9B7C58C.png"></div> to go to the folder where your images are located.<p></p>
-<p>
-</p><p>You'll be presented with a type of “slideshow” view of the images
- in that folder. Each image is captioned with its name, dimensions and 
-size on disk.</p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000049F000001A0C49B2662.png"></div>Illustration 41: Image gallery - Slideshow view<p></p></div><p></p>
-<p>It may be more practical to select the small <i>show thumbnails</i> icon 
-</p><div class="odt-frame">
-<img src="images/1000020100000020000000209A7EF714.png"></div> in the slideshow toolbar to let you view all images at once (as thumbnails), as illustrated below:<p></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004460000025B89068971.png"></div>Illustration 42: Thumbnails view<p></p></div><p></p>
-<p>A <i>settings</i> option 
-</p><div class="odt-frame">
-<img src="images/1000020100000016000000167346EDDD.png"></div> is available to further fine-tune the viewing of images.<p></p>
-
-<a name="__RefHeading__10809_44459225"></a>
-<h1>Interactivity: Tests</h1>
-
-<h2>Introduction</h2>
-<p>The Tests tool 
-</p><div class="odt-frame">
-<img src="images/10000201000000200000002034BDA0C1.png"></div> is generally the next main focus for teachers exploring the world of e-learning.<p></p>
-<p>
-</p><p>The value of this tool is evident&nbsp;: automatic scoring and 
-feedback of learners' answers means not only major time-savings for the 
-teacher, they also allow the learner to self-test repeatedly (without 
-feeling self-conscious) -for example when needing to learn language 
-vocabulary, or master difficult mathematical algorithms. They can enjoy 
-immediate automated feedback without depending on the presence or 
-availability of the teacher. Test scores can be automatically integrated
- in each student's grade-book, and data such as dates, number of 
-attempts etc. forwarded to the reporting tool to assist the teacher in 
-tracking and monitoring students' progress.</p>
-<p>
-</p><p>A well designed test can prove an invaluable motivational tool 
-for the learner. The teacher can build in extensive and meaningful 
-feedback and suggestions and design stimulating questions and feedback 
-which can involve not only text but graphics, audio video, etc.</p>
-<p>
-</p><p>The “Tests” tool could equally be termed the “Exercises” tool, 
-inasmuch as its use is not restricted to simple “summative” quizzes at 
-the end of a chapter or module. For example, some teachers use the test 
-tool as the main vehicle for presenting new material (rather than simply
- displaying a series of documents) in order to present materials in a 
-more interactive way (e.g. requiring the learner to complete a question 
-or two at the end of each page.) Using the test tool in this way to 
-create interactive exercises (involving <i>formative </i>rather than <i>summative</i>
- assessment approaches) keeps learners alert and enriches their learning
- experience. It is also enjoyable and rewarding for the teacher, 
-challenging him/her to develop ever richer and more stimulating course 
-content. </p>
-<p>
-</p><p>Of course, there are times when the teacher simply wants to set a
- formal, timed “Exam” for students, withholding feedback and scores for 
-sharing at a later date. The tests tool can be configured in this way, 
-too.</p>
-<p>
-</p><p>Because the tests tool is very fully featured, it takes a little 
-time to learn how to use. The following sections explain in detail how 
-to make full use of the Tests tool in Chamilo.</p>
-<p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>.</p>
-
-<h2>Creating a new test</h2>
-<p>Creating a new test is very easy. Click the <i>create a test</i> icon 
-</p><div class="odt-frame">
-<img src="images/10000201000000200000002039B6C809.png"></div> on the left and give your test a title, then click on the <i>proceed to questions</i> button.<p></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000002AF0000011D1581F0BF.png"></div><p></p>
-<p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>Illustration 43: Exercises – Create a new test</p></div><p></p>
-<p>If you opt to <i>give a context to the test </i><i>
-</i></p><div class="odt-frame"><i>
-<img src="images/1000020100000020000000206CB14EF1.png"></i></div><i> </i>you
- can use the on-line editor to compose an explanatory section which will
- be visible to learners when they undertake the test. <p></p>
-<p>
-</p><p>The test will be displayed on the main page of the test tool, listed along with other tests created in the course:</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000499000000ED1E17D766.png"></div>Illustration 44: Exercises - List<p></p></div><p></p>
-<p>Because there are so many different ways the test tool can be used, 
-there is a good chance the default options are not entirely suitable 
-your needs. Be careful, therefore to consider the extensive Advanced<i> settings</i> section available in the <i>create/edit test</i> page:</p>
-<p>
-</p><p>
-</p><p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000003080000053140EEB98A.png"></div>Illustration 45: Exercises – Creating an exercise – Advanced options<p></p></div><p></p>
-<p>The settings are fairly self evident: </p>
-<ul>
-<li>
-<p>feedback can be provided either at the end of the test or withheld, e.g. for an exam</p></li>
-<li>
-<p>questions can be presented either on a single page (e.g. for a brief 
-text quiz) or on separate pages (e.g. when the question and answers are 
-lengthy or incorporate media)</p></li>
-<li>
-<p>scores and correct answers can be shown (e.g. for an interactive exercise) or hidden (e.g. for an exam).</p></li>
-<li>
-<p>Questions and answers can follow a pre-determined sequence or be randomized and shuffled</p></li>
-<li>
-<p>The relevant questions category can be displayed or hidden</p></li>
-<li>
-<p>The number of attempts allowed can be limited to a given number - “infinite” attempts might suit a “practice” exercise</p></li>
-<li>
-<p>Start and end times for the test can be set and the time allowed to 
-complete the test can be limited; )a real-time counter will appear to 
-the user<sup><a href="#odt-footnote-ftn10" class="odt-footnote-anchor" name="anchor-odt-ftn10">10</a></sup>)</p></li>
-<li>
-<p>Negative scores can be “zeroed” or carried forward to the next question</p></li>
-<li>
-<p>Students can review their answers before submitting the test</p></li>
-<li>
-<p>A pass percentage can be set to indicate success or failure to the student</p></li>
-<li>
-<p>A closing message to be viewed on completion can be composed.</p></li></ul>
-<p>
-</p><p><b>Note</b>&nbsp;: <i>The platform administrator may enable an additional option in the “Feedback” section of the advanced settings:</i><i> </i><i>Self-evaluation (immediate feedback). </i>This
- option, if checked, enables the “scenario” question types which allows 
-teachers to devise quizzes based on multiple-choice or image mapping 
-questions which, depending on the answer given, lead the learner to 
-alternative subsequent questions. This is a powerful tool – however, be 
-aware that once <i>self-evaluation</i> is checked, these advanced settings cannot be changed: you will instead have to create a new test not based on the <i>Self-evaluation (immediate feedback) </i>option.</p>
-<p>
-
-</p><h2>Feedback, score and correct answers</h2>
-<p>This section describes some of the key educational concepts which 
-have steered the design of the Tests feature in Chamilo. For teachers 
-new to on-line teaching and learning, it is useful to consider some of 
-the terminology Chamilo uses in relation to these concepts prior to 
-developing the tests themselves.</p>
-
-<h3>Automated feedback</h3>
-<p>A major advantage in on-line learning is that it can offer the 
-learner enormous flexibility in terms of where and when he/she chooses 
-to study. A student can undertake a fully automated test if they wish 
-anywhere and at any time and receive their score immediately. However, 
-this freedom also means that there is no teacher to hand to explain why 
-they have got a question wrong in a test or exercise, as there might be 
-in a traditional classroom. In automated on-line tests, therefore, the 
-teacher needs to pay particular attention to the provision of automated 
-on-line feedback. </p>
-<p>
-</p><p>This means that as well as receiving a score, the student can 
-receive a brief (pre-written) comment relating to their answer, whether 
-it is right or wrong. Typically, if he gives the right answer, you might
- congratulate him: “Well done, I can see you have a good grasp of this 
-concept!”. If he answers incorrectly, you can offer immediate feedback 
-to encourage him to look beyond that demoralizing red “X”, and help make
- the error part of the learning process. This is the best time for him 
-to learn where he went wrong and how to avoid the error next time. Use 
-hints e.g&nbsp;: “Sorry, wrong answer! Have you read the <i>Open Standards</i>
- chapter deeply enough? A quick revision of Chapter 3 should help you 
-out! Remember the example of OASIS and how it was designed?”. (This 
-feedback could also contain a direct link to the “Chapter 3” example.)</p>
-<p>
-</p><p>Such feedback can “humanize” the test and is often really 
-appreciated by students. It means a bit more work for the teacher when 
-creating the test, but provides an important way of encouraging and 
-correcting the learner during his auto-evaluation attempts.</p>
-
-<h3>Scoring tests</h3>
-<p>Assigning a score represents a “raw”, even crude way of evaluating a 
-student's skills. Nevertheless, scores matter a lot to students even 
-though they are of limited use in terms of formative assessment. You 
-have a lot of flexibility in setting up scores, pass marks etc. in 
-Chamilo, including assigning overall weightings to tests and the option 
-to assign negative scores to individual answers. You should use these 
-features with care, and avoid careless errors especially (a wrong score 
-for a correct answer is incredibly frustrating for a student). If you 
-give a automatically score to a learner, it can prove difficult to 
-adjust it afterwards. Updating a score may be necessary under specific 
-circumstances (e.g. where the test is complex), and this will require a 
-manual revision by the teacher.</p>
-
-<h3>Displaying correct answers</h3>
-<p>The option to display correct answers is a simple and direct way of 
-providing feedback by demonstrating to the learner what he should have 
-answered. Sometimes displaying the answers in this way is desirable, but
- given that the learner may wish to re-take the test without being given
- the answer, or that you may well want to re-use the test on a future 
-occasion, it is recommended you don't display the any answers, but 
-instead use feedback to let the learner know <b>how</b> (rather than <b>what</b>) he should have answered and set him on the right course to get it right next time through his own efforts.</p>
-<p>
-
-</p><h2>Test types</h2>
-<p>You will have gathered by now that the term<i> Tests</i> used for 
-this tool is a generic term used to describe a range of on-line learning
- activities which, along with assignments and forums, can be used to 
-generate evaluative information which can guide students' further 
-learning. A key aspect of the <i>Tests</i> tool is that it can be used 
-to provide instant automated responses to student input without the need
- to wait for the teacher to respond. How such automated responses are 
-delivered and used however can vary widely in the course of the 
-student's journey through the course. Below are some suggested broad 
-categories of evaluative activity which can be effectively set up using 
-the <i>Tests </i>tool.</p>
-<p>
-</p><ul>
-<li>
-<p><b>Exams</b> refers to (generally time-controlled) exercises for 
-which no immediate feedback, nor any answer, is given to the 
-learner&nbsp;: he will obtain his results when the teacher considers it 
-right. This type of summative assessment is often undertaken at the end 
-of a course and may carry a high weighting in the overall assessment of 
-the student. Because of its significance scoring and feedback are 
-generally withheld until the teacher has had the chance to go through at
- students' results with a “fine-tooth comb”.</p>
-<p></p></li>
-<li>
-<p><b>Exercises</b> allow the teacher to assess the learner throughout 
-the course e.g. at the end of a lesson, unit or module. Less formal than
- an exam, such tests might allow students three or more attempts and 
-represent a more formative approach to assessment, involving plenty 
-supportive feedback. Some elements of these tests might not be fully 
-automated, requiring some level of direct assessment by the teacher. 
-Most scoring would be immediately supplied, but feedback would tend to 
-fall short of displaying the correct answer directly, challenging 
-students to apply themselves to study revision and reflection to work 
-out the correct answer for themselves.</p>
-<p></p></li>
-<li>
-<p><b>Automated tests</b> can generally be available to take an 
-unlimited number of times. Their key purpose would be to allow the 
-learner to “drill” himself, e.g. to learn vocabulary in a language 
-course, rehearse a particular mathematical algorithm or memorize a 
-safety procedure. Such tests would be free of any time constraints and 
-would be fully automated displaying scoring, feedback and even correct 
-answers to encourage improvements through practice.</p>
-<p></p></li>
-<li>
-<p><b>Scenarios</b> represent a more advanced form of interactive 
-exercise where the teacher can pre-determine alternative next steps in 
-the test predicated on student's response to a question, leading the 
-student through a particular path of questioning. This type of activity 
-can be achieved using Chamilo's <i>Tests </i>tool and can provide 
-students with a very effective interactive on-line learning experience, 
-but of course is by its very nature quite complex and demanding to set 
-up.</p></li></ul>
-<p>
-</p><p>The above descriptions demonstrate how the Tests tool can 
-function depending on how it is configured by the teacher. The tool is 
-designed to be as flexible as possible while remaining relatively easy 
-to use, so variations on all the above “models” can be achieved to meet 
-requirements.</p>
-<p>
-</p><p>
-
-</p><h2>Adding questions to the test</h2>
-<p>On creating a test, click <i>Proceed to questions </i>you will be taken to the questions page:</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000049E0000012D5BE55E6F.png"></div>Illustration 46: First view of the questions list<p></p>
-<p></p></div><p></p>
-<p>In addition to the toolbar the page displays an array of different 
-types of question. (The same page can be accessed at a later time using 
-the edit icon for any given test listed in the <i>Tests</i> page.) It 
-offers a range of question types from which to choose, which are 
-described in this section. Each test can contain a combination of 
-question types – this can prove handy for ensuring tests don't become 
-monotonous.</p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><p>Fill banks/form</p>
-<p>multiple choice</p>
-<p>Open question</p>
-<p>image zones</p>
-<p>Unique answer + unknown</p>
-<p>Combination T/F/&nbsp;?</p>
-<p>multiple answer</p>
-<p>matching</p>
-<p>Oral expression</p>
-<p>exact selection</p>
-<p>Multiple answer T/F/&nbsp;?</p>
-<p>Global multiple answer</p><p></p>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000426000000712B4BE37E.png"></div><p></p>
-<p>Illustration 47: Exercises – Question types</p></div><p></p>
-<p>
-</p><p>Questions are created using an on-line form which differs 
-according to the question type. The following subsections describe each 
-form in detail. Completion of the forms is quite intuitive. The 
-following general points regarding the completion of the on-line forms 
-apply to all or most types of question:</p>
-<p>
-</p><ul>
-<li>
-<p>The “Comment” column will only be shown if you selected the <i>show feedback</i><i> </i>option to in the <i>advanced settings </i>when
- you created the test (if you don't want to show any feedback, then 
-there is little point in showing this column on the page.)</p></li>
-<li>
-<p>Any fields marked with a red asterisk * must be completed.</p></li>
-<li>
-<p>Every question has a title and an “enriched” description. We 
-generally recommend putting a short title in the title box, and putting 
-the <b>real</b> question in the <i>enrich question</i> box. This will allow you to present a much fuller, more meaning question, use images, and/or include audio or video.</p></li>
-<li>
-<p>All answer and comment boxes have editing tools which are hidden by 
-default but can be viewed by clicking the small black arrow on the 
-top-left corner of the text box. This will allow you also add images, 
-links and audio to your answers or feedback comments.</p></li>
-<li>
-<p>Every question type involves the <b>allocation of scores</b>. In the 
-case of questions requiring scoring later by a teacher, this will simply
- be a maximum score against which the teacher will mark the test. In the
- case of objective tests involving learners selecting an answer, the 
-score for each right or wrong answer chosen can be set, and can include 
-negative values. Teachers should give some thought, particularly in 
-tests involving different question types, to what weighting within the 
-overall test each question should carry.</p></li>
-<li>
-<p>Teachers should also consider the number of options they wish to 
-offer in the case of multiple choice type questions – this can be 
-determined using the red and green <i>remove/add</i> <i>answer option </i>buttons at the foot of the form.</p></li>
-<li>
-<p>If you have a lot of questions covering several topics, you may find 
-it useful for organizational reasons to assign individual questions to 
-categories in the <i>advanced options</i> – particularly if you plan to recycle questions. (You need to create the categories first of course, choosing the <i>create category</i> option 
-</p><div class="odt-frame">
-<img src="images/1000020000000020000000200A0DBB4C.gif"></div> on the main test page. This allows to create a <b>category</b>
- with a description which will appear in a drop down list.) Using 
-categories is optional but we would strongly advise you do so if you 
-have any number of questions, for sake of future editing or recycling of
- questions.<p></p></li>
-<li>
-<p>You can also assign a <b>difficulty level</b> for each question in the <i>advanced options.</i>
- This can be handy for later fine-tuning the evaluation of students' 
-work, or reviewing the test overall. It can also be very useful when it 
-comes to recycling questions, allowing you filter questions by 
-difficulty.</p></li></ul>
-<p>
-
-</p><h3>Type 1 : Multiple choice – Single answer</h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000200000000400000004010CD0D9B.gif"></div>The classic multiple choice question is one in which <b>only one answer</b>
- can be considered valid for scoring purposes. It is possible to make 
-the test a little bit more challenging by assigning a negative score to a
- wrong answer. When this is highlighted (e.g. in the test introduction 
-or the question itself), this encourages the learner to think more 
-carefully before selecting an<i> </i>answer at random, and incurring a penalty.<p></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000327000002DBAAD82DCD.png"></div><p></p>
-<p>Illustration 48: Tests – Multiple choice, single answer</p></div><p></p>
-<p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-
-</p><h3>Type 2 : Multiple choice – multiple answer</h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002000000004000000040FFC5E28C.gif"></div>This
- question type is a variation of the previous simple multiple choice 
-question. It allows you to assign more than one valid answer. Again, 
-positive and negative scores are possible. This type of question can 
-prove more challenging to students (you may wish to indicate in the 
-question that there are two answers – so as not to “trick” them!<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000038A000002D1F00CB21F.png"></div><p></p>
-<p>Illustration 49: Tests – Multiple answer question</p></div><p></p>
-<p>
-
-</p><h3>Type 3 : Fill the blanks</h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002000000004000000040DA7E4C96.gif"></div>This
- question type can be used to produce the classic “cloze passage” 
-exercise favoured by language teachers, in which certain words in a 
-written passage can be selected to be displayed as a blank field for 
-students to fill in. First, the teacher simply needs to type the passage
- (or list of sentences) and then add square brackets around the words to
- be “blanked”. (These words will be displayed to the learner as empty 
-text fields, which will be marked as correct if the student enters the 
-correct answer matching the word typed by the teacher.) As soon as the 
-square brackets are added, the form will display a “score” field for 
-each word to be corrected. To make the test a little easier, the teacher
- may choose to list the words to be chose in the “enrich question” box. 
-It's a handy test for checking key terminology or vocabulary.<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000034C000002AA2289976B.png"></div><p></p>
-<p>Illustration 50: Tests - Fill the blanks</p></div><p></p>
-<p>The question will appear like this to the learner, who simply needs to type the correct word in to the blank fields:</p>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000434000000DF4E959036.png"></div><p></p>
-
-<h3>Type 4 : Matching</h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020000000040000000404E8916BC.gif"></div>This
- type of question is designed to have the learner link together text 
-elements from one list with text elements in another. An element might 
-be a word, a sentence or part-sentence. It can also be used to ask a 
-user to sort elements in a certain order.<p></p>
-<p>
-</p><p>
-</p><p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000039B000002A7F717C5FE.png"></div><p></p>
-<p>Illustration 51: Tests – Matching text elements</p></div><p></p>
-<p>
-</p><p>The learner will view the matching question like this:</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<img src="images/10000000000003BD000000E7A85EEDC1.png"></div><p></p>
-<p>or, from 1.9.6, a draggable circle will make it a little more appealing to students.</p>
-
-<h3>Type 5 : Open question</h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000200000000400000004055046833.gif"></div>The
- open question type allows the learner to write whatever they wish as an
- answer (a kind of “mini-assignment). As such an activity has no single 
-give answer, it will <b>not</b> be automatically evaluated at the end of
- the test, but will have to be evaluated manually by the teacher before 
-the final test result can be scored. As with assignment and marked forum
- posts, the teacher is able to do this via the <i>Recording</i> tool which will flag up open questions needing marked.<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004CC000001C613E51FA6.png"></div><p></p>
-<p>Illustration 52: Tests - Open questions</p></div><p></p>
-<p>The learner will be presented with a text field in which to write. 
-(He can use the small arrow on the left of the top border of the field 
-to make use of a range of fields if he wishes to enrich his 
-presentation. e.g. with heading or highlighted text.)</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<img src="images/10000000000004B900000123B9D941EA.png"></div><p></p>
-<p>
-
-</p><h3>Type 6: Audio answer</h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020000000040000000402616B824.png"></div>This
- new question type, available with Chamilo 1.9, will only appear only if
- your administrator has enabled the Nanogong audio recording feature. 
-The question can be compared to “open question” type described above, 
-requiring manual marking by the teacher, but instead of asking the 
-learner to write a text passage, you ask him to record an audio answer. 
-This has obvious uses for language courses, of for learners with 
-particular access needs, but can provide a useful alternative in many 
-study fields – encouraging learners to develop their oral presentation 
-skills.<p></p>
-<p><i>(note: This question type requires the learner to have Java 
-applets supported in his browser. If this is not the case, he will need 
-to to record the audio separately and then upload it as an MP3 file to 
-the server.)</i>
-</p><p>
-</p><p>Because of the additional requirements for this question type, 
-you should make sure your learners are aware that the test will contain 
-an audio question and that they have a more than one chance to try the 
-test to check whether their browser supports it or not. (Bear in mind 
-that taking a test is generally a stressful experience. You don't want 
-to give your learners a nervous breakdown because they can't manage to 
-record an audio answer!)</p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004CF000001EF7AD4D36B.png"></div><p></p>
-<p>Illustration 53: Tests – Oral expression</p></div><p></p>
-<p>
-</p><p>The learner simply needs to press the <i>Record answer </i>when 
-he is ready to talk, and follow the instructions for the on-screen 
-Nanogong recorder, which will automatically send his recording to the 
-teacher for marking and scoring.</p>
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000037B0000015CF04FADA9.png"></div><p></p>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020100000229000001E7C791366B.png"></div><p></p>
-<p>
-</p><p>
-
-</p><h3>Type 7 : Hot spot, or image area</h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020000000040000000406B9E5209.gif"></div>In
- this type of question, the learner will be asked to identify areas 
-within an image by clicking on them. These areas have been previously 
-defined by the teacher. Building one of these questions require slightly
- more work than other types.<p></p>
-<p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000033F00000294A0330C28.png"></div>Illustration 54: Exercises - Hot spot question creation<p></p></div><p></p>
-<p>
-</p><p>Having uploaded your image and named your question, you can add 
-or remove hotspots, and define the area using an ellipse, a rectangle or
- a polygon shape. As with other question types, you can add comments for
- feedback purposes and determine a score for each correctly identified 
-area.</p>
-<p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p></p>
-<p>The learner needs to click on the picture to identify the areas 
-listed – the numbers will appear on top of the areas on which he clicks:</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><p>
-</p><div class="odt-frame">
-<img src="images/10000201000003110000020E816A5802.png"></div><p></p>
-<p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>Illustration 55: Exercises - Hot spot learner view</p></div><p></p>
-<p>
-</p><p>
-
-</p><h3>Type 8 : Exact combination</h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000200000000400000004004BB13C1.gif"></div>This
- is a variation of the multiple answer type test looked at above. The 
-only difference is that no partially-correct combination will be 
-accepted. This means that if, between options A-B-C-D, only B and D are 
-correct, you will have to mark both B <b>and</b> D in order to be given the points assigned to this question. There is therefore only one overall score field shown on the form.<p></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000392000002BD949C707B.png"></div><p></p>
-<p>Illustration 56: Tests - Exact combination</p></div><p></p>
-<p>
-</p><p>
-
-</p><h3>Type 9 : Unique answer with unknown</h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002000000004000000040A507ED2D.gif"></div>Sometimes
- a teacher wants the student to indicate that they don't know the answer
- to a question, rather than just guess an answer. This question type is a
- single-answer multiple choice question, but reserves the last answer as
- a “Don't know” option, with an automatic score of zero. Students can be
- discouraged from guessing by penalizing a wrong answer with a negative 
-score.<p></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000397000002CB54D613FD.png"></div><p></p>
-<p>Illustration 57: Tests – unique answer with unknown</p></div><p></p>
-<p>
-
-</p><h3>Type 10 : Multiple answer True/False/Don't know</h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000200000000400000004011369EB8.gif"></div>This
- is a another combination format which includes a zero-scored “don't 
-know” option as with the above question option, but using true/false 
-answers rather than multiple choice. Again, negative scores can be 
-assigned to discourage guessing, and admit “honest” ignorance!<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000038B000002C864629985.png"></div><p></p>
-<p>Illustration 58: Tests – Multiple answer true/false/don't know</p></div><p></p>
-<p>
-
-</p><h3>Type 11 : Combination True/false/don't know</h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000200000000400000004014096DF7.gif"></div>This
- option offers a single score covering one or more questions. The form 
-looks similar to the “exact answer” form, but the test is displayed to 
-the student differently, as illustrated below.<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000443000002CB421A2AD9.png"></div><p></p>
-<p>Illustration 59: Tests – Combination true/false/don't know</p></div><p></p>
-<p>The learner will view the question(s) and use radio buttons like this:</p>
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000043A000000D72530F187.png"></div><p></p>
-<p>(Note: a “don't know” will generate a zero score, so this format 
-might most fairly contain one or two questions – requiring prudent use 
-from the teacher.)</p>
-<p>
-
-</p><h3>Type 12 : Global multiple answer</h3>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000200000000400000004044991332.gif"></div>This
- question format combines the multiple answer format with a single score
- , providing an option for ensuring that no negative score is accrued<p></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000327000002DE78260F42.png"></div><p></p>
-<p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>Illustration 60: Tests – Global multiple answer</p></div><p></p>
-<p>
-
-</p><h2>Recycling existing questions</h2>
-<p>
-</p><p>Any question created, independently of the test or course to 
-which it has been attached, feeds the questions database. This base can 
-be very useful for teachers wanting to re-use questions that are very 
-general or, needing questions to serve as “fillers” when you're short of
- a few questions in a new test.</p>
-<p>
-</p><p>During test creation, the database shows questions from other 
-tests, as well as orphan questions (i.e. those questions which have 
-belonged to a test which has been removed). </p>
-<p>
-</p><p>When the question database shows, it presents a list of all 
-existing questions inside the course. This is where assigning questions 
-to categories and adding a difficulty to tests can prove very useful for
- identifying individual questions: use the <i>Filter</i> and <i>Difficulty</i> drop-down lists to filter the questions accordingly. </p>
-<p>
-</p><p>To access the database, click on the <i>recycle existing questions </i>icon 
-</p><div class="odt-frame">
-<img src="images/100002010000004000000040B412B9AD.png"></div> as it is listed on the <i>Create a question</i> page alongside the various question types:<p></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000031C00000229A2FCCD09.png"></div><p></p>
-<p>Illustration 61: Tests – Questions database</p></div><p></p>
-<p>Click the <i>Re-use in current test</i> button 
-</p><div class="odt-frame">
-<img src="images/100002000000001600000016CE493BAF.gif"></div>
- to include these questions in the current test. What actually happens 
-(in Chamilo 1.9) is that a copy of the old test is included in the 
-current test, so that it can be edited if necessary for the new test 
-without its content or configuration being altered within the test in 
-which it was originally created.<p></p>
-<p>
-
-</p><h2>Importing: HotPotatoes, IMS/QTI2, Excel</h2>
-<p>As well as allowing teachers to create their own tests as described 
-above in sections 12.2 to 12.6, Chamilo enables teachers to easily 
-upload and include tests created in external tools, in particular tests 
-created using Hot Potatoes, Qti2 and Microsoft Excel. These are popular 
-authoring tools which can produce tests in a standard format suitable 
-for use in many, LMSes, including Chamilo. Details of how to use these 
-software packages are obviously outwit h the scope of this guide, but 
-experienced online educators may well be familiar with one or all of 
-them, and may have produced tests with them which they wish to upload to
- Chamilo.</p>
-<p>To do so, the teacher need simply click on the relevant icon in the toolbar on the main <i>Tests </i>page and follow the dialogue box to locate and import the relevant file.</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004A3000000AB5404EA06.png"></div>
-<p>Illustration 62: Tests – import external tests from Tests page</p></div><p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000189000001041266B888.png"></div>
-<div class="odt-frame">
-<img src="images/100000000000018E0000011976AFC8BE.png"></div>
-<div class="odt-frame">
-<img src="images/10000000000001B30000017B283CCD18.png"></div> <p></p>
-<p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>Illustration 63: Tests - Import HotPotatoes, Qti2 and Excel tests</p></div><p></p>
-<p>
-
-</p><h2>Test results</h2>
-<p>Chamilo offers handy support for analyzing test results simply by clicking on the <i>Results </i>icon 
-</p><div class="odt-frame">
-<img src="images/10000201000000200000002007D74049.png"></div>, displayed to the right of each test listed in the main Tests page. <p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000049C000000F62465FF27.png"></div>
-<p>Illustration 64: Exercises - List</p></div><p></p>
-<p>This will display a page listing all the results for the relevant test.</p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000049D000000E9EA009CBF.png"></div><p></p>
-<p>Illustration 65: Exercises – Results list</p></div><p></p>
-<ul>
-<p>Here, the teacher can get an overview of learners' times and scores, and can score 
-</p><div class="odt-frame">
-<img src="images/10000201000000200000002034BDA0C1.png"></div> or edit 
-<div class="odt-frame">
-<img src="images/100002010000002000000020B8DD8E3C.png"></div> open questions and offer feedback. He can also delete 
-<div class="odt-frame">
-<img src="images/10000201000000200000002089372ADD.png"></div>
- a test attempt to allow the learner to do the test again (if there is a
- valid reason to do so e.g. there was an error in the test).<p></p></ul>
-<p>
-</p><p>The menu bar of this page allows the teacher to navigate back 
-</p><div class="odt-frame">
-<img src="images/1000020100000020000000201B45D04B.png"></div> to the test , export test results in CSV or XLS format 
-<div class="odt-frame">
-<img src="images/100002010000002000000020F9C5A1E9.png"></div> (e.g. to sort them and generate graphical evaluation statistics), view statistics 
-<div class="odt-frame">
-<img src="images/100002010000002000000020080A0F3C.png"></div> about test questions undertaken or even monitor students taking the test “live” 
-<div class="odt-frame">
-<img src="images/100002010000002000000020B70C88EC.png"></div> to know how they are performing “during” the exam (particularly useful to monitored exam centers).<p></p>
-
-<a name="__RefHeading__10811_44459225"></a>
-<h1>Communication: Forums</h1>
-<p>Following on from the previous chapters you might be expecting to examine the <i>learning paths</i>
- tool at this juncture. However, we'll look at this later (see 
-Structure: Learning paths on page 76). Instead, it actually makes more 
-sense here to take a look at the next most commonly used tool on the 
-platform.</p>
-<p>
-</p><p>The <i>Forum</i> tool 
-</p><div class="odt-frame">
-<img src="images/1000020100000030000000300E894FE1.png"></div>
- allows you to organize the exchange of ideas, opinions and information 
-relating to courses and the learning paths. The tool has been conceived 
-so that learners with questions about their course can readily find 
-answers to their questions without having to sift through a massive 
-amount of information by themselves.<p></p>
-<p>
-</p><p>The forum is an asynchronous discussion tool, i.e. the people 
-involved in a conversation do not have to be connected simultaneously to
- participate. Email is also an asynchronous tool. However, a major 
-difference from e-mail is that the forum is a public or semi-public 
-space, where several people can see information (even if they were not 
-part of the discussion initially), boosting support for learning by 
-providing ready access to really useful information, inasmuch as a group
- of students and teachers can exchange ideas together in their 
-specialist field. </p>
-<p>
-</p><p>Forum management tools</p>
-<p>category</p>
-<div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000003AC000000E79DE71793.png"></div>
-<p>Name of forum</p>Illustration 66: Forum – Global view<p></p>
-<p></p></div><p></p>
-<p>Exchanges are organized hierarchically, as follows:</p>
-<p>*Forum category</p>
-<p>→ Forum</p>
-<p>→ → Discussion thread</p>
-<p>→ → → message</p>
-<p>→ → → → answer to the message</p>
-<p>→ → → → answer to the message</p>
-<p>→ → → message</p>
-<p>→ → → → answer to the message</p>
-<p>→ → → → → answer to the answer</p>
-<p>and so forth...</p>
-<p>
-
-</p><h2>Using forum views</h2>
-<p>Depending on the complexity of exchanges on the forums, several 
-display modes can be used to simplify reading and answering discussion 
-threads.</p>
-<ul>
-<li>
-<p><b>List view </b>: simply shows messages in chronological order,</p></li>
-<li>
-<p><b>threaded view </b>: shows only one answer thread at a time,</p></li>
-<li>
-<p><b>nested view</b> : uses the threaded view but displays a complete subject.</p></li></ul>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000013A0000001F909E5148.png"></div>Illustration 67: Forum – Display modes<p></p>
-<p></p></div><p></p>
-
-<h2>Add forum categories</h2>
-<p>In the <i>Forum </i>tool:</p>
-<ul>
-<li>
-<p>click the <i>New category </i>link,</p></li>
-<li>
-<p>give it a name,</p></li>
-<li>
-<p>add a comment if needed,</p></li>
-<li>
-<p>click <i>Create category.</i></p></li></ul>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020100000371000001E7F1B3E83D.png"></div>Illustration 68: Forum – New category<p></p>
-<p></p></div><p></p>
-
-<h2>Add forum</h2>
-<p>From the <i>Forum </i>page:</p>
-<ul>
-<li>
-<p>Click <i>New forum</i>,</p></li>
-<li>
-<p>give it a name,</p></li>
-<li>
-<p>add a description if necessary,</p></li>
-<li>
-<p>in the advanced settings, it is possible to:</p>
-<ul>
-<li>
-<p>authorize learners to modify their own answers,</p></li>
-<li>
-<p>authorize learners to create new discussion threads,</p></li>
-<li>
-<p>set the default view,</p></li>
-<li>
-<p>decide if the forum is the one of a group, if it is public or private,</p></li></ul></li>
-<li>
-<p>click the <i>Create forum</i> button.</p></li></ul>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000034E0000024C277267B4.png"></div>Illustration 69: Forum – Forum creation form<p></p>
-<p></p></div><p></p>
-
-<h2>Manage forum categories</h2>
-<p>Managing forum categories makes use of familiar icons: </p>
-<p>
-<table border="1" cellpadding="0" cellspacing="0">
-<tbody><tr>
-<td><b>Icons</b></td>
-<td><b>Features</b></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000000150000001783D282B2.png"></div><p></p></td>
-<td>
-<p>Update forum category settings</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000001600000017B2D2653A.png"></div><p></p></td>
-<td>
-<p>Delete the forum category and all its contents </p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000001B000000117C69B680.png"></div><p></p></td>
-<td>
-<p>Control visibility of a forum category</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000000510000001EF153A1DE.png"></div><p></p></td>
-<td>
-<p>Lock / unlock a forum category to prevent editing</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000004D00000016027A09EB.png"></div><p></p></td>
-<td>
-<p>Re-organize forum categories</p>
-<p></p></td></tr></tbody></table>
-</p><p>
-
-</p><h2>Manage forums</h2>
-<p>Managing forums makes use of familiar icons: </p>
-<p>
-<table border="1" cellpadding="0" cellspacing="0">
-<tbody><tr>
-<td><b>Icons</b></td>
-<td><b>Features</b></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000000150000001783D282B2.png"></div><p></p></td>
-<td>
-<p>Update forum settings</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000001600000017B2D2653A.png"></div><p></p></td>
-<td>
-<p>Delete the forum and all its contents</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000001B000000117C69B680.png"></div><p></p></td>
-<td>
-<p>Control a forum's visibility</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000000510000001EF153A1DE.png"></div><p></p></td>
-<td>
-<p>Lock / unlock a forum to prevent its edition (but previous articles can still be accessed)</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000004D00000016027A09EB.png"></div><p></p></td>
-<td>
-<p>Re-organize the forums position</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000005800000027B75C2801.png"></div><p></p></td>
-<td>
-<p>Ask to be kept up to date by e-mail when a message is added to the forum</p></td></tr></tbody></table>
-</p><p>
-
-</p><h2>Start a new topic</h2>
-<p>When the content of a forum is shown:</p>
-<ul>
-<li>
-<p>click on the <i>New message </i>link,</p></li>
-<li>
-<p>complete the <i>Name </i>and <i>Description </i>fields,</p></li>
-<li>
-<p>advanced settings allow us to</p>
-<ul>
-<li>
-<p>score a discussion thread as a teacher and give it a maximum score. To do this:</p>
-<ul>
-<li>
-<p>select the “Mark this thread” box</p></li>
-<li>
-<p>set a maximum score to reflect the learners participation in a discussion thread,</p></li>
-<li>
-<p>enter or update the title of the corresponding column for the assessments tool, </p></li>
-<li>
-<p>give a weight to the participation in the discussions thread in comparison to the other components of the assessment tool.</p></li></ul></li>
-<li>
-<p>receive e-mail alerts if an answer is added to the discussion thread,</p></li>
-<li>
-<p>set a discussion thread to appear on top of the threads list,</p></li>
-<li>
-<p>add an attachment to any message, together with a comment,</p></li></ul></li>
-<li>
-<p>Click <i>Create thread</i></p></li></ul>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000002C3000001D22D5513B9.png"></div>Illustration 70: Forum – Discussion thread<p></p>
-<p></p></div><p></p>
-
-<h2>Manage discussion threads</h2>
-<p>The day-to-day administration of topics (also referred to as 
-“discussion threads”) is identical to that of categories or forums. You 
-may, however, move a topic from one forum to another better suited,one.</p>
-<p>
-<table border="1" cellpadding="0" cellspacing="0">
-<tbody><tr>
-<td><b>Icons</b></td>
-<td><b>Features</b></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000000150000001783D282B2.png"></div><p></p></td>
-<td>
-<p>Change the settings (name, message and advanced settings: see previous page) of the topic</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000001600000017B2D2653A.png"></div><p></p></td>
-<td>
-<p>Delete (after approval) the topic and all the messages it contained</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000001B000000117C69B680.png"></div><p></p></td>
-<td>
-<p>Control the visibility of a topic</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000000510000001EF153A1DE.png"></div><p></p></td>
-<td>
-<p>Lock / unlock a topic to forbid its modification (but its reading will still be authorized) </p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020100000016000000163D0A4D5E.png"></div><p></p>
-<p></p></td>
-<td>
-<p>Move a topic to another forum</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000005800000027B75C2801.png"></div><p></p></td>
-<td>
-<p>Ask to be sent a notification by e-mail when a new answer is added</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000028000000218DB02E6C.png"></div><p></p></td>
-<td>
-<p>Visualize the topic's participants and score their contributions if the topic has been marked as scored</p></td></tr></tbody></table>
-</p><p>
-</p><p>Moving a topic from one forum to another has to be done through a
- drop-down list. Select within that list the destination forum, then 
-click on the “Move Thread” button to proceed. The effect is immediate.</p>
-<p>
-
-</p><h2>Manage messages</h2>
-<p>A message is an answer within one of the discussion threads.</p>
-<p>
-<table border="1" cellpadding="0" cellspacing="0">
-<tbody><tr>
-<td><b>Icons</b></td>
-<td><b>Features</b></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000000150000001783D282B2.png"></div><p></p></td>
-<td>
-<p>Change the settings (name, text and advanced settings) of the message</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000001600000017B2D2653A.png"></div><p></p></td>
-<td>
-<p>Delete the message (after approval)</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000001B000000117C69B680.png"></div><p></p></td>
-<td>
-<p>Control a message's visibility</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000001000000010F2327C97.png"></div><p></p></td>
-<td>
-<p>Reply to the message</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020100000016000000163D0A4D5E.png"></div><p></p></td>
-<td>
-<p>Move the message to another thread</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002000000001600000011D3A60619.png"></div><p></p></td>
-<td>
-<p>Quote this message (and answer on the basis of the quoted message)</p></td></tr></tbody></table>
-</p><p>
-
-</p><h2>Give your learners a score</h2>
-<p>If you choose to score/grade a topic/discussion thread, you will 
-first need to assign a maximum score to this thread. This needs to be 
-done when the thread is created. Go to <i>advanced settings </i>in the <i>create thread</i> page and check the <i>grade this thread</i> box. An option to enter a maximum score will appear:</p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000001DF000001481EED1623.png"></div>Illustration 71: A<i>ssigning a maximum score to a discussion thread</i><p></p>
-<p></p></div><p></p>
-<p>
-</p><p>To score a student's contribution to a thread:</p>
-<p></p>
-<ul>
-<li>
-<p>click on the <i>Learners list </i>icon 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020A97A605E.png"></div> <p></p></li>
-<li>
-<p>scroll down to see the list of learners,</p></li>
-<li>
-<p>click on the <i>grade activity</i> icon 
-</p><div class="odt-frame">
-<img src="images/100002000000001600000015FAF34287.gif"></div> next to the learner's name <p></p></li>
-<li>
-<p>on the new page, locate the list of all the contributions (messages) 
-written by the learner scored as well as a statistical table based on 
-these same contributions,</p></li>
-<li>
-<p>enter the score you want to assign the learner: with the help of the 
-list of contributions, choose a qualitative evaluation for these 
-contributions. The statistical table allows a quantitative evaluation of
- the contributions,</p></li>
-<li>
-<p>Click the Grade<i> this thread</i> button.</p></li></ul>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020100000547000002555BC6E147.png"></div>Illustration 72: Forum – Marking a thread<p></p>
-<p></p></div><p></p>
-
-<h2>Give a score from a message</h2>
-<ul>
-<li>
-<p>Click on the <i>Grade activity </i>icon 
-</p><div class="odt-frame">
-<img src="images/10000201000000200000002034BDA0C1.png"></div> under the user's picture,<p></p></li>
-<li>
-<p>The new page gathers the list of all messages posted by the learner as well as a statistical table based on these messages,</p></li>
-<li>
-<p>Click the <i>Grade this thread</i> button.</p></li></ul>
-<p>
-</p><p>The score given to the learners will be shown in the assessment tool. </p>
-<p>
-
-</p><h2>Add a message to a thread</h2>
-<p>In the list of tools for managing discussion threads, locate the <i>Reply to this thread</i> icon 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020147080F4.png"></div> . This allows you to add a message at the same hierarchical level as the starting message.<p></p>
-<ul>
-<li>
-<p>clicking the icon will give you access to the on-line editor to write
- your message. An area allowing you to read the other messages of the 
-thread appear at the bottom of the page,</p></li>
-<li>
-<p>give a short topic to your message,</p></li>
-<li>
-<p>enter your message,</p></li>
-<li>
-<p>choose whether you want to be notified by e-mail in case anybody answers your message,</p></li>
-<li>
-<p>attach a document (optional) and, if you do, add a small comment describing the document,</p></li>
-<li>
-<p>click on the <i>Reply to this thread </i>button.</p></li></ul>
-<p></p>
-
-<h2>Reply to a specific message</h2>
-<p>The <i>Reply to this message</i> icon (
-</p><div class="odt-frame">
-<img src="images/100000000000001900000013DFC3EE2E.png"></div>),
- located below the message author's picture allows you to give an answer
- which will be linked to the chosen message and will be hierarchically 
-dependent on that message.<p></p>
-<p>
-</p><p>The reply procedure is the same as the previous one, except the 
-message topic includes the initial message, prefixing it with a 
-«&nbsp;Re :&nbsp;» indicating the two messages are related.</p>
-<p>
-
-</p><h2>Quote a previous message</h2>
-<p>Inside a thread, within a forum, it is often most practical to be 
-able to quote a whole or part of a message. This is the aim of this 
-operation, triggered by the double quote icon. The 
-</p><div class="odt-frame">
-<img src="images/1000000000000017000000120657772F.png"></div>
- answer will be accompanied by the related message to which it is making
- reference (it will appear in another color in your answer). You can 
-compose a comment etc. as well as edit the quoted text directly.<p></p>
-<p>
-
-</p><h2>Reply or Reply to this topic</h2>
-<p>The main difference between those two options resides in the hierarchy of the different messages and their answers.</p>
-<p><i>Reply</i> creates new answers which will be deleted altogether when the initial message s removed, while <i>Reply to this thread</i> creates messages which will be kept, even if the starting message is removed.</p>
-<p>
-
-</p><h2>Search a forum element</h2>
-<p>All the screens of the <i>Forum</i> tool include a search feature. 
-The search can be executed in all the forums at once and you can combine
- search terms with the “+” sign. The results are sent in the form of a 
-list indicating:</p>
-<ul>
-<li>
-<p>the forum category,</p></li>
-<li>
-<p>the forum title,</p></li>
-<li>
-<p>the title of the thread in which the searched words have been found.</p></li></ul>
-<p>
-
-</p>
-<a name="__RefHeading__6681_1735218244"></a>
-<h1>Structure: Learning paths</h1>
-
-<h2>Introduction</h2>
-<p>A <i>learning path</i> in Chamilo is an organizational concept/tool 
-which presents activities or learning objects from the course in an 
-organized sequence to guide and support learning. It can be constructed 
-in various ways appropriate to course content. At its simplest it 
-constitutes a clear table of contents or, depending on the nature of the
- activities involved, it can provide the necessary agenda for the 
-acquisition of a given area of knowledge, understanding or skill.</p>
-<p>
-</p><p>A learning path can be sequenced in a way which is <i>suggestive</i> (simply displaying sections one after another like a menu) or <i>prescriptive</i>
- (the learner is required to follow the sections in a given order). It 
-is important to bear in mind that a learning path is more than just 
-diced-up course content: it represents a pedagogical itinerary which 
-might include tests, discussions, evaluations, experimentation etc. 
-Structuring a path effectively to guide students through these learning 
-experiences is a key factor in good course design.</p>
-<p>
-</p><p>On the course homepage, click on the <i>Learning path</i> link: 
-</p><div class="odt-frame">
-<img src="images/10000201000000300000003091633646.png"></div><p></p>
-<p>
-</p><p>Using the learning path tool, you can either import an existing 
-AICC or SCORM course, create a new learning path within Chamilo or edit 
-an existing learning path:</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004A800000109B0C426AF.png"></div>Illustration 73: The learning path tool:<p></p>
-<p></p></div><p></p>
-<p>
-</p><p>
-</p><p>
-
-</p><h2>Create a learning path</h2>
-<p><i>Click on the create new course</i><i><sup><a href="#odt-footnote-ftn11" class="odt-footnote-anchor" name="anchor-odt-ftn11">*</a></sup></i><i> icon:</i><i> </i><i>
-</i></p><div class="odt-frame"><i>
-<img src="images/100002010000002000000020CA8B0A20.png"></i></div><p></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000002560000017EE3703063.png"></div>Illustration 74: Learning paths - Creating a new learning path<p></p>
-<p></p></div><p></p>
-<p>Give a name to your learning path and click <i>Continue</i>. The 
-learning path is created immediately (without content for the time 
-being). It will appear in the learning paths list. Once the learning 
-path is created, you get access to a series of tools to:</p>
-<p>
-</p><ul>
-<li>
-<p>update the learning path's settings 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020E0287E39.png"></div><p></p></li>
-<li>
-<p>add and order elements as you build the learning path 
-</p><div class="odt-frame">
-<img src="images/1000000000000160000000301282A4BB.png"></div><p></p></li>
-<li>
-<p>add an activity / object / document 
-</p><div class="odt-frame">
-<img src="images/100000000000018E0000005EC503FBCA.png"></div><p></p></li>
-<li>
-<p>add a new section 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020B1DC9911.png"></div><p></p></li>
-<li>
-<p>use a preview screen to check how it's going to look for learners 
-</p><div class="odt-frame">
-<img src="images/10000201000000200000002031D06A72.png"></div><p></p></li></ul>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004A800000170080AD702.png"></div>Illustration 75: Learning paths – Learning paths – Adding a learning object or activity<p></p>
-<p></p></div><p></p>
-<p>
-
-</p><h3>Learning path's settings</h3>
-<p>Clicking on the settings icon 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020E0287E39.png"></div>
- will open the settings page. The example image on the right of the form
- represents what will be seen by the learner when using the learning 
-path, depending on the options configured in the form.<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000445000001F99EB9DE79.png"></div>Illustration 76: Learning paths – Settings<p></p>
-<p></p></div><p></p>
-<p>
-
-</p><h2>Add Learning Objects and Activities</h2>
-<p>As you build your learning path/course, you have the option to 
-include existing learning objects or activities or to create your own 
-using Chamilo. </p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004A800000170080AD702.png"></div>Illustration 77: Adding a learning object or activity to a course<p></p>
-<p></p></div><p></p>
-
-<h3>Create a new document</h3>
-<p>This option allows you to generate a document which will be automatically added to the learning path and saved in <i>.html</i> format in the learning path documents. </p>
-<p>
-</p><p>In essence, it is possible to use the rich text editor to edit 
-styles, add images, videos, etc. You can toggle between html and the 
-WYSIWYG editor to produce whatever content you wish. In other words, 
-Chamilo provides you with a complete learning path creation tool.</p>
-<p>
-</p><p>To begin, click the <i>Rich media page / activity </i>icon 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020C6380F2B.png"></div> to see the following page:<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000003A1000001F03BA6916D.png"></div>Illustration 78: Learning paths – Rich media creation tool<p></p>
-<p></p></div><p></p>
-
-<h3>Use existing resources</h3>
-<p>You can use any document you have previously imported or created in the documents tool of the course (e.g. a SCORM course, <i>.html</i> pages, videos, images, etc. - see<i> </i><i>Authoring content in Chamilo</i><i>).</i></p>
-<p>
-</p><p>You can also add tests, links, assignments and forums by dragging
- them across to the learning paths list on the left of the page using 
-the green “handle” 
-</p><div class="odt-frame">
-<img src="images/10000201000000180000001826C9D47B.png"></div>
- . The chosen resource will appears in the wherever you choose in the 
-learning path. Use the handle to re-order items, and the pencil 
-<div class="odt-frame">
-<img src="images/10000000000000150000001783D282B2.png"></div> and cross 
-<div class="odt-frame">
-<img src="images/1000020100000016000000165D939B96.png"></div> icons to edit/delete elements.<p></p>
-<p>
-</p><p>Links, tests, assignments and forums can be created prior to building the learning path in the <i>Authoring</i> or <i>Interaction</i>
- sections on your course's homepage, and then added from these sections 
-into your learning path via the relevant tab on the learning path page. 
-(Alternatively, they can be created directly from within the tabs 
-themselves as you build the learning path:)
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000030D0000010CF60E7874.png"></div>Illustration 79: Learning paths – Importing existing resources<p></p>
-<p></p></div><p></p>
-
-<h3>Add a new section</h3>
-<p>The <i>Sections</i> tool 
-</p><div class="odt-frame">
-<img src="images/10000201000000160000001665DBE58D.png"></div> is a simple but effective tool allowing you to group activities in the the learning path under headings for clarity.<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000049F000002016619C0A2.png"></div>Illustration 80: Learning paths – New sections<p></p>
-<p></p></div><p></p>
-<p></p>
-
-<h3>Display the learning path</h3>
-<p>Display the results of the learning path you just built:</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000054700000217EA0820B6.png"></div>Illustration 81: Learning paths – Learner's view<p></p>
-<p></p></div><p></p>
-<p>You can toggle between the above teacher and learner views by clicking the teacher/learner view button 
-</p><div class="odt-frame">
-<img src="images/100000000000005E0000001AA65B7268.png"></div>: <p></p>
-<p>
-
-</p><h2>Import AICC and SCORM </h2>
-<p>Chamilo uses standards like <a href="http://fr.wikipedia.org/wiki/Sharable_Content_Object_Reference_Model">SCORM</a> and <a href="http://fr.wikipedia.org/wiki/Aviation_Industry_CBT_Committee">AICC</a> for the exchange of contents. Importing such files couldn't be easier. Click the Learning Path icon 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020012E0568.png"></div> on the <i>Learning paths</i> page:<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004AE0000019B76FF69EE.png"></div>Illustration 82: Learning paths - Import SCORM<p></p>
-<p></p></div><p></p>
-<p>Click <i>choose file to </i>select the relevant document on your hard disk and <i>send </i>to upload it. That's it. Your imported course is ready to use.</p>
-<p>
-</p><p>
-</p><p><b>Note</b>&nbsp;: Chamilo 1.8 and all its derivations (including D0keos) only support SCORM in version 1.2.</p>
-
-<h2>Managing learning paths</h2>
-<p>Go to <i>My courses</i>, pick a course and click the <i>Learning paths icon </i><i>
-</i></p><div class="odt-frame"><i>
-<img src="images/100002010000002000000020773D424F.png"></i></div><i> </i>:<p></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004A5000001110AE03ACE.png"></div>Illustration 83: Learning paths – List<p></p>
-<p></p></div><p></p>
-<p>The right-side column, <i>Authoring options</i> includes tools to manage your learning paths:</p>
-<p>
-<table border="1" cellpadding="0" cellspacing="0">
-<tbody><tr>
-<td>
-<p>Icons</p></td>
-<td>
-<p>Features</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000003000000030075E5894.png"></div><p></p></td>
-<td>
-<p>Update the learning path's settings</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000003000000030CE7CE0A4.png"></div><p></p></td>
-<td>
-<p>Delete the learning path</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020B8DD8E3C.png"></div><p></p></td>
-<td>
-<p>Edit the learning path</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000001B000000117C69B680.png"></div> 
-<div class="odt-frame">
-<img src="images/10000000000000180000001239D04304.png"></div><p></p></td>
-<td>
-<p>Show / hide the learning path to/from learners</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000000140000001807019DFF.png"></div> 
-<div class="odt-frame">
-<img src="images/100000000000001800000019F3047D9F.png"></div><p></p></td>
-<td>
-<p>Show / hide the learning page on the course homepage</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000000170000001518B6F997.png"></div><p></p></td>
-<td>
-<p>Export the learning path in .zip format, to later use as SCORM content inside other tools</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000000150000001C7145EAF6.png"></div> 
-<div class="odt-frame">
-<img src="images/100000000000001700000016F3849EF6.png"></div><p></p></td>
-<td>
-<p>Allow / prevent multiple attempts by learners</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000001600000016DE88AD07.png"></div> 
-<div class="odt-frame">
-<img src="images/100000000000001B0000001B1C935B7F.png"></div><p></p></td>
-<td>
-<p>Toggle between full-screen or normal (embedded) view</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000001600000016DA02BDC1.png"></div> 
-<div class="odt-frame">
-<img src="images/100002010000001600000016DA02BDC1.png"></div><p></p></td>
-<td>
-<p>Re-order the learning paths</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000000300000003080605DE5.png"></div><p></p></td>
-<td>
-<p>Export the complete learning path as a large multi-pages PDF document</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000001600000012481C6DB7.png"></div><p></p></td>
-<td>
-<p>Copy learning path</p></td></tr></tbody></table>
-</p><p>
-
-</p><h2>Prerequisites</h2>
-<p>If a learning path contains several elements, it is possible to 
-establish the completion of tasks and targets expected of learners 
-following the learning path using the <i>prerequisites</i> feature.</p>
-<p>Click on the <i>prerequisites</i> button 
-</p><div class="odt-frame">
-<img src="images/100002010000001100000011D216FCA2.png"></div> next to any element in the path (or 
-<div class="odt-frame">
-<img src="images/10000201000000160000001695541035.png"></div> in edit view):<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004A5000001C8CA58AC3F.png"></div>Illustration 84: Learning paths – Prerequisites<p></p>
-<p></p></div><p></p>
-<p>This allows the teacher to require the learner to have completed 
-another task in the learning path (e.g. the preceding task) before they 
-can access this element, and also, e.g. in the case of a test or 
-assessment, to have achieved a given minimum score.</p>
-<p>
-</p><p>Using the <i>prerequisite options </i>button in the toolbar, 
-prerequisites to complete the preceding step can be set globally for all
- steps in the path, or alternatively all prerequisites can be cleared 
-from the path.</p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000001450000006EB7B5A69E.png"></div>Illustration 85: Learning paths – Prerequisites options<p></p></div><p></p>
-<p>
-
-</p><h2>Generating certificates</h2>
-<p>
-</p><p>You can readily create a certificate for students successfully 
-completing the course. To do so, just make the last step in your course a
- certificate which students can view or print off. You can upload an 
-existing pre-made certificate to the course documents area (e.g. an 
-image or .pdf file). Alternatively, Chamilo offers a tool for creating 
-certificate templates, which allows for the automatic generation of a 
-certificate detailing relevant data for each learner in the course (see 
-Chapter 18). </p>
-<p>
-</p><p>
-</p><p>
-
-</p>
-<a name="__RefHeading__10813_44459225"></a>
-<h1>Reporting</h1>
-<p>Chamilo allows teachers to follow the progress of their learners using various tools, primarily via the <i>Reporting </i>tool 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020C5909394.png"></div> (accessed via the <i>Administration tools </i>section
- at the bottom of the course homepage) but also through the assignment 
-of homework and tests/exercises during the course. The reporting tool 
-allows teachers to monitor the activities and progress of individual 
-learners, the overall progress of classes through courses, and the 
-development of content and resources.<p></p>
-<p>
-
-</p><h2>Tracking learners</h2>
-<p>By default, clicking on the <i>Reporting</i> icon will display 
-summary details for a list of learners on the course. It includes 
-summary information about test scores, time spent on-line, login details
- etc.</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004A3000001C4E83ACCE8.png"></div>Illustration 86: Reporting – Learners<p></p>
-<p></p></div><p></p>
-<p>On this page the teacher, as well as viewing a summary table of 
-students' overall activity and progress, can easily add columns to the 
-table drawing on students' profile information (country, date of birth) 
-as well as data held elsewhere in the course (course code, performance 
-data, assignments, messages, surveys). He/she can highlight 
-</p><div class="odt-frame">
-<img src="images/1000020000000016000000168BD76287.gif"></div>
- learners absent from the course for a specified length of time and at 
-one click notify learners with an appropriate announcement using a 
-configurable announcement tool (see chapter 21) accessed by clicking the
- notify button 
-<div class="odt-frame">
-<img src="images/100000000000005500000021260AEFF2.png"></div> . The teacher can also print out the table 
-<div class="odt-frame">
-<img src="images/1000020100000016000000162B003C49.png"></div> or export it as a csv file 
-<div class="odt-frame">
-<img src="images/100002010000002000000020BDAF8DE8.png"></div>.<p></p>
-<p>
-
-</p><h2>Show individual learner's details</h2>
-<p>
-</p><ul>
-<p>On the <i>Reporting </i>page, click the <i>Details </i>icon 
-</p><div class="odt-frame">
-<img src="images/100002000000001600000016945AC92A.gif"></div>
- next to the name of the learner you want to check on. The new page 
-shows the learner's details in summary, including profile information, 
-photo, connection and summary progress details, but also detailed 
-information about the student's progress through each learning path, 
-results in tests, and potentially useful information about other 
-activities such as assignments, messages sent, links visited, documents 
-uploaded and chat.<p></p>
-<p></p></ul>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004B1000001EE27C33078.png"></div>Illustration 87: Reporting – individual student's details<p></p>
-<p></p></div><p></p>
-<p>The information can be printed 
-</p><div class="odt-frame">
-<img src="images/1000020100000016000000162B003C49.png"></div> , exported as a csv file 
-<div class="odt-frame">
-<img src="images/100002010000002000000020BDAF8DE8.png"></div> or mailed 
-<div class="odt-frame">
-<img src="images/10000201000000160000001647A26062.png"></div>
- by clicking on the relevant toolbar icon at the top of the page. 
-Further details about test attempts and scores and progress through 
-learning paths can be accessed by clicking on the various icons on the 
-page. <p></p>
-<p>
-</p><p>Clicking on the <i>Access Details</i> icon 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020080A0F3C.png"></div>
- in the toolbar allows the teacher to see the course (times and dates) .
- This general reporting screen gives a general idea of the participation
- of the learner, which is useful for judging of the involvement of the 
-learner inside the course.<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000002AC0000025E971C5184.png"></div>Illustration 88: Users – Access details<p></p></div><p></p>
-<p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-
-</p><h2>Course reporting</h2>
-<p>Clicking on the <i>course report</i> icon 
-</p><div class="odt-frame">
-<img src="images/1000020100000020000000208A5E37A0.png"></div> on the Reporting page provides global information about the <p></p>
-<p>course as a whole that the teacher can use in evaluating or 
-developing the course. This includes information such as general 
-progress through learning paths, overall test scores, participation in 
-forum and chats, tools used, documents downloaded and links visited. As 
-with other reporting pages, information can be readily exported as csv 
-files or printed by clicking the relevant tool bar icons.</p>
-<p></p>
-
-<h2>Resource Reporting</h2>
-<p>To access details of resources used on the course, click on the <i>Report on resource</i><i> </i>icon 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020FDEAB2C5.png"></div> on the main Reporting page. This will display a list of resources added and deleted to the course, including <p></p>
-<p>resources added by students. </p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004AE000001ADBE34436C.png"></div>Illustration 89: Report on resource<p></p>
-<p>
-</p><p></p></div><p></p>
-<p>A search facility allows teachers to filter and find the resources 
-they are interested in, and the links on the left allows him/her to 
-navigate easily to the resource. There are also links to the user 
-profile for the user adding each link, and even an IP address which can 
-be used to indicate the location of users. </p>
-<p>
-
-</p><h2>Test/exam Reporting</h2>
-<p>The exam tracking tool is useful for teachers wanting to focus on monitoring learners' performance in tests. By clicking on the <i>exam tracking</i> icon 
-</p><div class="odt-frame">
-<img src="images/10000201000000200000002034BDA0C1.png"></div>
- on the main reporting page, the teacher is provided with a list of 
-tests and students' scores/percentages, including number of attempts. 
-They can select individual tests and filter results by a given 
-percentage e.g. to display a list of students passing a course, or 
-excelling in their score. This data can be exported as a standard 
-MS-Excel file®.<p></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004A70000014E7D562717.png"></div>Illustration 90: Exam tracking<p></p>
-<p>
-</p><p></p></div><p></p>
-
-<a name="__RefHeading__10815_44459225"></a>
-<h1>Assignments</h1>
-<p>The assignments tool 
-</p><div class="odt-frame">
-<img src="images/100002010000008000000080847759C9.png"></div>
- (accessible from the home page) allows a learner or a group of learners
- to upload documents for the teacher to review. Assignments can be seen 
-and downloaded by other learners unless configured as invisible ( 
-<div class="odt-frame">
-<img src="images/1000020100000016000000165124C67B.png"></div> ) by the teacher. <p></p>
-<p>
-</p><p>Assignment documents are usually homework exercises set by the 
-teacher, but they could also be files of interest to others which a 
-learner may wish to share. The assignments tool can therefore be used to
- receive individual or collective reports, to collect answers to open 
-questions, or indeed any other form of document developed by learners.</p>
-<p>
-</p><p>The tool also allows the teacher to modify the default visibility
- of the assignments sent/posted by learners. This ensures students can 
-sent files (exercises, reports, written production, …) in privacy to the
- course for evaluation by the teacher or course delegate. Click on <i>Assignment settings</i> 
-</p><div class="odt-frame">
-<img src="images/1000020100000016000000167346EDDD.png"></div> on the Assignments page:<p></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000002390000012A009480D0.png"></div>Illustration 91: Assignment settings<p></p>
-<p>
-</p><p></p></div><p></p>
-<p>Making assignments visible by default to all users enables learners 
-to check one another's assignments. This can be a valuable learning 
-technique, as pupils can learn a lot through sharing each other's work, 
-but it has of course to be used carefully; not all learners are not 
-ready to be given so much freedom! The choice between <i>private</i> (only visible to the teachers) or <i>public</i>
- assignments (all learners can see assignments from others) can be made 
-by clicking the appropriate visibility settings. The teacher can make 
-any post visible or invisible to other learners by checking the 
-</p><div class="odt-frame">
-<img src="images/1000020100000016000000165124C67B.png"></div> or 
-<div class="odt-frame">
-<img src="images/1000020100000016000000164E6D02FE.png"></div> icon next to the relevant entry in the list of learner posts shown for any given assignment.<p></p>
-<p>
-</p><p><b>Note</b>: A significant improvement in 1.9 is that assignments
- can also now be written and submitted directly within the assignments 
-tool, instead of requiring to be uploaded as documents.</p>
-<p>
-</p><p>
-
-</p><h2>Assignment creation</h2>
-<p></p>
-<p>To create a new assignment:</p>
-<ul>
-<li>
-<p>click on the <i>Create assignment</i><i> </i>tool 
-</p><div class="odt-frame">
-<img src="images/1000020100000020000000202A068EC7.png"></div> in the<i> Assignments </i>page: <p></p></li>
-<li>
-<p>give your new assignment a name,</p></li>
-<li>
-<p>add a description (optional),</p></li>
-<li>
-<p>click the <i>Validate</i> button. </p></li></ul>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>Illustration 92: Create a new assignment</p>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000004A0000001E714B152BD.png"></div><p></p></div><p></p>
-<p>Advanced settings allow you to:</p>
-<ul>
-<li>
-<p>Assign a maximum score for the assignment </p></li>
-<li>
-<p>Include the assignment in the assessment/grade-book tool</p></li>
-<li>
-<p>pick a deadline for the assignment to be completed and sent</p></li>
-<li>
-<p>pick a final end date for the assignment (and hide it to students)</p></li>
-<li>
-<p>Include the deadline in the course agenda/calendar. </p></li>
-<li>
-<p>Allow students to hand in their assignment directly from the assignment editor</p></li></ul>
-<p>
-
-</p><h2>Completion of assignments by students</h2>
-<p></p>
-<p>Students have the option either to do their assignment on-line or to 
-upload a file or document they have chosen to complete outside of the 
-Chamilo platform (n.b. to ensure students have this choice, the teacher 
-will need to check the relevant box in the advanced settings options of 
-the <i>Create assignment</i> page) The student simply needs to click on the assignment title and then the <i>submit paper </i>icon 
-</p><div class="odt-frame">
-<img src="images/10000201000000200000002041DFFD39.png"></div>
- to be taken to a page where they can upload a file using the relevant 
-tool and/or write their assignment using Chamilo's rich text editor.<p></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000004C8000001AEE3D918F2.png"></div>Illustration 93: Student's assignment paper<p></p>
-<p></p></div><p></p>
-
-<h2>Manage assignments</h2>
-<p>If the number of learners in your course is significant, there will be plenty of assignments to mark..!</p>
-<p>Chamilo eases the burden a little by keeping an organized record of 
-assignments set and student posts on the main page for each assignment 
-set. It lists the assignments completed by learners as each is 
-submitted, flags up clearly if they need to be marked, offers a record 
-of dates , allows quick navigation to each assignment exercise for 
-review and displays each learner's scores. Clicking on the column 
-headings allows for the quick and easy re-ordering of entries e.g. 
-according to date, students name, score etc. The toolbar includes 
-listings 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020553C672D.png"></div>
- for “missing” submissions from students on the course (including an 
-option to send a reminder), and the list can be downloaded as a .zip 
-file.<p></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000003F20000014A64B092A7.png"></div>Illustration 94: Main page for an assignment set by the teacher<p></p>
-<p></p></div><p></p>
-<p>
-
-</p><h2>Setting up the assignment evaluation</h2>
-<p>The teacher's evaluation of student assignments can be automatically 
-included within the assessments tool. The marks assigned to corrected 
-assignments will form part of the overall assessment, and a weighting 
-assigned for each particular assignment. </p>
-<p>
-</p><p>To include assignments' evaluation in the assessments: </p>
-<p>
-</p><ul>
-<li>
-<p>click on the <i>Advanced settings </i>link in the Create/edit<i> assignment </i>page</p></li>
-<li>
-<p>assign a <i>Maximum score</i> greater than 0</p></li>
-<li>
-<p>check the <i>Add to grade-book</i> box</p></li>
-<li>
-<p>choose the relevant assessment from the drop-down list</p></li>
-<li>
-<p>assign a weighting within the assessment</p></li>
-<li>
-<p>click on the <i>Validate </i>button.</p></li></ul>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000204000001D254D3A0C1.png"></div>Illustration 95: Assignments – Advanced settings<p></p>
-<p>
-</p><p></p></div><p></p>
-<p>
-</p><p>
-
-</p><h2>Assignment expiry dates</h2>
-<p>Chamilo offers two time-based options for the assignments: </p>
-<ul>
-<li>
-<p>a “handing over” deadline: the date past which all assignments sent 
-by the learners to the platform are marked as expired in red in the list
- of assignments. Past this date, assignments can still be sent, but they
- are marked to indicate late delivery.</p></li>
-<li>
-<p>a “final acceptance” date: this is the date past which it becomes 
-impossible for the learners to send an assignment . It is the definitive
- date after which the teacher will not consider any more work sent.</p></li></ul>
-<p>
-</p><p>To configure these, check the relevant boxes in the <i>advanced settings</i> of the <i>Create assignment</i> page.</p>
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000020B000000CF7E84C70C.png"></div>
-<div class="odt-frame">
-<p>
-</p><p>
-</p><div class="odt-frame">
-<img src="images/100000000000020B000000CF7E84C70C.png"></div><p></p>
-<p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>Illustration 96: Assignments – setting expiry dates</p></div><p></p>
-<p>
-
-</p><h2>Marking assignments</h2>
-<p>To mark a document uploaded by a learner, go to the main page for the relevant assignment. In the right hand column headed <i>Detail</i>, click on the <i>Save</i> icon 
-</p><div class="odt-frame">
-<img src="images/100002010000001600000016DD08B5E8.png"></div><i> </i>to download and view a file the student has submitted, then click the<i> Correct and rate</i> icon 
-<div class="odt-frame">
-<img src="images/100002010000001600000016FE3736B3.png"></div>
- to add feedback/comments and a score. If the student has not uploaded a
- file, but submitted their assignment using the on-line editor, the save
- icon will not show – instead the student's assignment will be 
-automatically shown in the editor to which the teacher can add feedback 
-etc when scoring the work.<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000004B0000001D447C5DA2F.png"></div>Illustration 97: Marking students' assignments<p></p>
-<p></p></div><p></p>
-<p>To save the score/feedback, click the <i>Update this task</i> button.</p>
-<p></p>
-
-<a name="__RefHeading__13566_554970603"></a>
-<h1>Users</h1>
-<p>The <i>Users</i> tool 
-</p><div class="odt-frame">
-<img src="images/100002010000004000000040BDF8F1F4.png"></div>
- gathers all learners and teachers subscribed to the course. It allows 
-you to manage a list of subscribed users, register new learners and 
-assign specific roles and responsibilities. It also allows you to 
-monitor the activities of all users subscribed to the course.<p></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000042D000000E2AF2D073C.png"></div>Illustration 98: Users – Main screen<p></p></div><p></p>
-
-<h2>Subscribe users</h2>
-<p>
-</p><p>Let's look first at how to subscribe new users as learners to the course. On the main <i>Users </i>page<i> </i>toolbar, click on the <i>Enroll users to course </i>icon 
-</p><div class="odt-frame">
-<img src="images/100002010000001600000016CFEA0EF8.png"></div> <i>.</i> This will display a list of users registered on the platform not subscribed to the course:<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000438000001C579FB5D1D.png"></div><p></p>
-<p>Illustration 99: Users – Action buttons</p></div><p></p>
-<ul>
-<p>To subscribe a single learner, just click the <i>Register</i> link 
-</p><div class="odt-frame">
-<img src="images/1000000000000042000000187821C5A7.png"></div> to the right of their listing.<p></p>
-<p>To subscribe several learners at once, check the relevant boxes on the left hand side, then select the <i>Register</i> option in the drop-down list headed <i>Detail </i>at the bottom of the table <i>(</i>a
- confirmation window appears to ensure you want to subscribe them: once 
-confirmed, a confirmation list appears indicating which learners have 
-been subscribed.)</p></ul>
-
-<h3>Add teachers</h3>
-<p>You can also subscribe another user as teacher in your course. Just click the second <i>Enroll teacher </i>icon 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020EC643722.png"></div> (he's wearing a tie!) and repeat the process as for learners. Users subscribed using this link will have the status of <i>Teacher</i> on the course.<p></p>
-
-<h3>Unsubscribe a user</h3>
-<p>You can unsubscribe users individually or as a group from a course.</p>
-<p>To unsubscribe a single user, click the <i>Unregister</i> button 
-</p><div class="odt-frame">
-<img src="images/10000000000000460000001CC81CFCBC.png"></div> next to the corresponding user and confirm your choice.<p></p>
-<p>To unsubscribe a group of users, check the relevant boxes on the left side of the table and select <i>Unregister</i> in the drop-down list headed <i>Detail </i>at the bottom of the table, then click <i>U</i><i>nregister</i><i>.</i></p>
-<p>
-</p><p><b>Note</b> : As a teacher you cannot remove the main teacher of a
- course (by default described in the listing as Trainer) from this 
-screen. Only the platform administrator can do that.</p>
-
-<h3>Add/update a user's description</h3>
-<ul>
-<li>
-<p>Click the <i>Edit </i>icon 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020B8DD8E3C.png"></div> to the right of the relevant user's entry to view the user's basic details;<p></p></li>
-<li>
-<p>Complete/update the <i>Description </i>field to inform other users of the role played by this user;</p></li>
-<li>
-<p>Save changes.</p>
-<p></p></li></ul>
-<p>The <i>Assistant</i> box (previously titled <i>Tutor</i>) allows the teacher to assign a special <i>Course assistant </i>role
- with its corresponding permissions. These permissions allow the 
-assistant to view test and assignments results from other learners in 
-the course, to help him assist the teacher in this role.</p>
-
-<h3>Search for a subscribed learner</h3>
-<p>If the teacher needs to find a specific learner in the list of users 
-subscribed to the course, the search feature will allow him to find one 
-or several users from all or part of his first name or last name.</p>
-<p>
-</p><p>Just fill in the search field with the relevant characters and click the <i>Search </i>button. A list of matching users will be displayed.</p>
-
-<h3>Export the list of subscribed users</h3>
-<p>You might want, (independently of the backup copies taken by your 
-careful administrator!) to keep a separate copy of your users list. To 
-do so, from the main <i>Users</i> page, click one of the export icons in the toolbar (<i>CSV export </i><i>
-</i></p><div class="odt-frame"><i>
-<img src="images/100002010000002000000020BDAF8DE8.png"></i></div><i> Excel export </i><i>
-<div class="odt-frame">
-<img src="images/100002010000003000000030C34C3458.png"></div></i><i> or .pdf export </i><i>
-<div class="odt-frame">
-<img src="images/1000020100000016000000162632BBB7.png"></div></i>) to download the list of users in the corresponding format.<p></p>
-<p>
-</p><p><b>Note</b>: not all users details are exported through this 
-feature (their passwords, for example, are confidential information not 
-available to other users, not even to the teacher).</p>
-
-<h3>Display learners reporting</h3>
-<p>The teacher can directly access details from the main <i>Users</i> page about each learner's participation in the course by clicking on the <i>Reporting </i>icon 
-</p><div class="odt-frame">
-<img src="images/100002010000001600000016811BD5C3.png"></div> next to the user's listing. This will link to the L<i>earners details in course</i> page, described more fully in chapter 15 above. <p></p>
-<p>
-
-</p>
-<a name="__RefHeading__10817_44459225"></a>
-<h1>Assessments</h1>
-<p>The <i>Assessments</i> tool 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020C48CB948.png"></div>
- is where you, as teacher, can establish success criteria for the course
- (i.e. the pass-mark, merit rankings etc.), involving the allocation of 
-weightings to various activities, tests etc. You can also use the 
-assessments tool to generate and issue certificates to learners on 
-successful completion of the course. Click on the tool to display the 
-main <i>Assessments</i> page which may (once set up for the course) look like this to the teacher.<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004AA000001F5328CD02A.png"></div><p></p>
-<p>Illustration 100: Assessments – Example teacher view</p></div><p></p>
-<p>It allows you to prepare an overview report compiling learners' 
-achievements in the course overall, drawing on the results of activities
- undertaken in virtually every part of the online course, but also 
-including “external” activities undertaken in your classroom, outside of
- the online course.</p>
-<p>The learner can use the assessments tool as a “grade-book” to monitor
- his own progress, and will see a simpler, personalized view when he 
-clicks on the <i>A</i><i>ssessments </i>tool which will look something like this:</p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000049F00000156248A48A3.png"></div>Illustration 101: Assessments – Example learner view<p></p></div><p></p>
-<p><i>(Note: Before looking further into the assessments tool, make sure
- you have at least one learner subscribed to your course. (This is why 
-we cleverly put the </i><i>Users</i><i>&nbsp; chapter before this one!).
- In this chapter, it will be much easier to follow the examples if you 
-already have learners subscribed and a series of activities created. 
-Don't forget – until you choose to allow it, the user will not be able 
-to see the course anyway, as long as is configured as closed.)</i></p>
-
-<h2>Assessments pre-configuration</h2>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<img src="images/10000000000001B500000020E2D8B7C1.png"></div>The
- assessment tool, in order to work perfectly, requires several setting 
-to be correctly configured: the activities weighting, a minimum 
-certification score (pass-mark), skills rankings and a certificate 
-template. If these are not set correctly, and orange alert will be 
-displayed on the main <i>Assessments</i> page e.g. <p></p>
-<p>
-
-</p><h3>Total weight and minimum certification score</h3>
-<p>To view and edit this basic configuration , click on the edit icon 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020B8DD8E3C.png"></div> on the right side of the toolbar:<p></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000003730000017330967EDC.png"></div><p></p>
-<p>Illustration 102: Assessments – General settings</p></div><p></p>
-<p>The <i>Total weight</i> of the course is important for assigning individual weightings to activities (see below). The <i>Minimum </i><i>certification score</i> defines the pass-mark for the course.</p>
-<p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-
-</p><h3>Weights</h3>
-<p>The weights allow you to define the relative importance of each of 
-the activities (from the platform or in-person) within the assessment. 
-Click on the <i>Weight in report</i> icon 
-</p><div class="odt-frame">
-<img src="images/1000020100000016000000162053E1CE.png"></div>
- to go the general weights page. (If you don't have any activity 
-registered at this point, come back to this section a bit later.)<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000003C20000015E74C5C472.png"></div><p></p>
-<p>Illustration 103: Assessments - Weights</p></div><p></p>
-<p>It is strongly recommended that you define the total of the weights 
-as 100 (or the equivalent total value for the course defined in the 
-previous section), otherwise it becomes really complicated to understand
- all the possible relative scoring issues.</p>
-
-<h3>Skills ranking</h3>
-<p>Skills ranking allow you to define ranks for the scores, so that they
- can be more easily represented literally and graphically. Click on the 
-podium icon 
-</p><div class="odt-frame">
-<img src="images/1000020100000020000000200BFD2B16.png"></div>:<p></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000002CE00000213E38CDDDE.png"></div><p></p>
-<p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>Illustration 104: Assessments – Skills ranking</p></div><p></p>
-<p>As well as a pass-mark, you can add additional options: e.g. the 
-names you want to give to any score band to make it faster to read 
-generic reports.</p>
-
-<h3>Certificate template</h3>
-<p>Finally, it is possible to create a certificate generated 
-automatically using the learner's data stored in the platform. To set 
-this up, click the large certificate icon 
-</p><div class="odt-frame">
-<img src="images/1000020100000030000000303EBC8A51.png"></div> on the toolbar. This will bring up a screen displaying a list of existing certificates, with tool-bar options to import 
-<div class="odt-frame">
-<img src="images/100002010000002000000020826CD697.png"></div> or create certificates. Click the <i>Create certificate </i>icon 
-<div class="odt-frame">
-<img src="images/1000020100000020000000205B54E22E.png"></div> to go to a page similar to the document creation tool, which allows you to design a certificate:<p></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000036E0000029A232D7EFF.png"></div><p></p>
-<p>Illustration 105: Assessments – Certificate template creation</p></div>
-<div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000001450000014AD6693C38.png"></div><p></p>
-<p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>Illustration 106: Tags for use </p>
-<p>in the certificate template</p></div><p></p>
-<p>
-</p><p>
-</p><p>Note that above the main online editor, the page also displays a 
-list of tags which can be used to generate a certificate template 
-displaying the appropriate data for any given learner once he/she 
-finally fulfills all the assessment objectives. </p>
-<p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>The main Certificate page lists the certificates that have been uploaded or created. </p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004AA0000012CCBD4BCC5.png"></div>Illustration 107: Assessments – Certificates templates list<p></p></div><p></p>
-<p>Click on the 
-</p><div class="odt-frame">
-<img src="images/1000020100000016000000162012C104.png"></div>
- icon to select this document as the default certificate template ( It 
-will turn coloured when selected). This is the certificate which will be
- issued to students. You can return to the assessments screen through 
-the breadcrumb navigation (click <i>Assessments</i>).<p></p>
-<p>
-
-</p><h2>Add a classroom activity</h2>
-<p>A “classroom” activity refers to any component of the overall 
-assessment not undertaken inside the Chamilo platform. Any assessed 
-activity can be added a <i>classroom activity</i> and therefore become 
-part of your overall course assessment. As such, you will of course need
- to add the relevant details manually to the Assessments. To do this, in
- the main assessment page, click on the <i>Add classroom assessment </i>icon 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020A25A08CA.png"></div> in the tool-bar.<p></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000024D000001F93D8E1D33.png"></div><p></p>
-<p>Illustration 108: Assessments – Classroom activity</p></div><p></p>
-<p>The name, weighting and maximum score for the activity need to be 
-entered, and the teacher can also choose whether to make the activity 
-visible and whether to grade learners.</p>
-<p>
-</p><p>You will only be able to add results for classroom activities for
- learners subscribed to your course. Scoring the Classroom activity is 
-straightforward – click the relevant activity listed in the main<i> </i><i>Assessments</i> page and then the<i> edit</i> icon 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020B8DD8E3C.png"></div> either next to the learner's listing or (to score a list of learners) in the toolbar:<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004A9000001A8147D0E88.png"></div>Illustration 109: Assessments – Classroom activities – Filling in results<p></p></div><p></p>
-<p>The scores will be added to the assessment data and included in each student's grade-book.</p>
-<p>
-
-</p><h2>Add an online activity</h2>
-<p>Within the Chamilo course, not only tests but a whole range of activities can be scored and added to the <i>Assessments </i>tool for consideration in the overall grading of students. The <i>Add an online activity </i>tool 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020DA6D7971.png"></div>
- allows you to create a link from the assessment to one of the following
- types of resources in your course (these resources already have scoring
- capabilities):<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000359000001CA48788B25.png"></div><p></p>
-<p>Illustration 110: Assessments – Add online activity</p></div><p></p>
-<ul>
-<li>
-<p>Tests,</p></li>
-<li>
-<p>Assignments,</p></li>
-<li>
-<p>Learning paths,</p></li>
-<li>
-<p>Forum threads,</p></li>
-<li>
-<p>Attendances,</p></li>
-<li>
-<p>Surveys</p>
-<p></p></li></ul>
-<p>Work through the drop-down lists to locate the activity visible in 
-the list of activities for this assessment, and click to include the 
-activity in the assessments so that it counts towards the learners' 
-overall grade.</p>
-<p>
-</p><p>
-
-</p><h2>List view</h2>
-<p>
-</p><p>The list view 
-</p><div class="odt-frame">
-<img src="images/100002010000001600000016811BD5C3.png"></div> view in the <i>Assessments</i>
- tool allows you to list all learners and their results at any point 
-through the course, as well as charts illustrating students' 
-achievements overall for each assessment and a combined chart for all 
-resources. (This resource is obviously more useful at the end of a 
-course – when students have completed all the assessed activities). The 
-view can be printed or exported in various formats (.xml, .doc, .pdf, 
-.csv) using the relevant tool-bar icons.<p></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004AE0000027768AAE5D7.png"></div>Illustration 111: Assessments – List view<p></p></div><p></p>
-<p><b>Note</b>: This view only works if skills ranking rules have been fully defined.</p>
-<p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-
-</p><h2>Manage activities</h2>
-<p>It is possible to manage activities listed in the <i>Assessments</i> page quickly and efficiently using the icons found next to each individual activity:</p>
-<p>
-<table border="1" cellpadding="0" cellspacing="0">
-<tbody><tr>
-<td><b>Icons</b></td>
-<td><b>Features</b></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020B8DD8E3C.png"></div><p></p></td>
-<td>
-<p>Update the activity's settings (title, weight, etc)</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020100000016000000165D939B96.png"></div><p></p></td>
-<td>
-<p>Remove an activity from the assessment. Classroom activities will be deleted, online activities detached from the assessment</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020100000016000000164E6D02FE.png"></div><p></p></td>
-<td>
-<p>Change the visibility of the results of the activity in the learners' “gradebook” view.</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000000160000001636E4CC85.png"></div><p></p></td>
-<td>
-<p>Show the history of changes of this activity's settings</p></td></tr></tbody></table>
-</p><p>
-</p><p>It is also possible to group assessment activities within several
- “categories” within the overall assessment for the course. Be careful 
-when you do this about assigning total scores and weightings for the 
-overall course and for “categories” within the course – it can get your 
-head in a spin! To create a category folder, click the <i>Create Assessment </i>icon 
-</p><div class="odt-frame">
-<img src="images/10000201000000200000002038991C9A.png"></div> in the tool-bar and complete the required details:<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000033F0000016707A72BBF.png"></div><p></p>
-<p>Illustration 112: Assessments – creating categories</p></div><p></p>
-<p>Assessment activities can be added to the various categories through 
-the drop down list in the creation/editing form for each activity. Quick
- navigation is also possible from categories in the list to the <i>weightings</i> page 
-</p><div class="odt-frame">
-<img src="images/1000020100000016000000162053E1CE.png"></div> and to the <i>list view</i> 
-<div class="odt-frame">
-<img src="images/100002010000001600000016811BD5C3.png"></div>.<p></p>
-<p>
-</p><p>
-
-</p>
-<a name="__RefHeading__10819_44459225"></a>
-<h1>Wiki</h1>
-<p>The <i>Wiki</i> tool 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020F1FE1347.png"></div>
- is a collective or collaborative redaction tool. It allows users to 
-work together on a single document, and to follow the history of 
-modifications. It also allows you to save time and be more efficient 
-during a group task. In many ways, it complements the forum tool.<p></p>
-<p>
-</p><p>A wiki page can contain many links to other pages, which may or 
-may not (yet) have existing content. Wiki pages can be updated; each 
-contributor sharing the same rights to write and edit content. 
-Originally designed to support collaboration between learners, the wiki 
-may, at the beginning of a course, consist only of a list of links 
-inserted by the teacher, pointing to empty pages which each learner will
- have to build using one another's ideas, views and experiences.</p>
-<p>
-
-</p><h2>Starting the wiki</h2>
-<p>The main page is the entry point of the wiki. It can initially be 
-edited only by the teacher, who unlocks it through this initial action. 
-Until he does this, learners cannot access it.</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004AA000001CECC0B9BCB.png"></div>Illustration 113: Wiki – Main page<p></p></div><p></p>
-<ul>
-<li>
-<p>Click the <i>Edit this page</i> icon 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020B8DD8E3C.png"></div>,<p></p></li>
-<li>
-<p>Remove the existing content and replace it by new content (for example, a list of links pointing to other pages of the wiki),</p></li>
-<li>
-<p>Add a comment explaining your contribution,</p></li>
-<li>
-<p>Click <i>Save</i>.</p></li></ul>
-<p>
-
-</p><h2>Add a new linked page</h2>
-<p>From the page you're going to add the link to:</p>
-<ul>
-<li>
-<p>click the <i>Edit this page </i>icon,</p></li>
-<li>
-<p>click the line you want to add the link on, then <b>either</b>:</p></li>
-<li>
-<p>add the text between double square brackets [[<i>link to the page to be created</i>]]. Once saved, the text entered between brackets will be transformed into a link to a new empty page,</p></li>
-<li>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000001DE0000015AF64680D5.png"></div><b>or</b> click the <i>Insert/Edit Wiki Link</i> icon in the editor to indicate the name of the new page to be created, <p></p></li></ul>
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000026F0000009C84FE5516.png"></div><p></p>
-<p>
-</p><ul>
-<p></p>
-<p>
-</p><p>
-</p><p>
-</p><p>
-</p><li>
-<p>click <i>Save</i>.</p></li></ul>
-
-<h2>Add a new orphan page</h2>
-<p>By clicking the <i>Add new page</i> link inside the drop-down menu icon 
-</p><div class="odt-frame">
-<img src="images/100002010000001600000016BF9C3CE7.png"></div>
- , you create a new page, unrelated to the rest of the wiki. This is one
- way of preparing a page which will temporarily not be visible to users 
-(at least not in the usual way).<p></p>
-<p><b>Note</b> : Orphan pages can be listed from the <i>All pages</i> link in the drop-down menu.</p>
-<p>
-
-</p><h2>Commenting a page</h2>
-<p>By clicking the <i>Discuss this page</i> icon 
-</p><div class="odt-frame">
-<img src="images/1000020100000016000000167C4D9879.png"></div>,
- you get access to a form to add/see comments. This area is visible and 
-can be updated by any user. Other actions which can be executed on wiki 
-pages are:<p></p>
-<p>
-<table border="1" cellpadding="0" cellspacing="0">
-<tbody><tr>
-<td><b>Icons</b></td>
-<td><b>Features</b></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000000200000002087CB80BA.png"></div><p></p></td>
-<td>
-<p>Check the history of changes of a page</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000000200000002027BFB708.png"></div><p></p></td>
-<td>
-<p>Show a list of pages linked to the current page</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000000200000002089372ADD.png"></div><p></p></td>
-<td>
-<p>Delete the current page</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020100000016000000160B58A6B5.png"></div><p></p></td>
-<td>
-<p>Export the page as an HTML document</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020D0F16A21.png"></div><p></p></td>
-<td>
-<p>Export the page as a PDF document</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020000000010000000102482A867.gif"></div><p></p></td>
-<td>
-<p>Get an e-mail notification of all changes made to this page</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020100000016000000164E6D02FE.png"></div><p></p></td>
-<td>
-<p>Make a page visible/invisible to learners</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000001600000016C7342E1A.png"></div> 
-<div class="odt-frame">
-<img src="images/100002010000001600000016DBB6DC1F.png"></div><p></p></td>
-<td>
-<p>Lock / Unlock a page for edition by learners</p></td></tr></tbody></table>
-</p><p>
-
-</p><h2>Other wiki features</h2>
-<p>
-</p><p>The menu located in the top left corner (drop-down menu) gives access to other wiki features, regardless of the current page:</p>
-<ul>
-<li>
-<p>search titles or contents of pages,</p></li>
-<li>
-<p>display a list of all the pages,</p></li>
-<li>
-<p>list only the latest modifications,</p></li>
-<li>
-<p>remove the whole wiki (be careful with this command!),</p></li>
-<li>
-<p>see the most active users,</p></li>
-<li>
-<p>see the most visited pages,</p></li>
-<li>
-<p>see the most updated pages,</p></li>
-<li>
-<p>see all orphan pages,</p></li>
-<li>
-<p>see all empty pages (wanted pages) created as such in order to invite somebody else to add content on a given topic.</p></li></ul>
-
-<a name="__RefHeading__10821_44459225"></a>
-<h1>Links</h1>
-<p>The Li<i>nks</i> tool 
-</p><div class="odt-frame">
-<img src="images/1000020100000040000000408606FD6D.png"></div>
- allows you to create a library of internal and external links which 
-learners can use in a course as they work their way through the learning
- path.<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000051A000001B1B0387B2B.png"></div><p></p>
-<p>Illustration 114: The Links page</p></div><p></p>
-<p>
-
-</p><h2>Links categories</h2>
-<p>
-</p><p>You can create links categories in Chamilo, allowing for a better
- organizational structure when your library contains a lot of links. </p>
-<ul>
-<li>
-<p>Click the <i>Add a category</i> icon 
-</p><div class="odt-frame">
-<img src="images/10000201000000200000002038991C9A.png"></div>,<p></p></li>
-<li>
-<p>Give a clear name to your category,</p></li>
-<li>
-<p>Add a description if needed,</p></li>
-<li>
-<p>Click the <i>Add a category </i>button.</p>
-<p></p></li></ul>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000023200000122D0A1235A.png"></div><p></p>
-<p>Illustration 115: Links - Add a category</p></div><p></p>
-
-<h2>Links</h2>
-<p>A link can be added in a category or at the root level:</p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000031800000228710BA32B.png"></div><p></p>
-<p>Illustration 116: Links - Add link</p></div><p></p>
-<p>To add a link:</p>
-<ul>
-<li>
-<p>Click the <i>Add a link</i> icon 
-</p><div class="odt-frame">
-<img src="images/1000020100000016000000166FB86219.png"></div><p></p></li>
-<li>
-<p>Add the link's URL,</p></li>
-<li>
-<p>Give it a label,</p></li>
-<li>
-<p>Add a description of what is on the other side of the link, if desired,</p></li>
-<li>
-<p>Select a category if desired,</p></li>
-<li>
-<p>Choose whether to show the link on the course homepage or not,</p></li>
-<li>
-<p>Click the <i>Save link </i>button.</p></li></ul>
-<p>
-
-</p><h2>Manage links</h2>
-<p>Links management uses the usual action icons:</p>
-<p>
-<table border="1" cellpadding="0" cellspacing="0">
-<tbody><tr>
-<td>
-<p>Icons </p></td>
-<td>
-<p>Features</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020B8DD8E3C.png"></div><p></p></td>
-<td>
-<p>Edit links or categories</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000000200000002089372ADD.png"></div><p></p></td>
-<td>
-<p>Remove links or categories</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000002900000011684DB4F3.png"></div><p></p></td>
-<td>
-<p>Re-organize links and categories order</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020D4989FD8.png"></div> 
-<div class="odt-frame">
-<img src="images/1000020100000020000000203A64CCE2.png"></div><p></p></td>
-<td>
-<p>Show/Hide a link</p></td></tr></tbody></table>
-</p><p>
-
-</p><h2>Links checker</h2>
-<p>Since version 1.8.8.4, you can (manually) check whether a link is alive. To do this, click the small magnifier icon 
-</p><div class="odt-frame">
-<img src="images/100002010000001600000016F21925F1.png"></div> on the right side of the link as it is listed in the Links page. After a few seconds (or less), an icon appears. A green tick 
-<div class="odt-frame">
-<img src="images/10000201000000160000001695541035.png"></div> means the link is valid. A red sign 
-<div class="odt-frame">
-<img src="images/100002000000001300000013CC6D8477.gif"></div> means the link is broken.<p></p>
-<p>
-</p><p><b>Note</b>: the links checker effectively tries to connect to the given link <b>from the server. </b>As
- such, a link that works for you might not work for the server, and 
-vice-versa. This will require the server to be equipped with the CURL 
-library. Check with your admin if this is the case.</p>
-<p>
-</p><p>
-
-</p>
-<a name="__RefHeading__10823_44459225"></a>
-<h1>Announcements</h1>
-<p>The <i>Announcements</i> tool 
-</p><div class="odt-frame">
-<img src="images/1000020100000040000000402E85A53D.png"></div> lets you send a message by e-mail to your learners and/or publish an message directly to the course.<p></p>
-<p>
-</p><p>These announcements can be used, for example, to inform learners 
-of the recent availability of a document, of the deadline for an 
-assignment or any news or information related to the course.</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004820000011121389A19.png"></div>Illustration 117: Announcements page<p></p></div><p></p>
-
-<h2>Add an announcement</h2>
-<p>From the main Announcement page:</p>
-<ul>
-<li>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000052700000260BDDABBE3.png"></div><p></p>
-<p>Illustration 118: Add an announcement</p></div>click the <i>Add an announcement</i> icon 
-<div class="odt-frame">
-<img src="images/1000020100000016000000160383BCF1.png"></div>,<p></p></li>
-<li>
-<p>by default, the announcement will be sent to all users, but it is possible to edit the list of recipients by clicking on the <i>visible to </i>link 
-</p><div class="odt-frame">
-<img src="images/10000201000000160000001620D467B1.png"></div><p></p></li>
-<li>
-<p>the announcement can be sent by e-mail to the course users (check the <i>Send this announcement by email to selected groups/users</i> box),</p></li>
-<li>
-<p>add an announcement subject,</p></li>
-<li>
-<p>write the main announcement using the editor,</p></li>
-<li>
-<p>add an attachment if desired,</p></li>
-<li>
-<p>click <i>Send announcement</i>.</p></li></ul>
-<p>
-</p><p>Note: since version 1.8.8.4, you can use tags inside your 
-announcements (just copy-paste them). These tags will be automatically 
-replaced by the corresponding value when sent by e-mail or displayed on 
-the platform to users.</p>
-<p>
-</p><p>Announcements will appear to recipients like this on the platform:
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000002D4000001229F465C3C.png"></div><p></p>
-<p>Illustration 119: Announcements – learner view</p></div><p></p>
-<p>
-
-</p><h2>Announcements management</h2>
-<p>Announcements can be managed through the familiar action icons:</p>
-<table border="1" cellpadding="0" cellspacing="0">
-<tbody><tr>
-<td>
-<p>Icons</p></td>
-<td>
-<p>Features</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020B8DD8E3C.png"></div><p></p></td>
-<td>
-<p>Update the title, body or settings of the announcement</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000002900000011684DB4F3.png"></div><p></p></td>
-<td>
-<p>Re-order announcements position</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020D4989FD8.png"></div> 
-<div class="odt-frame">
-<img src="images/1000020100000020000000203A64CCE2.png"></div><p></p></td>
-<td>
-<p>Show / Hide announcement to learners</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020000000010000000102482A867.gif"></div><p></p></td>
-<td>
-<p>Indicates the announcement has been sent by e-mail</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000200000000100000000F85BCA01E.gif"></div><p></p></td>
-<td>
-<p>Indicates the announcement includes an attachment</p></td></tr></tbody></table>
-<p>
-
-</p>
-<a name="__RefHeading__10825_44459225"></a>
-<h1>Glossary</h1>
-<p>Chamilo integrates a glossary tool 
-</p><div class="odt-frame">
-<img src="images/100002010000004000000040079ED0B6.png"></div>
- to allow the teacher to define terms or expressions in the same way as a
- dictionary. No term is defined by default - it is the teacher's 
-responsibility to define important terms.<p></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000005130000014E3FCCB081.png"></div>Illustration 120: Glossary – Table view<p></p></div><p></p>
-
-<h2>New term</h2>
-<p>To add a new term:</p>
-<ul>
-<li>
-<p>click on <i>Add new glossary term </i><i>
-</i></p><div class="odt-frame"><i>
-<img src="images/1000020100000020000000208FF5D9D0.png"></i></div>,<p></p></li>
-<li>
-<p>enter the term in the first field,</p></li>
-<li>
-<p>give the term's definition,</p></li>
-<li>
-<p>click the <i>Save term</i> button.</p></li></ul>
-<p>
-</p><p>A definition can be enriched by images and links:</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000004B30000022ADC37B410.png"></div><p></p>
-<p>Illustration 121: Glossary – add a term</p></div><p></p>
-<p></p>
-<p>By default terms are displayed in T<i>able view </i><i>
-</i></p><div class="odt-frame"><i>
-<img src="images/100002010000002000000020FA8B8749.png"></i></div>
- – suitable for a large number of terms with a brief definition. For a 
-smaller list of fuller definitions, both teacher and learner may wish to
- choose the more attractive <i>List view </i><i>
-<div class="odt-frame">
-<img src="images/10000201000000200000002005C8CE3A.png"></div></i><i> :</i><p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020100000526000001EF6BBA4D6E.png"></div><p></p>
-<p>Illustration 122: Glossary – List view</p></div><p></p>
-<p>
-
-</p><h2>Glossary terms management</h2>
-<p>Glossary terms management is done through the usual action icons:</p>
-<p>
-<table border="1" cellpadding="0" cellspacing="0">
-<tbody><tr>
-<td>
-<p>Icons</p></td>
-<td>
-<p>Features</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020B8DD8E3C.png"></div><p></p></td>
-<td>
-<p>Edit term</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000000200000002089372ADD.png"></div><p></p></td>
-<td>
-<p>Delete term</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000000200000002005C8CE3A.png"></div><p></p></td>
-<td>
-<p>Show the list view</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020FA8B8749.png"></div><p></p></td>
-<td>
-<p>Show the table view</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020BDAF8DE8.png"></div> 
-<div class="odt-frame">
-<img src="images/1000020100000020000000201B0E4544.png"></div><p></p></td>
-<td>
-<p>Export/import glossary as a .csv file</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020D0F16A21.png"></div><p></p></td>
-<td>
-<p>Export to .pdf</p></td></tr></tbody></table>
-
-</p>
-<a name="__RefHeading__14628_2027752126"></a>
-<h1>Attendances</h1>
-<p>In 2010, an academical institution co-financed the development of the A<i>ttendances</i> tool 
-</p><div class="odt-frame">
-<img src="images/1000020100000020000000202A77DB84.png"></div> as well as the <i>course progress</i>
- tool (see next chapter) with a set of basic specifications. Over time 
-it has evolved, thanks to the many suggestions from community users and 
-the financial support of some customers. Today it's a more advanced 
-tool, but it is still very young, which explains why its interface still
- leaves room for improvement.<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000511000001463E67168E.png"></div>Illustration 123: Attendances – main page<p></p></div><p></p>
-<p>Before you go further with this chapter, do make sure you have 
-learners subscribed to your course, otherwise your attempts to use it 
-will not work. If need be, review the Users chapter on page 95. Without 
-learners subscribed, it is practically impossible to make sense of the 
-attendances tool.</p>
-<p>
-
-</p><h2>Create an attendance sheet</h2>
-<p>To get started, click the <i>Create a new attendance list </i>icon 
-</p><div class="odt-frame">
-<img src="images/1000020100000020000000209B25A1DF.png"></div>:<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000052500000280AC0B526E.png"></div><p></p>
-<p>Illustration 124: Attendances – New attendances form</p></div><p></p>
-<p></p>
-<p>Fill in the main title/description fields and tick if you wish to 
-grade the attendances. If you do so you can select an assessment to link
- attendances to, write a column header for the report and add a 
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000036B0000012E2C26A29E.png"></div><p></p>
-<p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>Illustration 125: Attendances – Intermediary step for dates creation</p></div>weighting to activities. Finally, click <i>save </i>and you will be prompted to add a time and date:<p></p>
-<p>
-</p><p>
-</p><p>Selecting <i>repeat date </i>allows to you quickly generate a series dates and time for regular sessions e.g. weekly at 22.00 hrs. Click <i>Save</i> again to view a list of the dates chosen: </p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000001C6000000FEF208A398.png"></div>Illustration 126: Attendances calendar<p></p></div><p></p>
-<p>
-</p><p>These are fully editable (e.g. if one week is a holiday, delete) and, equally, you can add to the dates/times using the <i>add a date and time</i> icon 
-</p><div class="odt-frame">
-<img src="images/10000201000000100000001043ECFC13.png"></div> in the toolbar. You can also clear the entire list of dates and times using the <i>clear the calendar of all lists </i>icon 
-<div class="odt-frame">
-<img src="images/10000201000000160000001668053DAF.png"></div>. To view the attendance sheet for the relevant activity click the A<i>ttendance sheet </i>icon 
-<div class="odt-frame">
-<img src="images/1000020100000020000000201B45D04B.png"></div><p></p>
-<p>
-</p><p>
-
-</p><h2>Recording attendances</h2>
-<p>Having set up your course sessions, you'll need to start recording your learners' attendances. You do this using the <i>Attendances sheet, </i>which you can access from the main <i>Attendances </i>page
- by clicking on the relevant listing. You'll see a list of learners' 
-names in the first column, then one column for each attendance date. 
-Generally, the default column enabled will be the first one that hasn't 
-been modified yet.</p>
-<p>
-</p><p>The <i>Attendance sheet </i>displays a table with columns listing users, their attendance and dates/times. What dates you view is controlled by the <i>Filter </i>drop down menu in the toolbar (choose “all” and click <i>filter </i>to see them all). To enable editing of each date column, click the “padlock” 
-</p><div class="odt-frame">
-<img src="images/100002010000001600000016C7342E1A.png"></div> in the column heading. <p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000051A00000251077D3FDD.png"></div><p></p>
-<p>Illustration 127: Attendances sheet</p></div><p></p>
-<p>By default, the system assumes all learners are attending the course session, so <b>only </b>take note of <b>missing</b> learners, by <b>unchecking</b> the learner's box to mark his absence.</p>
-<p>
-</p><p>A learner missing more than 10% of the total number of sessions 
-will be marked by an orange background. A learner missing more than 25% 
-of the sessions will be marked by a red background. (These colourings 
-are fixed parameters which cannot, at this point in time, be modified 
-inside the platform.)</p>
-<p>
-</p><p>An attendance sheet can be included in the assessments tool as a 
-marked resource, to count towards a students overall grades for the 
-course.</p>
-
-<a name="__RefHeading__14634_2027752126"></a>
-<h1>Course progress</h1>
-<p>The <i>Course progress </i>tool 
-</p><div class="odt-frame">
-<img src="images/1000020100000020000000209CC8F837.png"></div> (or perhaps <i>Course diary</i>
- - the name of this tool is still under consideration) allows the 
-teacher to build a course program to be shown (optionally) on the course
- homepage to include a progress status relative to the current teachers 
-and learners' progress in the scheduled topic preparation.<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000004300000018D370F1818.png"></div>Illustration 128: Course progress – Learner view<p></p></div><p></p>
-<p>This tool is only useful in the case of “synchronous” courses, in 
-which the teacher and the learners progress through the course 
-concurrently. Configuring <i>Course progress </i>is quite easy, although quite a lengthy process.</p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000042D00000258CD869594.png"></div>Illustration 129: Course progress – Teacher view<p></p></div><p></p>
-<p></p>
-
-<h2>Create a thematic section</h2>
-<p>
-</p><p>The thematic sections represent the highest level in the course 
-progress' structure. You need to create sections in order to be able to 
-create other levels of the structure.</p>
-<p>
-</p><p>To create the first section, create the <i>New thematic section</i> icon 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020527E18F6.png"></div> and complete the relevant fields using text, images etc.<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000042E0000015A6118DE96.png"></div>Illustration 130: Course progress – invitation to create a thematic plan<p></p></div><p></p>
-<p>On clicking <i>Save </i>you will be invited to create new thematic plan:</p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004A1000000E8AA55619B.png"></div>Illustration 131: Course progress – invitation to create a thematic plan/advance<p></p></div><p></p>
-<p>
-
-</p><h2>Define the thematic plan</h2>
-<p>
-</p><p>Once the thematic section has been created, you can edit its entry in the <i>Thematic plan</i> column. The <i>Thematic</i> <i>plan </i>is the definition of the objectives, methodology and other details of the newly created thematic section. Click on the <i>Thematic plan </i>icon 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020ABAA6BD9.png"></div>
- to show a form containing several fields in each of which which you can
- enter a title and description which will be displayed on the main C<i>ourse progress </i>page. By default, the fields are titled: <i>Objectives, skills to acquire, Methodology, Infrastructure, Assessment </i>and<i> Other, </i>although these can be edited as appropriate. Fields with no description added will not be displayed.<p></p>
-<p>
-</p><p>
-</p><p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000003BE000000FA62A1DC77.png"></div>Illustration 132: Course progress – example title and description fields<p></p></div><p></p>
-<p>
-
-</p><h2>Create steps for the course progress</h2>
-<p>The steps (termed <i>Thematic advance</i>) are the dates on which you will teach the specific content of the relevant <i>Thematic section</i>. Having saved the <i>thematic plan, </i>return to the main <i>course progress </i>page using the breadcrumb navigation and click on the <i>New</i> t<i>hematic advance </i>icon<i> </i><i>
-</i></p><div class="odt-frame"><i>
-<img src="images/10000201000000100000001043ECFC13.png"></i></div><i> </i>in the relevant section.<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000003B800000207C1020A63.png"></div><p></p>
-<p>Illustration 133: Course progress – Steps creation</p></div><p></p>
-<p>Here you can, enter the date for each teaching session and the 
-contents of what is to be covered specifically in that session. You can 
-either enter dates and times manually or link to dates previously 
-defined in the <i>attendance sheets </i>(see Attendances-Attendances on 
-page 116). Where the Course progress tool is used, progress through the 
-course will be displayed on the main course page:</p>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000000FC0000008F0DF84E14.png"></div><p></p>
-<p>
-
-</p>
-<a name="__RefHeading__10827_44459225"></a>
-<h1>Agenda</h1>
-<p>The <i>Agenda</i> tool 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020C4F2BD15.png"></div> allows the teacher to manage a course calendar/diary which integrates with the personal <i>Agenda</i>
- tool available to each individual user. In Chamilo 1.9 the user 
-interface of the tool is very different (and more up-to-date) than in 
-previous versions, though the underlying functionality remains 
-essentially the same. Each course has it's own <i>Agenda</i>, while a “global” view (i.e. a view of events from all the courses to which the user is subscribed) is also available via the <i>Personal</i> <i>Agenda</i> tab. The <i>Personal</i> <i>Agenda</i>
- tab displays course events in green, and also allows users to add 
-“personal” events, displayed in blue, which will not appear in other 
-users' agendas. A teacher can view and edit course and personal events, 
-while learners will have the same view, but will only be able to edit 
-their own personal events.<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000436000001EC266FDA51.png"></div>Illustration 134: Personal Agenda<p></p></div><p></p>
-<p>Viewing and navigating the course <i>Agenda </i>and<i> Personal Agenda </i>is straightforward and intuitive. The user can choose a <i>month, week</i> or <i>day</i>
- view using the buttons on the top right of the page, move forward and 
-backwards through the months/weeks/days using the left and right arrows,
- and return to “today”'s view using the button on the left. Details of 
-each event can be viewed simply by hovering over or clicking on the 
-event title in the calendar.</p>
-<p>
-
-</p><h2>Adding an event to the course agenda</h2>
-<p>Events can be added to the course <i>Agenda</i> in two ways. The simplest and quickest way is simply to click on the relevant date/day/time in the course <i>Agenda </i>(choose
- week or day view to select a specific time or timescale). You can 
-select users who can see the event, add a title and a brief verbal 
-description, and decide whether to also send the event as an 
-announcement/email:</p>
-<p>
-</p><p>
-</p><p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000026E0000022C4314D387.png"></div><p></p>
-<p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>Illustration 135: Adding an event directly to the calendar</p></div><p></p>
-<p>For a more fully configured event entry, however, click the <i>Add event </i>icon 
-</p><div class="odt-frame">
-<img src="images/10000201000000200000002067B2341D.png"></div>
- in the tool-bar. This will open a dialogue page allowing entry of a 
-title and the selection of users, but also a richer description (e.g. 
-using graphics), automatic repeat configuration (daily, weekly, monthly,
- yearly) and the option to add an attachment (to accompany email 
-announcements).<p></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004B00000029D84B36E72.png"></div>Illustration 136: Adding an event using the Add event tool<p></p></div><p></p>
-<p></p>
-
-<h2>Import and export events</h2>
-<p>
-</p><p>The Chamilo Agenda tool supports the import and export of 
-standard calendar files (Outlook, iCal). To import an Outlook file, 
-click the <i>Import Outlook </i>icon 
-</p><div class="odt-frame">
-<img src="images/1000020100000020000000207554E835.png"></div> in the tool-bar in the course <i>Agenda </i>and upload the relevant file as prompted. Then return to the <i>Agenda </i>using the <i>Agenda</i> icon 
-<div class="odt-frame">
-<img src="images/1000020100000020000000209DAF9165.png"></div>.<p></p>
-<p>
-</p><p>Users can export events as iCal from the pop-up window that 
-appears when they click on an event to view details. They can select the
- appropriate iCal format (<i>confidential, private, public</i>) for the 
-export at the bottom of the pop-up window, and teachers can edit or 
-delete the event using the appropriate button in the pop-up window:</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000001A4000000833E8D6A56.png"></div><p></p>
-<p>
-</p><p>Illustration 137: Export, edit or delete an event</p></div><p></p><i>(<b>Note</b>:
- Teachers only have access to the delete/edit buttons via the course 
-Agenda from the course homepage – not via the Personal Agenda tab, 
-where, like learners, they can only view/export events).</i>
-
-<h2>Adding an event to the personal Agenda</h2>
-<p>
-</p><p>The Personal Agenda, available at any point while navigating 
-Chamilo via the relevant tab, works in exactly the same way as the 
-course Agenda, except that options to create events are limited to the 
-“direct” method (i.e. clicking/dragging on the relevant date/times to 
-open a simple pop-up dialogue window (see above). Deleting, editing and 
-exporting options for “personal” events can also be effected (as with 
-the course <i>Agenda) </i>simply by clicking on an event to display a 
-pop-up dialogue box. Teachers and learners need to bear in mind that the
- (blue) personal events cannot be viewed by anyone other than 
-themselves.</p>
-
-<a name="__RefHeading__10829_44459225"></a>
-<h1>Dropbox</h1>
-<p>The <i>Dropbox</i> (document-sharing) tool 
-</p><div class="odt-frame">
-<img src="images/1000020100000040000000404906A7E0.png"></div>
- provide a place where users can leave files for each other, to be 
-downloaded as convenient, avoiding heavy e-mail downloads. Files can be 
-“dropped” there by the teacher for learners to collect, by a learner for
- other learners (if allowed by the platform administrator) or by a 
-learner for the teacher (although it is not really intended for the 
-delivery of homework or assignments, for which the <i>Assignments</i> tool should be used.)<p></p>
-<p>
-</p><p>While the basic concept of this tool is similar to popular tools 
-such as Dropbox or Google Drive, it actually predates these modern tools
- and doesn't work in quite the same way. For example, when working 
-collaboratively on one document, rather than open the “shared” file to 
-view and edit it directly users simply download the shared file, work on
- it, and upload it again to the dropbox (e.g. with changes). By default,
- altered files won't over-write the original version even though the 
-filename is the same, effectively making it easy to manage “versions” of
- a document differentiated by date/time of upload. All users have the 
-option to add a comment within the dropbox window to a shared document, 
-again a useful device for serious collaborative work. For example, it 
-allows a teacher to make a brief note about each student's contribution.</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004A5000001784DCC7D95.png"></div>Illustration 138: Dropbox – sent files<p></p></div><p></p>
-<p>
-
-</p><h2>Folders</h2>
-<p>The teacher can add folders to categorize his files a bit more 
-clearly. The shared folders (be they sent or received) are invisible to 
-learners and are only there for organizational purposes.</p>
-<p>
-</p><p>To create a new folder, click on the <i>Add a new folder </i>icon 
-</p><div class="odt-frame">
-<img src="images/10000201000000200000002038991C9A.png"></div>, enter a name for it in the field that appears at the top of the screen and click the <i>Create category</i> button.<p></p>
-<p>
-
-</p><h2>Send a file to specific users</h2>
-<ul>
-<p>
-</p><li>
-<p>click the <i>Share a new file </i>icon 
-</p><div class="odt-frame">
-<img src="images/10000201000000200000002041DFFD39.png"></div><p></p></li>
-<li>
-<p>click the <i>choose file</i> button and select the file on your computer,</p></li>
-<li>
-<p>decide whether to overwrite other files with the same name</p></li>
-<li>
-<p>in the <i>Send to </i>list, select the people to share the document 
-with (groups can also be selected by holding the CTRL key pressed while 
-clicking the names)</p></li>
-<li>
-<p>click the <i>Upload </i>button.</p></li></ul>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000001D1000001B5EE5FD858.png"></div><p></p>
-<p>Illustration 139: Dropbox – Sending a file</p></div><p></p>
-<p>Files will be listed under the “sent files” tab if they have been 
-uploaded by the user, and under the “received file” tab if the file was 
-uploaded by someone else all files can be instantly accessed by the 
-recipient as well as the sender.</p>
-<p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-
-</p><h2>Managing dropbox files</h2>
-<p>As well as the familiar icons, the dropbox tool offers a series of new management icons:</p>
-<p>
-<table border="1" cellpadding="0" cellspacing="0">
-<tbody><tr>
-<td>
-<p>Icons</p></td>
-<td>
-<p>Features</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020B8DD8E3C.png"></div><p></p></td>
-<td>
-<p>Edit the name of a folder</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000000200000002089372ADD.png"></div><p></p></td>
-<td>
-<p>Delete a folder</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020100000016000000167C4D9879.png"></div><p></p></td>
-<td>
-<p>Add a comment to the shared file</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000001600000016BBEC0EC4.png"></div><p></p></td>
-<td>
-<p>Shows next to the name of any new file</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020100000016000000163D0A4D5E.png"></div><p></p></td>
-<td>
-<p>Move the file to another folder</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020100000016000000169EFA1A34.png"></div><p></p></td>
-<td>
-<p>Save on your computer a compressed archive of all the files in the folder</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000001600000016DD08B5E8.png"></div><p></p></td>
-<td>
-<p>Save a copy of the corresponding file on your computer</p></td></tr></tbody></table>
-</p><p>
-</p><p><b>Note</b> : When a learner deletes a file sent to the system, this file is still available to the teacher</p>
-<p>
-
-</p><h2>Read and add comments on a file</h2>
-<ul>
-<p>
-</p><li>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020100000016000000167C4D9879.png"></div> click the <i>Comment </i>icon next to the file's name, <p></p></li>
-<li>
-<p>read the existing comments,</p></li>
-<li>
-<p>add a feedback comment in the text area available,</p></li>
-<li>
-<p>click the <i>Save feedback </i>button. </p></li></ul>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000498000001295F7E1A3E.png"></div><p></p>
-<p>illustration 140: Dropbox - Comments</p></div><p></p>
-
-<a name="__RefHeading__10831_44459225"></a>
-<h1>Groups</h1>
-<p>The <i>Groups</i> tool 
-</p><div class="odt-frame">
-<img src="images/1000020100000030000000300FAC4970.png"></div>
- allows a teacher to create and manage working groups of learners. This 
-is a simple organizational tool allowing for the automatic or manual 
-grouping of learners, yet from a pedagogical point of view this can be a
- very powerful tool for online learning. Group work encourages peer 
-support and interaction, helping a student overcome that sense of 
-isolation which is one of the main challenges he/she may face in online 
-study. In conjunction with other tools, the use of the <i>Groups</i><i> </i>tool
- can help to develop team-work skills, providing opportunities for task 
-leadership and for mutual reflection and feedback between learners. As 
-such , it can help students keep on task and enrich their online study 
-experience considerably.<p></p>
-<p>
-</p><p>The <i>Groups</i> tool allows a teacher to assign a range of 
-Chamilo tools (documents, agenda, assignments, announcements, forum, 
-wiki and chat) to a group which can be configured as private to the 
-group, effectively providing students with secure online workspaces 
-which cannot be viewed by other learners or groups.</p>
-<p>
-
-</p><h2>Create a group</h2>
-<p>
-</p><p>On the main <i>Groups</i> page, click the <i>Create new group(s) </i>icon 
-</p><div class="odt-frame">
-<img src="images/10000201000000200000002014EC7AD7.png"></div>.
- You will be prompted to enter the number of groups to create (this will
- speed up the process if you want to create more than one group) and 
-click the <i>Proceed to create group(s) </i>button:<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000178000000AA986F50A8.png"></div><p></p>
-<p>Illustration 141: Create <i>a group</i></p></div><p></p>
-<ul>
-<p>Give it a name, enter the number of empty seats you want in the group, and click <i>Create group(s)</i>. The new group will appear in the listings in the main <i>Groups</i> page. It can be deleted using the usual <i>Delete </i>icon 
-</p><div class="odt-frame">
-<img src="images/10000201000000200000002089372ADD.png"></div>.<p></p></ul>
-<p>
-</p><p>
-
-</p><h2>Groups settings</h2>
-<p>A teacher can access settings for the group from the toolbar in the main <i>Groups</i> page. Clicking the <i>Edit settings </i>icon 
-</p><div class="odt-frame">
-<img src="images/1000020100000016000000167346EDDD.png"></div>
- takes you to a page which allows you to limit the number of groups an 
-individual user can belong to, and to make default settings for all 
-groups including maximum group size, self registration and access 
-privileges for all the associated tools (documents, agenda, assignments,
- announcements, forum, wiki and chat):<p></p>
-<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004A000000267F16228F2.png"></div><p></p>
-<p>Illustration 142: Groups- settings</p></div><p></p>
-<p>Remember to click the <i>Save settings </i>button at the bottom of the page. These default settings can be edited by the teacher for each group using the <i>Edit this group </i>icon 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020B8DD8E3C.png"></div> to the right of each group listing in the main page.<p></p>
-<p>
-
-</p><h2>Auto-filling a group</h2>
-<p>To quickly add course members to a group, click the <i>Add users</i> icon 
-</p><div class="odt-frame">
-<img src="images/10000201000000160000001613D787E8.png"></div> on the right of the group listing on the main <i>Groups </i>page.
- Use the batch processing (drop-down list at the bottom) to 
-automatically fill several groups. You can't set parameters for filling 
-groups (e.g. alphabetical, random etc), but you can always edit the 
-group membership manually afterwards. You can clear all members from a 
-group by clicking the <i>Unsubscribe all users </i>icon 
-<div class="odt-frame">
-<img src="images/10000201000000160000001668053DAF.png"></div>
- in the listing. If you have a long list of groups to manage, use the 
-check boxes on the left and the batch processing option (i.e. the 
-drop-down list at the bottom) to automatically fill several groups:<p></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000003E30000016874D4A50B.png"></div>Illustration 143: Groups – Auto-fill groups<p></p></div><p></p>
-
-<h2>Fill a group manually</h2>
-<p>For a variety of reasons, a teacher may want to select group members 
-manually, i.e. choose which learners will work together, e.g. learners 
-with similar interests or goal, or an experienced learner with a 
-latecomer to the course. To do this, (whether or not the groups have 
-already been auto-filled) click the <i>Edit this group</i> icon 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020B8DD8E3C.png"></div> to add users manually:<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000368000002871BC933F9.png"></div>Illustration 144: Groups – Filling a group manually<p></p></div><p></p>
-<p>Select and add/remove users as required using the arrows. Any user can be added as a <i>coach </i>(i.e. group leader, tutor etc.) or as a <i>Group member – </i>this will be shown in the listing.</p>
-<p>
-
-</p><h2>Getting into a group space</h2>
-<p>
-</p><p>Group members can access the group's “workspace” simply by clicking the name of the relevant group in the listing on the main <i>Groups </i>page.
- The page will display the group description (e.g. a list of aims and 
-objectives) and details of membership, as well as it's own “toolbar” of 
-links to the group's various tools (<i>Forums, Documents, Agenda, Assignments, Announcements, Wiki </i>and <i>chat)</i> which link to the various (private) group workspaces:</p>
-<p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000004B600000250B6001265.png"></div> <p></p>
-<p>Illustration 145: Groups – Group space</p></div><p></p>
-<p>From the group space, you can query a learner's information sheet by 
-simply clicking on her name in the list of members in the lower part of 
-the page.</p>
-<p>
-
-</p><h2>Overview /Export of group members</h2>
-<p>A teacher can quickly view a list of group members by clicking on the <i>Groups overview</i> icon 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020BD744096.png"></div>
- on the main Groups page. From here, you can use the export feature, 
-which is described more fully in the chapter dedicated to the <i>Users</i> tool. Just click on the <i>Excel export</i> icon 
-<div class="odt-frame">
-<img src="images/100002010000002000000020DB6CAC06.png"></div> then open or save the file on your computer.<p></p>
-<p>
-
-</p><h2>Groups management</h2>
-<p>A teacher can manage groups in two ways – using the icons on the 
-right of each listing in the main Groups page (listed below) to manage 
-individual groups, and using the “batch management” feature (tick boxes,
- buttons and drop-down lists) displayed on the same page, which allows 
-the teacher to apply the same functions to several or all groups at 
-once. Using these methods together can save the teacher a lot of time 
-consuming organization. </p>
-<p>
-<table border="1" cellpadding="0" cellspacing="0">
-<tbody><tr>
-<td>
-<p>Ico
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020D830C46A.png"></div>ns<p></p></td>
-<td><b>Features</b></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020B8DD8E3C.png"></div><p></p></td>
-<td>
-<p>Update a group's settings</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000000200000002089372ADD.png"></div><p></p></td>
-<td>
-<p>Delete a group (confirmation pop-up) <b>and all its contents</b></p></td></tr>
-<tr>
-<td>
-<p></p></td>
-<td>
-<p>Fill a group with users automatically</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000000160000001668053DAF.png"></div><p></p></td>
-<td>
-<p>Empty the group</p></td></tr></tbody></table>
-</p><p>
-</p><p>
-</p><p>
-
-</p>
-<a name="__RefHeading__10833_44459225"></a>
-<h1>Chat</h1>
-<p>The <i>Chat</i> tool 
-</p><div class="odt-frame">
-<img src="images/10000201000000200000002013159CF9.png"></div>
- is an instant messaging tool which allows users in a course to exchange
- ideas, questions and answers in “live”, written conversation. <p></p>
-<p>
-</p><p>While it may seem rather slow (three seconds per post) and 
-limited in features to todays online users, the big advantage of this 
-tool compared to e.g. <i>Skype, Facebook</i> chat tools is it works as 
-part of the platform and, as such, does not require any external tool, 
-being guaranteed to work on all computers with the capability to use 
-Chamilo.</p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000002A5000001A7E8BC8F8F.png"></div><p></p>
-<p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>Illustration 146: The chat window</p>
-<p></p></div><p></p>
-<p>If users have configured their picture in the <i>Social network </i>(or <i>Profile</i>) tab, it will appear next to their name. It's up to the teacher to delete previous messages when he considers it necessary. </p>
-<p>
-
-</p><h2>Send a message</h2>
-<p>Enter the text inside the field located at the bottom of the page, then click the <i>Send message</i><i> </i>button. Inside the messages list, the messages from the teacher appear with a corresponding icon in front of the user's name.</p>
-
-<h2>Empty messages</h2>
-<p>You can disconnect from the platform and still have access to previous messages, providing your reconnect the same day.</p>
-<p>To delete a conversation before starting a new one, click the <i>Clear the chat</i><i> </i>link.</p>
-<p>
-</p><p><b>Note</b>: Chat history logs are normally saved inside the documents tool, in a hidden folder called <i>Chat history. </i>Clearing the chat will also delete the history of the chat for this whole date.</p>
-<p>
-
-</p>
-<a name="__RefHeading__10835_44459225"></a>
-<h1>Survey</h1>
-<p>The S<i>urvey</i> tool 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020BEFEA5E4.png"></div>
- allows the teacher to collect information, views and opinions from 
-course participants. It might typically be used during or at the end of a
- course as an aid to overall course evaluation, or it may be used at the
- beginning of a course to gather information about learners' interests, 
-aspirations, previous achievements etc. in order to help the teacher 
-tailor aspects of the course content to suit his learners. <p></p>
-
-<h2>Survey creation</h2>
-<ul>
-<p>To create a survey, click the <i>Create survey</i> icon 
-</p><div class="odt-frame">
-<img src="images/1000020100000020000000202084DAB9.png"></div> on the main S<i>urvey </i>page<i>:</i><p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020100000380000002DFD24E8A00.png"></div><p></p>
-<p>Illustration 147: Surveys – Creation form</p></div><p></p>
-<p>Complete the fields, giving your survey a <i>Code</i>, a <i>Title, </i>and a <i>Subtitle </i>(description).
- Optionally, you can set a start and end date so the survey is only 
-available for a limited time. You can choose whether your survey will be
- anonymous (users' answers will not be identifiable) by checking the 
-relevant box. Finally, write a survey introduction (this is a text that 
-will appear just before the user starts the survey) and a <i>Final thanks</i>
- message (this will appear when the users finish the survey, to thank 
-them and maybe inform them of when the results will be compiled and 
-used).</p>
-<p></p>
-<p>In the <i>Advanced settings</i>, you can choose whether you want this survey to be considered an essential element of the <i>Assessments </i>(<i>Gradebook</i>)<i>s</i>tool
- , whether you want it to be attached to a parent survey (not documented
- in this guide yet), whether you want to have one question per page or 
-whether you want to shuffle questions.</p>
-<p>
-</p><p>Remember to click the <i>Create survey </i>button.</p></ul>
-<p>
-
-</p><h2>Add survey questions</h2>
-<p>Once the shell of your survey has been created, you'll have to define
- a series of questions using a few pre-defined types (similar in many 
-ways to the <i>Tests </i>tool): <i>Yes/No, Multiple Choice, Multiple Answer, Open, Dropdown, Percentage, Performance, Comment.</i></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004A00000015034312A37.png"></div>Illustration 148: Surveys – Questions creation<p></p></div><p></p>
-<p>To create questions, click the relevant icon and fill in the relevant fields as required.</p>
-<p>
-
-</p><h2>Survey preview</h2>
-<p>Once the questions have been created, you can preview your survey before publishing it Click the <i>Preview </i>icon 
-</p><div class="odt-frame">
-<img src="images/100002010000001600000016F21925F1.png"></div> and the preview screen leads you through the questions as if you were a learner:<p></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000003AE000002310FDA3E7D.png"></div>Illustration 149: Surveys – Preview survey<p></p></div><p></p>
-<p>
-
-</p><h2>Survey publication</h2>
-<p>If you are satisfied with the survey, you just need to publish it 
-(make sure you don't contradict yourself with the start date, sending 
-the invitation by e-mail for a survey which is not yet available!)</p>
-<ul>
-<p></p></ul>
-<p>Click the <i>Publish </i>icon 
-</p><div class="odt-frame">
-<img src="images/10000201000000160000001647A26062.png"></div>. Select the course users to send the survey invitation to:<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000345000001211AF4870B.png"></div><p></p>
-<p>Illustration 150: Surveys – Publication: select course members</p></div><p></p>
-<p>In addition/alternatively, send invitations using the same form 
-directly by e-mail (separate email addresses using semi-colons). 
-Invitations can be sent to people who are not registered users on the 
-platform (e.g. you may wish to send the invitation to potential 
-customers, or to parents of learners):</p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000478000002A7205E8F02.png"></div><p></p>
-<p>Illustration 151: Surveys – Publication: email additional recipients</p></div><p></p>
-<p>Once you have completed the fields, remember to click the <i>Publish survey</i> button. </p>
-<p><i><b>Note</b>: you can also invite anonymous individuals without 
-requiring an email address (e.g. visitors to a web page) using the 
-Generate access link icon 
-</i></p><div class="odt-frame"><i>
-<img src="images/1000020100000016000000166FB86219.png"></i></div><i> in the survey listings.</i>
-<p>
-
-</p><h2>Results</h2>
-<p>Analyzing survey results can be an exhausting process. The tools 
-provided in this section should be of great assistance. Click the <i>Reporting </i>icon 
-</p><div class="odt-frame">
-<img src="images/100002010000001600000016811BD5C3.png"></div>
- to view a menu of automatically generated statistical and graphical 
-reports, each of which will present a complete report which can be 
-exported as a .csv or .xml file.<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004AD0000018C0BE96D32.png"></div><p></p>
-<p>Illustration 152: Surveys - Results</p></div><p></p>
-
-<h2>Surveys management</h2>
-<p>A series of common icons are made available for the management of surveys, as well as a few specific icons.</p>
-<p>
-<table border="1" cellpadding="0" cellspacing="0">
-<tbody><tr>
-<td>
-<p>Icons</p></td>
-<td>
-<p>Features</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020B8DD8E3C.png"></div><p></p></td>
-<td>
-<p>Edit survey settings</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000000200000002089372ADD.png"></div><p></p></td>
-<td>
-<p>Delete surveys</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000000160000001668053DAF.png"></div><p></p></td>
-<td>
-<p>Empty survey results</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000001600000016F21925F1.png"></div> <p></p></td>
-<td>
-<p>Survey preview</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000000160000001647A26062.png"></div><p></p></td>
-<td>
-<p>Publish survey</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020100000016000000166FB86219.png"></div><p></p></td>
-<td>
-<p>Generate survey access link </p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000001600000016811BD5C3.png"></div><p></p></td>
-<td>
-<p>Access report features</p></td></tr>
-<tr>
-<td>
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000002900000011684DB4F3.png"></div><p></p></td>
-<td>
-<p>Change the order of the questions inside the survey</p></td></tr></tbody></table>
-</p><p>
-
-</p>
-<a name="__RefHeading__10837_44459225"></a>
-<h1>Notebook</h1>
-<p>The <i>Personal notes</i> (or <i>Notebook</i>) tool 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020E05D34FE.png"></div>
- is a kind of notepad attached to each course. It allows the users to 
-take note of things they would otherwise write on a piece of paper.<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004A80000014119ED9320.png"></div>Illustration 153: Notebook - List<p></p></div><p></p>
-<p>Notes can be updated as needed and dates of creation and latest 
-update are saved. Notes taken by a user are not visible by other users. 
-In this sense, they are, indeed, personal.</p>
-
-<h2>Notes creation</h2>
-<ul>
-<li>
-<p>click on the <i>Add new note in my personal notebook</i> icon 
-</p><div class="odt-frame">
-<img src="images/1000020100000020000000203A8AD163.png"></div>, <p></p></li>
-<li>
-<p>give your note a short title,</p></li>
-<li>
-<p>write down your note,</p></li>
-<li>
-<p>click <i>Create note</i>.</p></li></ul>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004AC000001D10FC48D83.png"></div>Illustration 154: Notebook – Creation form<p></p></div><p></p>
-
-<h2>Sort notes</h2>
-<p>
-</p><p>Using the tools in the toolbar on the <i>Notes</i> page, notes can be sorted by date created 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020CFB20C65.png"></div>, date last modified 
-<div class="odt-frame">
-<img src="images/100002010000002000000020CB4ACDF3.png"></div> or by title 
-<div class="odt-frame">
-<img src="images/100002010000002000000020B46546E7.png"></div>.<p></p>
-<p>
-</p><p>
-
-</p>
-<a name="__RefHeading__10839_44459225"></a>
-<h1>Projects</h1>
-<p>The <i>Projects</i> or <i>Blogs</i> tool 
-</p><div class="odt-frame">
-<img src="images/10000201000000300000003042F3D7B0.png"></div>
- was developed in 2006 at the request of a large Belgian telecoms 
-company. The idea behind it was to implement a blog with lightweight 
-project management features, which was tagged under the name of <i>Smart blogs</i>.
- Its philosophy is to allow for the assignment of tasks to the learners 
-in order to write the contents of a story-telling type blog.<p></p>
-<p>
-</p><p>The teacher takes responsibility for choosing learners who will 
-contribute to the blog, and defines the project and the assignment of 
-tasks (or roles taken by the learners). The creation of articles is 
-shared between the teacher and the learners.</p>
-<p>
-</p><p>The tool can, however, be used as a classic blog.</p>
-<p>
-</p><p><b>Note</b> : When a new project is created, it appears in the 
-list of course Authoring tools on the course homepage. Its visibility 
-can be controlled like that of other tools. One main difference by 
-comparison to other tools is that one can create several blogs in the 
-same course. They will appear as multiple entries in the Authoring tools
- in much the same way as with links and learning paths.</p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004A4000000B746F2C243.png"></div>Illustration 155: Projects - List<p></p></div><p></p>
-
-<h2>Project creation</h2>
-<p>From the projects homepage:</p>
-<ul>
-<li>
-<p>click the <i>Create a new project</i> icon ,</p></li>
-<li>
-<p>give your project a name and a short description,</p></li>
-<li>
-<p>click <i>Save blog</i>.</p></li></ul>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004A200000136CD188703.png"></div>Illustration 156: Blogs – Blog creation<p></p></div><p></p>
-<p>
-
-</p><h2>Subscribe learners to a project</h2>
-<p>Your can manage several projects within the same course, and therefore select individual learners to contribute to each project.</p>
-<p>
-</p><p>To subscribe learners to a project from the homepage of this project:</p>
-<ul>
-<li>
-<p>click the <i>Users management </i>icon 
-</p><div class="odt-frame">
-<img src="images/100002010000001600000016B83334F4.png"></div>, <p></p></li>
-<li>
-<p>check the boxes next to the learners you want to associate with this project,</p></li>
-<li>
-<p>click the <i>Validate </i>button. </p></li></ul>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000049E0000025EC15E71EF.png"></div><p></p>
-<p>Illustration 157: Projects – Users management</p></div><p></p>
-
-<h2>New article/task</h2>
-<p>From the project's homepage: </p>
-<p>
-</p><ul>
-<li>
-<p>click the <i>New task</i> icon 
-</p><div class="odt-frame">
-<img src="images/10000201000000200000002025EFD724.png"></div>: <p></p></li>
-<li>
-<p>give the article a name,</p></li>
-<li>
-<p>write down the real article,</p></li>
-<li>
-<p>attach a document (optional),</p></li>
-<li>
-<p>click the <i>Save </i>button.</p></li></ul>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000049F00000244735C6D83.png"></div><p></p>
-<p>Illustration 158: Projects – New task</p></div><p></p>
-<p>
-
-</p><h2>Roles management</h2>
-<p>The <i>Roles management</i> icon 
-</p><div class="odt-frame">
-<img src="images/1000020100000020000000206F028002.png"></div> displays a page listing the roles/tasks created and assigned to users:<p></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004250000024E52AAD6B1.png"></div>Illustration 159: Projects - Roles management<p></p></div><p></p>
-<p>Illustration 160: Projects – Roles management page</p></div><p></p>
-<p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>From the <i>Roles management</i> page you can create detailed tasks of a project step or assign roles to the members of a project.</p>
-<p>To create a new task/role: </p>
-<ul>
-<li>
-<p>click the <i>Add a new role</i> icon 
-</p><div class="odt-frame">
-<img src="images/1000020000000016000000166A7AB675.gif"></div>,<p></p></li>
-<li>
-<p>give the role a title, description and assign permissions,</p></li>
-<li>
-<p>choose a color using to the drop-down bar,</p></li>
-<li>
-<p>click <i>Save.</i></p></li></ul>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000039C000002044F82035C.png"></div>Illustration 161: Projects – New role<p></p></div><p></p>
-<p>→ The new role appears in the roles list.</p>
-
-<h2>Assign a role to a learner</h2>
-<p>Once the role has been created, you must assign it to a learner: </p>
-<ul>
-<li>
-<p>click on the <i>Assign roles </i>link 
-</p><div class="odt-frame">
-<img src="images/10000200000000090000000DBE46B345.gif"></div>,<p></p></li>
-<li>
-<p>select a learner to assign the role to,</p></li>
-<li>
-<p>select the task to be assigned,</p></li>
-<li>
-<p>select a date to achieve the objective of the role,</p></li>
-<li>
-<p>click the <i>Validate</i> button.</p></li></ul>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000003A3000001DAA0E880F0.png"></div><p></p>
-<p>Illustration 162: Projects – Assign a role</p></div><p></p>
-
-<h2>Indicate the execution of a task</h2>
-<p>Whether for a teacher or a learner, tasks assigned to any user are shown at the bottom left of the projects page under section <i>My tasks.</i></p>
-<p>
-</p><p>To indicate the successful execution of a task: </p>
-<ul>
-<li>
-<p>click on an executed task,</p></li>
-<li>
-<p>in the project steps list, select the article you want to attach the task to,</p></li>
-<li>
-<p>in the resulting screen, fill the task name, a comment and optionally a document,</p></li>
-<li>
-<p>click <i>Save</i>.</p></li></ul>
-<p>
-</p><p>The execution report of the task appears as a comment to the article.</p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000042B0000021CCCFF6A9E.png"></div><p></p>
-<p>Illustration 163: Projects – Tasks comments</p></div><p></p>
-
-<h2>Learners' task management</h2>
-<p>By clicking the <i>Users rights management </i>icon 
-</p><div class="odt-frame">
-<img src="images/100002010000001600000016B83334F4.png"></div> in the <i>roles management </i>page, you get a table describing users rights within the project which can be edited as appropriate. Click on the red <i>hasn't rights</i> icons 
-<div class="odt-frame">
-<img src="images/100002000000001300000013CC6D8477.gif"></div> or the green <i>has rights </i>ticks 
-<div class="odt-frame">
-<img src="images/100000000000000F0000000F6A8DCF59.gif"></div> to toggle between them.<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004350000020C6A32CC3F.png"></div><p></p>
-<p>Illustration 164: Projects – Users management</p></div><p></p>
-
-<a name="__RefHeading__10841_44459225"></a>
-<h1>Course settings</h1>
-<p>The <i>Settings</i> tool 
-</p><div class="odt-frame">
-<img src="images/100002010000002000000020E0287E39.png"></div> in the <i>Administration</i>
- section of the course homepage allows you to edit the overall behaviour
- of the course (most options will affect several tools). Although it is 
-placed in a remote location at the bottom of the page (and at the end of
- this manual), it is generally a good idea to use it at the beginning of
- your course to manage subscription settings and course access (see 
-later: Visibility and access Visibility and access section).<p></p>
-<p>
-</p><p><b>Note</b>: Course tutors using the course inside the session 
-will not have access to this tool as configuration changes might affect 
-other sessions.</p>
-<p>
-
-</p><h2>Update general course settings</h2>
-<p>By default, this page (a series of vertical tabs) displays the main <i>Course settings </i>where you can:</p>
-<ul>
-<li>
-<p>enter or edit the course title,</p></li>
-<li>
-<p>enter/edit the general category to which the course belongs,</p></li>
-<li>
-<p>choose the language in which the course interface is set (this can be
- set to language other than that of the platform, - particularly useful 
-for a “total immersion” language course).</p></li>
-<li>
-<p>enter a Department name and/or web address</p></li>
-<li>
-<p>add a picture to be displayed in the course catalogue (important for “marketing” your course)</p></li>
-<li>
-<p>choose a stylesheet for this course from a drop down menu (by default that of the platform)</p>
-<p></p></li></ul>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000043000000273B91CAD40.png"></div>Illustration 165: Course settings - General<p></p></div><p></p>
-<p>
-</p><p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000059A0000028AD6419794.png"></div><p></p>
-<p>Illustration 166: Courses catalog – Example of courses illustrations</p></div><p></p>
-<p><b>Note</b>&nbsp;: the <b>D</b><i><b>epartment</b></i> is a feature 
-for which support has been dropped so far. Depending on visual styles, 
-the department might appear as a link in the campus header (for old, 
-deprecated styles). This is all a department will change. In more recent
- version of Chamilo 1.8, if you need to manage courses by departments 
-inside a university, we recommend you use the multi-url feature, 
-described in the administrator's guide, little brother of this guide<i>.</i></p>
-<p>
-
-</p><h2>Visibility and access</h2>
-<p>The <i>Course access</i> section 
-</p><div class="odt-frame">
-<img src="images/1000020100000020000000208A5E37A0.png"></div> allows you to define how open access to your course will be by selecting the <i>Course visibility</i> settings (already described in Control course access on page 20). These settings (<i>public, open, private </i>or<i> closed</i>) are fully defined on the page. On this page you can also:<p></p>
-<ul>
-<li>
-<p>obtain a <i>direct link </i>to send e.g. via email or a web page to invite registration to this course</p></li>
-<li>
-<p>allow self-subscription and unsubscription</p></li>
-<li>
-<p>provide a registration password to allow access by unsubscribed users</p></li>
-<li>
-<p>establish legal terms to be displayed on entry to the course</p></li></ul>
-<p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-
-</p><h2>E-mail notifications</h2>
-<p>
-</p><p>E-mail notifications 
-</p><div class="odt-frame">
-<img src="images/100002010000001600000016D8A41ED9.png"></div>
- are a effective way to ensure the teacher is aware, through immediate 
-alerts, of key events in his course as they happen. The various settings
- are filly described on the section:<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000042700000197B2F60BF5.png"></div><p></p>
-<p>Illustration 167: Course settings – E-mail notifications</p></div><p></p>
-<p>In this section, you can choose to receive an e-mail notification if:</p>
-<ul>
-<li>
-<p>a user subscribed to your course (this feature has to be enabled by the platform admin),</p></li>
-<li>
-<p>a new file is submitted in the <i>Assignments </i>or the <i>Dropbox</i> tools,</p></li>
-<li>
-<p>a test is passed by a learner.</p></li></ul>
-<p>It is also possible to set an e-mail notification to all users when a new assignment is created.</p>
-<p>
-
-</p><h2>User rights</h2>
-<p>The <i>User rights</i> section 
-</p><div class="odt-frame">
-<img src="images/100002010000001600000016A2B28153.png"></div> allows you to set particular permissions for users in this course, including the right to add events to the <i>Agenda, </i>to add <i>Announcements. </i>It also allows you to hide personal user pictures in the <i>Forums</i>, as well as decide whether users have access to the <i>Users</i> list. <p></p><i>(<b>Note</b>:
- This is independent of the visibility of the tool in the course 
-homepage and is a real access change (the visibility of tools is only a 
-homepage setting and does not prevent users entering the tool if they 
-know the URL).</i>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000042B0000013D491CA7D9.png"></div><p></p>
-<p>Illustration 168: Course settings – Users rights</p></div><p></p>
-
-<h2>Chat settings</h2>
-<p>In the <i>Chat </i>section 
-</p><div class="odt-frame">
-<img src="images/1000020100000016000000167CE47405.png"></div>, selecting the appropriate option allows you to choose whether the chat opens within in the page or in a new window:<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004280000007B4A718458.png"></div>Illustration 169: Course settings – Chat settings<p></p></div><p></p>
-
-<h2>Learning path settings</h2>
-<p>The <i>Learning path </i>section 
-</p><div class="odt-frame">
-<img src="images/1000020100000016000000160158C60A.png"></div> can be used to enable the <i>auto-launch </i>of learning paths and the style (or graphical theme) for the course.<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000423000000E8E198C5A8.png"></div>Illustration 170: Course settings – Learning path settings<p></p></div><p></p>
-<p>The auto-launch feature allows the teacher to select one specific 
-learning path to auto-start when the user enters the course homepage. In
- order to use this feature, you'll need to enable the option in the 
-course settings (remembering to save the changes) then go to the 
-learning paths list and click on the rocket icon which represents the 
-auto-launch of one of the learning paths:</p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000434000000F4FA8E967D.png"></div>Illustration 171: Learning paths - Auto-launch<p></p></div><p></p>
-<p>Only one learning path can be set as auto-launch at a time, and it 
-will start as soon as the learner enters the course homepage. Other 
-learning paths show a gray rocket icon. To test this option, you'll have
- to connect as a learner as it has been disabled for teachers for 
-practical reasons.</p>
-<p>
-</p><p>As long as the platform administrator has enabled this feature, the teacher can select the <i>Allow training theme option</i>
- to choose the graphical style of his course. It is also possible to 
-select a separate theme for an individual Learning Path. This means that
- a learner might theoretically enter his Chamilo campus, see the 
-platform in a particular visual style, (e.g. mostly blue), enter a 
-course and see the style change to red, then enter a learning path and 
-see the style mostly green... For visual comfort, it is recommended, 
-however, to avoid style changes unless they are justified for real 
-pedagogical reasons.</p>
-<p>
-</p><p>Note&nbsp;: a learner will be able to return to the course 
-homepage from the left menu inside the learning path. The idea here is 
-not to disable or hide the course homepage, but rather to speed access 
-to the course content.</p>
-<p>
-
-</p><h2>Thematic advance settings</h2>
-<p>This <i>Thematic advance</i> section 
-</p><div class="odt-frame">
-<img src="images/100002010000001600000016CE99D2D8.png"></div> allows you to choose which options for the <i>Course progress</i> will be visible on the course homepage (on the right-hand side of the introduction section).<p></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000427000000A49010E219.png"></div>Illustration 172: Courses settings - Course progress<p></p></div><p></p>
-<p>These options require a proper understanding of the course progress 
-tool. The results of the third option, for example, will be similar to 
-the ones show in the illustration below).</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000001E80000010AAF767163.png"></div><p></p>
-<p>Illustration 173: Course progress – Display on course homepage</p></div><p></p>
-
-<a name="__RefHeading__10843_44459225"></a>
-<h1>Backup</h1>
-<p>Chamilo makes a distinction between maintenance tools and course 
-settings to simplify course maintenance and backup. Deleting, emptying, 
-copying, saving or recovering the contents of a course (partly or 
-completely) can be executed quickly and efficiently using the <i>Backup </i>tool 
-</p><div class="odt-frame">
-<img src="images/100002000000001600000016885C9ED1.gif"></div>:<p></p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000037D000001C9911B602E.png"></div><p></p>
-<p>Illustration 174: Backup - General</p></div><p></p>
-<p><b>Note</b>&nbsp;: Features for saving, copying, recovering etc. have been developed with the intention of managing <b>content</b>.
- For this reason, interactions with or between users are not saved. To 
-save them, you'll have to ask your platform administrator to do a full 
-backup of the portal. If you are the administrator, this procedure is 
-described in the admin guide.</p>
-
-<h2>Create a backup</h2>
-<p>
-</p><p>For security and procedural reasons, it is recommended that you 
-create a backup copy of the complete contents of your course. This 
-procedure is automated. It allows you to create either a complete backup
- or a partial backup, based on your selection of what to save, using a 
-few simple clicks. To begin backup: </p>
-<p>
-</p><ul>
-<li>
-<p>click on the <i>Create backup</i> link in the <i>Backup and import </i>section<i> </i><i>
-</i></p><div class="odt-frame"><i>
-<img src="images/1000020000000016000000160A5939CD.gif"></i></div>,<p></p></li>
-<li>
-<p>on the next page, select whether you want a full copy or just a 
-selection of elements (in which case you will have to select them on the
- next page and click <i>Validate</i>),</p></li>
-<li>
-<p>click the <i>Create backup </i>button to launch the procedure.</p></li></ul>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000030B0000020B2BF2124F.png"></div><p></p>
-<p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>Illustration 175: Maintenance – Backup creation</p></div><p></p>
-<p>The backup is made available in the form of a compressed file which 
-you can download on your computer. It is also stored on the server for 
-quick restoration if needed.</p>
-<p>
-
-</p><h2>Import backup</h2>
-<p>
-</p><p>Each backup is a compressed file (a Zip file) which is stored on the server (in the <i>archive/ </i>directory). It can also be downloaded to your computer.</p>
-<p>
-</p><p>Chamilo also allows you to import the contents of a backup copy 
-inside a new empty course. This can be useful for a teacher creating a 
-new course.</p>
-<p>
-</p><p>To start the import: </p>
-<ul>
-<li>
-<p>click the <i>Import backup</i> link in the <i>Backup and import </i>section<i> </i><i>
-</i></p><div class="odt-frame"><i>
-<img src="images/1000020000000016000000160A5939CD.gif"></i></div><p></p></li>
-<li>
-<p>choose the source of backup: either a .zip file on your computer or one stored on the server,</p></li>
-<li>
-<p>choose whether you want to import the whole course or only specific sections (to be selected in the next screen), </p></li>
-<li>
-<p>decide whether to duplicate specific files during the importation operation or to replace them,</p></li>
-<li>
-<p>click <i>Import backup </i>to start the import.</p></li></ul>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000003E500000207B8AA8155.png"></div><p></p>
-<p>Illustration 176: Backup - Import</p></div><p></p>
-<p>
-</p><p><b>Note</b> : A message will confirm the backup restoration executed successfully</p>
-<p>
-
-</p><h2>Copy course</h2>
-<p>The <i>Copy course</i> feature 
-</p><div class="odt-frame">
-<img src="images/1000020000000016000000168C8CFEF5.gif"></div>
- allows you to copy all or part of a course to another (empty) course. 
-To use it, you first need to have another course available to copy it 
-to.<p></p>
-<p>
-</p><p>From the Backup page: </p>
-<ul>
-<li>
-<p>click <i>Copy course</i>,</p></li>
-<li>
-<p>select the destination course</p></li>
-<li>
-<p>select the elements to copy (all or part of the origin course)</p></li>
-<li>
-<p>select what to do when the files in the destination course already exist (rename or overwrite),</p></li>
-<li>
-<p>click the <i>Copy course</i> button.</p></li></ul>
-<p>
-</p><p><b>Note</b> : A message will confirm if the course was successfully copied</p>
-
-<h2>Empty this course</h2>
-<p>The <i>Empty this course</i> feature 
-</p><div class="odt-frame">
-<img src="images/1000020000000016000000168A730B93.gif"></div>
- empties (“recycles”) either the whole course or selected elements. It 
-deletes documents, forums, links, etc. This procedure can be executed 
-after a course has ended and when you want to start anew in the same 
-space. Of course, it is generally recommended that you keep a history of
- these courses.<p></p>
-<p><b>Warning: Before you empty the course, make sure you take a backup copy, just in case!</b>
-</p><p>
-</p><p>To empty a course:</p>
-<ul>
-<li>
-<p>click on the <i>Empty this course </i>link,</p></li>
-<li>
-<p>select whether you want to empty the whole course or just specific tools,</p></li>
-<li>
-<p>click the <i>Empty this course</i> button to proceed. </p></li></ul>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000033200000145C3324C3C.png"></div><p></p>
-<p>Illustration 177: Maintenance – Empty course</p></div><p></p>
-
-<h3>Delete the course area</h3>
-<p>Click the <i>Delete the course area </i><i>
-</i></p><div class="odt-frame"><i>
-<img src="images/1000020000000010000000104EFAA86F.gif"></i></div><i> </i>link to delete the course completely from the server.<p></p>
-<p>Given the fact there's no way back from this, we highly recommend you consider this twice before confirming it.</p>
-<p><b>
-</b></p><div class="odt-frame"><b>
-<img src="images/1000020000000010000000104EFAA86F.gif"></b></div><b> Warning: This feature should be used with extreme caution! 
-<div class="odt-frame">
-<img src="images/1000020000000010000000104EFAA86F.gif"></div></b>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100000000000036E000000F53D90F038.png"></div>Illustration 178: Maintenance – Course deleting<p></p></div><p></p>
-
-<a name="__RefHeading__10845_44459225"></a>
-<h1>The Reporting tab</h1>
-<p>This chapter related to <i>Reporting</i> <b>tab</b> as opposed to the reporting <b>tool</b>
- discussed in earlier chapters which is accessed from the course home 
-page and relates only to that specific course. The Reporting <b>tab</b> allows you to get an overview of what's happening inside <b>all </b>your courses or sessions. The <i>Reporting </i>link
- inside a course is essentially just a filtered version of the following
- and has been described in detail in chapter 15, so you can refer to 
-that chapter as regards the details of the reporting pages.</p>
-<p>
-
-</p><h2>Own courses and sessions reporting</h2>
-<p>The main page of the R<i>eporting </i>tab displays summary tables 
-offering a general overview, some statistics relating to users on your 
-courses (each entry shows some statistical data which allows you to 
-track the progress and the results of all learners as an average value) ,
- and a list of courses and sessions for which you are responsible:</p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000000000000389000002B9F4A18930.png"></div><p></p>
-<p>Illustration 179: Reporting tab – main page</p></div><p></p>
-<p>Clicking the <i>Details </i>icon 
-</p><div class="odt-frame">
-<img src="images/100002000000001600000016945AC92A.gif"></div> will show you a more detailed list for that specific course or session. Clicking on further <i>Details</i>
- icon in any of those screens will show you a deeper level of detail. 
-There are about 4-5 levels of detail and this guide does not cover them 
-all. We recommend you take some time to have a look through all the 
-options and see which report best meets your needs.<p></p>
-
-<a name="__RefHeading__5602_1198095569"></a>
-<h1>Social network</h1>
-<p>Chamilo recognizes that effective online social interaction is an 
-important element in successful online learning. The Social Network 
-facility offered on the platform is designed to optimize support, within
- the platform, for teachers and learners wanting to make use of various 
-social network features as an integral part of their online learning 
-(and teaching) experience. These include simple profiling, an internal 
-messaging system available to users and the facility to create interest 
-groups. (Note that some of these features need to be enabled by the 
-platform administrator.)</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000042C000001D6468F4548.png"></div>Illustration 180: Social network - Home<p></p></div><p></p>
-
-<h2>Profile information</h2>
-<p>To enter/edit your personal details, go to the <i>Social network </i>tab:</p>
-<ul>
-<li>
-<p>click the <i>Edit profile </i>link,</p></li>
-<li>
-<p>update the fields,</p></li>
-<li>
-<p>click <i>Save settings</i>.</p></li></ul>
-<p>
-</p><p>Profile options allow you to edit your <i>name</i>, your Chamilo <i>code</i>, your <i>email</i> and you <i>phone</i> number, as well as a profile <i>picture</i> and preferred <i>language</i>. Other fields (if enabled by the administrator) allow you to choose a <i>graphical theme</i> and enter details of personal <i>competences</i>, <i>diplomas </i>(qualifications), and <i>what you are able to teach</i>. You can upload any relevant file using <i>productions</i>, and write any other relevant information in m<i>y personal open area</i>. More recent versions of Chamilo also invite you to enter/edit your <i>password</i>, <i>tags</i>, <i>rss</i> <i>feeds</i>, <i>timezone</i>, <i>email</i> <i>notifications</i>, your <i>Google calendar URL</i>, your <i>country</i>, your <i>birthday</i> and even a range of personal social networking links:</p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/1000020100000390000003E84870E9CE.png"></div><p></p>
-<p>Illustration 181: Social network – Extended profile update</p></div><p></p>
-<p>Remember to click the <i>save </i>button when you've completed entering/editing your profile details!</p>
-<p>
-</p><p>
-</p><p>
-
-</p><h2>Internal messaging</h2>
-<p>From the <i>Social network</i> tab (left menu) the <i>Messages </i>entry allows you to send or receive messages. It is similar to most messaging tools.</p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000032300000170C46C8240.png"></div><p></p>
-<p>Illustration 182: Social network – Internal messaging - Inbox</p></div><p></p>
-<p>To write a message to another user (or a friend) subscribed to the platform:</p>
-<ul>
-<li>
-<p>click the <i>Messages </i>link below your picture,</p></li>
-<li>
-<p>click the <i>Compose message </i>icon 
-</p><div class="odt-frame">
-<img src="images/1000020100000020000000203CC46EC0.png"></div>,<p></p></li>
-<li>
-<p>Chamilo will auto-complete the send-to field with known contacts,</p></li>
-<li>
-<p>enter the subject and message (optionally you can add an attached file),</p></li>
-<li>
-<p>click the <i>Send message </i>button.</p></li></ul>
-<p>If the recipient has entered their email in their profile, the message will also go automatically go to their email address.</p>
-<ul>
-<p></p></ul>
-<p><b>Note</b>: If the other user has chosen to, the message will also 
-be sent to his e-mail as a notification of internal message. However, he
- will have to enter the platform to answer you.</p>
-<p>
-
-</p><h2>“Friends”</h2>
-<p>In the <i>Social network</i> tab, you can make contacts and invite them as <i>Friends</i> (a rather free use of the term <i>friend</i>!). You can search for people by:</p>
-<p>
-</p><ul>
-<li>
-<p>clicking the <i>Invitations </i>link in the left menu 
-</p><div class="odt-frame">
-<img src="images/10000201000000120000001088618934.png"></div> ,<p></p></li>
-<li>
-<p>click <i>Search</i>.</p></li></ul>
-<p>
-</p><p>By simply entering a few characters of the user's first or last 
-name, Chamilo will help by proposing a list of users matching these 
-characters. The invitation can then be sent to the user, who can choose 
-whether to accept or refuse it.</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004CD0000021CF28762C8.png"></div> <p></p>
-<p>Illustration 183: Social network – send and receive invitations</p></div><p></p>
-<p>The <i>Friends</i> link 
-</p><div class="odt-frame">
-<img src="images/1000020100000010000000106C9CDCFF.png"></div>
- gathers all friends you have linked to on the platform. It allows you 
-to see the shared profile of the user and send him a message with a 
-click on his name.<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000002BA000001F1F90CE335.png"></div><p></p>
-<p>Illustration 184: Social network – Shared profile</p></div><p></p>
-<p>
-
-</p><h2>Social groups</h2>
-<p>The <i>Social groups</i> link 
-</p><div class="odt-frame">
-<img src="images/1000020100000010000000105A515BB6.png"></div>
- compiles together all groups that exist on the platform. These groups 
-can only be created by administrators, unless they have enabled this 
-option for all users.<p></p>
-<p>
-</p><p>There are two types of groups, depending on access:</p>
-<ul>
-<li>
-<p>public (everybody can join)</p></li>
-<li>
-<p>private (the group administrator must authorize the membership request)</p></li></ul>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000030D000001F4C801816B.png"></div><p></p>
-<p>Illustration 185: Social network – Social groups</p></div><p></p>
-<p>The <i>My groups tab</i> lists the groups of which you are a member. 
-These groups work as a forum. The administrator (or moderator) creates 
-discussion topics and users start contributing.</p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000002E30000017E40590B07.png"></div><p></p>
-<p>Illustration 186: Social network – Social groups interface</p></div><p></p>
-<p>
-
-</p><h2>My files</h2>
-<p>A user can use the <i>My files </i>link 
-</p><div class="odt-frame">
-<img src="images/100002010000001000000010B458D534.png"></div>
- in the social network to upload and store personal files (e.g. profile 
-pictures, notes, assignment documents etc.). The link brings up an 
-interface where the user can upload and organize files on the server:<p></p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000201000003F30000020310120D34.png"></div><p></p>
-<p>Illustration 187: Social network – My files</p></div><p></p>
-<p>Files can be viewed or downloaded by clicking on them.</p>
-
-<a name="__RefHeading__17971_2027752126"></a>
-<h1>Session view</h1>
-<p>From Chamilo 1.8.8 platforms onwards, if your platform uses <i>Course sessions</i> a new view type has become available from the <i>My courses</i>
- tab. This is a special “sessions” view, which you will find is a very 
-different way of presenting courses and tools (specifically learning 
-paths and tests).</p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000003120000019BA3A10E05.png"></div><p></p>
-<p>Illustration 188: My courses - Sessions</p></div><p></p>
-<p>One main difference from previous versions of Chamilo is that the 
-session title is now a link which leads directly to a page whose 
-appearance differs in many ways from the rest of Chamilo. (This is a new
- format of presentation that we will be studying over the next few 
-months, and we're counting on your help and feedback. Do let us know 
-what you think on the Chamilo forum: <a href="http://www.chamilo.org/">http://www.chamilo.org/</a>)</p>
-<p>
-</p><p>This new concept relies essentially on a new way of setting up 
-tests and learning paths based on timescales. By making sure each 
-exercise and learning path has a start and end date, the data shown in 
-these screens make far more sense. (As such, it is not well suited to 
-asynchronous teaching i.e. purely remote e-learning, with its relatively
- free timescales.)</p>
-<p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/100002010000031B000001A71BCFCBD8.png"></div><p></p>
-<p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>
-</p><p>Illustration 189: Sessions – New session screen</p></div><p></p>
-<p></p>
-<p>Click on the relevant session icon 
-</p><div class="odt-frame">
-<img src="images/1000020100000020000000206C4E641B.png"></div> displayed in the <i>My courses</i> page The main screen displays four tabs: <i>Courses, Learning paths, My MCQ (Multiple Choice Questions), and My statistics</i><p></p>
-
-<h2>Courses tab</h2>
-<p>The <i>Courses</i> tab shows a list of courses available inside the 
-sessions. Click on one of these courses (the text will turn black) to 
-filter the rest of the tabs to show only items from this course.</p>
-<p>
-</p><p>Clicking directly on one of the tabs will show a complete list of
- all corresponding resources in the session (if you don't click on one 
-specific course in the first tab, the <i>Learning paths</i> tab will show all learning paths in the session, all courses mixed up).</p>
-<p>
-
-</p><h2>Learning paths tab</h2>
-<p>The <i>Learning paths</i> tab shows a list of learning paths in the 
-session, filtered according to course (as long as you clicked a course 
-in the first tab).</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000002FA000001961DEB3F38.png"></div><p></p>
-<p>Illustration 190: Sessions – Learning paths</p></div><p></p>
-<p>The publication date of each learning path gives you an idea of the 
-chronological order of the learning paths. Where you have several 
-simultaneous courses (which might be the case in a session) all offering
- several learning paths, organizing the right learning paths schedule 
-will provide the learner with a clear indication of the order in which 
-we expect him to follow them. The learner can enter a learning path 
-directly from this screen, simply by clicking its name.</p>
-<p>
-</p><p><b>Note</b>&nbsp;: there are three view types for learning paths: <i>All, Per week, By course. </i>They do not affect the way contents are ordered, so don't hesitate to try them out.</p>
-<p>
-
-</p><h2>My MCQ tab</h2>
-<p>The <i>My MCQ</i> tab contains all tests pertaining to courses in the
- session, sorted by publication date. Because the display of these test 
-is relative (comparing results to those of other learners) and is in a 
-chronological order, it is doubly critical to establish publication 
-dates for all your tests.</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000003D8000000FB6F36F4CA.png"></div><p></p>
-<p>Illustration 191: Sessions – My QCM tab</p></div><p></p>
-<p>Exercises which have not yet been attempted are indicated by a yellow star 
-</p><div class="odt-frame">
-<img src="images/100002010000001600000016F5AA0266.png"></div>.
- The number of attempts is indicated as well as the exercise results, 
-and also the highest scores obtained by any learner in the session. 
-Finally, the position in the table reflects a learner's relative results
- within this session. By clicking the test title, the learner goes 
-directly to the test or, once all attempts have been exhausted, directly
- to the test results screen.<p></p>
-<p>
-</p><p>
-
-</p><h2>My statistics tab</h2>
-<p>The <i>My statistics </i>tab offers teachers and learners an 
-innovative set of features, provided publication dates have been 
-established for exercises. Learners will then be able to see a visual 
-result of their scores in comparison with those of other learners.</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000003D40000037463271C4B.png"></div><p></p>
-<p>Illustration 192: Sessions – My statistics tab</p></div><p></p>
-<p>By clicking the double blue arrow for any course, you'll be able to view a series of more detailed result information:</p>
-<p>
-</p><p>
-</p><div class="odt-frame">
-<p>
-</p><div class="odt-frame">
-<img src="images/10000000000004A00000017B00DE6E54.png"></div>Illustration 193: Sessions – Statistical details<p></p></div><p></p>
-<p>This detailed view presents a graphical visualization of the scores 
-repartition. Each bar represents a rank of results (0-20%, 21-40%, 
-41-60%, 61-80%, 81-100%). The global chart represents the repartition of
- all students' results for this exercise. The orange bar is the bar in 
-which the current user's results are located. You can click the chart to
- get an exploded view.</p>
-<p>
-
-</p>
-<a name="__RefHeading__10847_44459225"></a>
-<h1>Appendix</h1>
-
-<h2>Glossary</h2>
-<ul>
-<li>
-<p><b>Administrator&nbsp;</b>: The “master” user who controls and manages the Chamilo portal globally.</p></li>
-<li>
-<p><b>Course administrator&nbsp;</b>: See <i>teacher</i></p></li>
-<li>
-<p><b>Student&nbsp;</b>: See <i>learner</i></p></li>
-<li>
-<p><b>Course assistant :</b> a learner with additional rights limited to
- a specific course: he can track other learners' results, check their 
-assignments and their test results</p></li>
-<li>
-<p><b>Coach&nbsp;: </b>a<b> </b>teacher of a course in the context of a <i>Session</i></p></li>
-<li>
-<p><b>Course&nbsp;</b>: a course area, or course space, with its 20-odd tools</p></li>
-<li>
-<p><b>Learner&nbsp;</b>: A user who has the right, within a course, to access resources as the teacher prepared them</p></li>
-<li>
-<p><b>Trainer&nbsp;</b>: <i>See teacher</i></p></li>
-<li>
-<p><b>Training&nbsp;</b>: See <i>course</i>. In versions 1.8.5 to 1.8.8 of Chamilo, the term <i>Training</i> replaced the term <i>Course, </i>resulting
- in an awful lot of confusion, not only in English, but also in other 
-languages which depended on English for translations. The term can be of
- course be redefined on each portal depending on needs through the 
-portal administration interface, but <i>Course </i>is the term used globally now.</p></li>
-<li>
-<p><b>Teacher&nbsp;: </b>The user who creates and/or controls a course (outwit h the <i>Session</i> context)</p></li>
-<li>
-<p><b>Tutor</b>&nbsp;: See Coach</p></li>
-<li>
-<p><b>User&nbsp;</b>: Any user who has an access to your Chamilo portal, regardless of his role</p></li></ul>
-<p>
-
-</p><h2>Frequently asked questions</h2>
-<p>This list of short questions and answers might help you sort out how 
-to do specific things with Chamilo which are not explicitly explained in
- the previous chapters.</p>
-
-<h3>How can I set a survey as a requirement to complete a course?</h3>
-<p>The notion of “completing a course” can only be built upon the <i>Assessments</i>
- tool, by setting up a certificate that will only be generated when 
-achieving a certain set of learning objectives (exercises, learning 
-paths, assignments, etc). Surveys can then be configured as a “locking” 
-mechanism where a student cannot get a certificate if he doesn't 
-complete the survey.</p>
-<p>
-</p><p>To do this, go to the survey tool and create your survey. In the <i>Advanced settings</i>, check the <i>Qualify in gradebook</i> box and select a weight of 50 (yes, 50, that's usually quite large).</p>
-<p>
-</p><p>Now go to the <i>Assessments</i> tool and click the percentage icon (<i>Weight in report</i>).
- Whatever the total weight has been set to, ensure that the survey is 
-worth half of it (if the total weight is 100, the survey must weight 50,
- but you can also set the total weight to 200 and make the survey weigh 
-100). The other objectives, combined, will be worth half the weight. 
-This means that, even if the learner has the best results, he will only 
-ever be able to achieve a 50% score, which shouldn't be enough to get 
-the certificate. Because the survey is just a yes/no type of result 
-(answered or not answered), there is no other easy way to make the 
-survey be a required element.</p>
-<p>
-</p><p>Once the learner has completed the survey, his results will jump up to the sufficient result to get his certificate.</p>
-<p>
-</p><p>Just make sure that the availability dates for your survey do not
- prevent completely a user getting his certificate, just because he 
-can't take the validation survey.</p>
-
-<h3>How can I create a crosswords-type question?</h3>
-<p>In any exercise, create a new <i>Fill the blanks</i> type question. In the question editing box (online media editor), click the <i>Table</i>
- icon and choose how many rows and columns you want your crosswords to 
-be. Now fill the crosswords with letters. Once you're done, select the 
-letters you want users to find out and replace them with the same letter
- with brackets around it. These letters will now disappear from the 
-student view and they'll be able to complete the table that way.</p>
-<p>
-</p><p>
-
-</p><h2>Document license</h2>
-<p>
-</p><p>All right reserved.</p>
-<p>
-</p><p>Rights given by the copyleft licenses are indicated below.</p>
-<p>
-</p><p>Copyright (c) 2007 2i2L Sarl. Permission is granted to copy, 
-distribute and/or modify this document under the terms of the GNU Free 
-Documentation License, Version 1.2 or any later version published by the
- Free Software Foundation&nbsp;; with no Invariant Sections, no 
-Front-Cover Texts, and no Back-Cover Texts. A copy of the license is 
-included in the section entitled "GNU Free Documentation License".</p>
-<p>
-</p><p>The contents of this tutorial are available under a double <b>copyleft</b> license:</p>
-<p>
-</p><p><a href="http://www.gnu.org/licenses/fdl.txt">GNU FDL</a> : <a href="http://www.gnu.org/licenses/fdl.txt">http://www.gnu.org/licenses/fdl.txt</a></p>
-<p>and </p>
-<p><a href="http://creativecommons.org/licenses/by-sa/2.0/fr/">CC-BY-SA</a> : <a href="http://creativecommons.org/licenses/by-sa/2.0/fr/">http://creativecommons.org/licenses/by-sa/2.0/fr/</a></p>
-<p>
-</p><p>A small amount of illustrations have been borrowed from the OpenClipart library.</p>
-<p>
-</p><p>In the true spirit of software freedom, all fixes and updates to this tutorial are welcome at this e-mail address: <a href="mailto:info@chamilo.org">info@chamilo.org</a></p>
-<p>
-
-</p><h2>Document history</h2>
-<table border="1" cellpadding="0" cellspacing="0">
-<tbody><tr>
-<td>
-<p>Date</p></td>
-<td>
-<p>Collaborator</p></td>
-<td>
-<p>Contact</p></td>
-<td>
-<p>Updated</p></td></tr>
-<tr>
-<td>
-<p>2010</p></td>
-<td>
-<p>2i2l.fr, Anaël Boulier</p></td>
-<td>
-<p>info@2i2l.fr</p></td>
-<td>
-<p>Rédaction du manuel pour Chamilo 1.8.7.</p></td></tr>
-<tr>
-<td>
-<p>Avril 2011</p></td>
-<td>
-<p>BeezNest Belgium SPRL, Yannick Warnier</p></td>
-<td>
-<p>info@beeznest.com</p></td>
-<td>
-<p>Mise à jour pour 1.8.8, correctifs, mise on page, ajouts de détails.</p></td></tr>
-<tr>
-<td>
-<p>Juillet 2011</p></td>
-<td>
-<p>BeezNest Belgium SPRL, Yannick Warnier</p></td>
-<td>
-<p>info@beeznest.com</p></td>
-<td>
-<p>Mise à jour pour 1.8.8.4 and réorganisation des chapitres&nbsp;; 
-réécriture de l'introduction, listing des options, ajout des nouvelles 
-fonctionnalités, révision du texte. À revoir&nbsp;: outils Suivi and 
-Réseau social.</p></td></tr>
-<tr>
-<td>
-<p>August 2011</p></td>
-<td>
-<p>BeezNest Belgium SPRL, Yannick Warnier</p></td>
-<td>
-<p>info@beeznest.com</p></td>
-<td>
-<p>Added FAQ, fixes and details.</p>
-<p>Basic translation to English.</p></td></tr>
-<tr>
-<td>
-<p>March 2013</p></td>
-<td>
-<p>BeezNest Belgium SPRL, Yannick Warnier</p></td>
-<td>
-<p>info@beeznest.com</p></td>
-<td>
-<p>Updated to 1.9.6.</p></td></tr>
-<tr>
-<td>
-<p>April 2013</p></td>
-<td>
-<p>Steve Miller</p></td>
-<td>
-<p>stephanibus@gmail.com</p></td>
-<td>
-<p>Complete revision and update of English text and screenshots based on
- 1.9.4. Icons added inline to text for clarity. Some additional 
-paragraphs on pedagogical use.</p></td></tr></tbody></table>
-<p>
-</p><div class="odt-footnote" id="odt-footnote-ftn1"><a class="footnote-name" href="#anchor-odt-ftn1">1 .</a> 
-<p><a href="http://www.gnu.org/licenses/quick-guide-gplv3.html">http://www.gnu.org/licenses/quick-guide-gplv3.html</a></p></div>
-
-<div class="odt-footnote" id="odt-footnote-ftn2"><a class="footnote-name" href="#anchor-odt-ftn2">2 .</a> 
-<p><a href="http://www.chamilo.org/en/providers">h</a><a href="http://www.chamilo.org/en/providers">ttp://www.chamilo.org/en/providers</a></p></div>
-
-<div class="odt-footnote" id="odt-footnote-ftn3"><a class="footnote-name" href="#anchor-odt-ftn3">3 .</a> 
-<p><a href="http://www.chamilo.org/">http://www.chamilo.org/</a>, documentation tab</p></div>
-
-<div class="odt-footnote" id="odt-footnote-ftn4"><a class="footnote-name" href="#anchor-odt-ftn4">4 .</a> 
-<p>If the administrator didn't disable this option</p></div>
-
-<div class="odt-footnote" id="odt-footnote-ftn5"><a class="footnote-name" href="#anchor-odt-ftn5">5 .</a> 
-<p>Or “Le petit Poucet” in French, see <a href="http://fr.wikipedia.org/wiki/Le_Petit_Poucet">http://fr.wikipedia.org/wiki/Le_Petit_Poucet</a></p></div>
-
-<div class="odt-footnote" id="odt-footnote-ftn6"><a class="footnote-name" href="#anchor-odt-ftn6">6 .</a> 
-<p>Only the administrator can redefine global courses categories</p></div>
-
-<div class="odt-footnote" id="odt-footnote-ftn7"><a class="footnote-name" href="#anchor-odt-ftn7">7 .</a> 
-<p>To one exception: if the demo content is enabled, this content is 
-created in the language of the course. Modifying the course language 
-afterwards will have as minor consequence to have the interface in one 
-language and the contents in another.</p></div>
-
-<div class="odt-footnote" id="odt-footnote-ftn8"><a class="footnote-name" href="#anchor-odt-ftn8">8 .</a> 
-<p>To select more than one file, use the CTRL key in combination with the left mouse button.</p></div>
-
-<div class="odt-footnote" id="odt-footnote-ftn9"><a class="footnote-name" href="#anchor-odt-ftn9">9 .</a> 
-<p>In all recent browsers except Internet Explorer 6, 7 and 8, where this feature is not implemented.</p></div>
-
-<div class="odt-footnote" id="odt-footnote-ftn10"><a class="footnote-name" href="#anchor-odt-ftn10">10 .</a> 
-<p>If the learner disconnects from the exercise, his time will continue 
-counting down until it is completely expired, but he will be able to 
-reconnect and continue his exercise right whee he left it. The time 
-counter <b>only</b> works in <i>one question per page</i> mode.</p></div>
-
-<div class="odt-footnote" id="odt-footnote-ftn11"><a class="footnote-name" href="#anchor-odt-ftn11">* .</a> 
-<p>Note that Chamilo uses the simple term “course” here rather than 
-“learning path”. Don't confuse this with the the term “course” as 
-applied to the overall course (<i>Learn English</i> in the illustration)</p>
-</div>
-</div>
-<footer>
-This guide is also available in <a href="../chamilo-teacher-guide-1.9-en.odt">editable OASIS format (LibreOffice/OpenOffice.org)</a>
-</footer>
-</body></html>
diff --git a/CONTRIBUTING.md b/CONTRIBUTING.md
new file mode 100644
index 00000000..77e86746
--- /dev/null
+++ b/CONTRIBUTING.md
@@ -0,0 +1,19 @@
+Contributing
+------------
+
+Chamilo LMS is a free software, community-driven project.
+
+Chamilo LMS is an LAMP-based e-learning web platform that focuses on providing an easy-to-use
+environment for teachers to improve both the quality and availability of their
+educational material, and on providing students with an awesome learning platform.
+
+This project is the official documentation project, managed through Git to be as available as possible to contributors 
+of all sides. To contribute, you can simply browse this project on Github (https://github.com/chamilo/docs), look for
+the branch that matches your language and the software version that matches your needs, and open an issue or, if you
+have the skills, a Pull/Merge Request that we can check and include.
+
+Note that all assets (images, mostly) are kept in the .gitbook/assets/ folder.
+
+You can also find old school and outdated .odt formats of the manual in the .gitbook/odt/ folder. 
+
+Thank you for considering contributing to our guides!
\ No newline at end of file
diff --git a/README.md b/README.md
index 4578d07f..cf0d2550 100644
--- a/README.md
+++ b/README.md
@@ -1,16 +1,14 @@
-Documentation for Chamilo LMS
-=============================
+# Introduction
 
-Documentation for the Chamilo LMS e-learning platform project
+This is the complete set of Chamilo Guides for users of Chamilo.
+
+* [Administrator guide](admin-guide/chamilo-_what_is_it/)
+* [Teacher guide](teacher-guide/getting-to-know-chamilo/what_is_chamilo.md)
+* [Developer guide](developer-guide/introduction/)
+
+Most users will not require to read all guides, and will have plenty of information \(maybe too much\) just going through the teacher guide. However, if you want to know more or your role in your organization is specifically that of a Chamilo administrator or a developer or sysadmin, you might be interested by the Admin Guide and the Developer Guide that follow.
+
+If you are looking at this documentation on the web, and if you find any issue, please consider creating an account on [https://github.com](https://github.com) and submitting change requests directly to the [https://github.com/chamilo/docs](https://github.com/chamilo/docs) repository. Note that translations are available as language-marked "branches" of the project.
+
+To proceed, just click any section in the table of contents or search for a specific topic from the search bar.
 
-This repository is divided in branches by version, by language and by role:
-* branch 1.9.x for all 1.9.x versions of Chamilo LMS
- * en/ for English (includes teacher, admin and developer docs)
- * fr/ for French (inclut la doc pour profs, admins et développeurs)
- * es/ for Spanish (incluye documentación para profes, admins y desarrolladores)
-* branch 1.10.x for all 1.10.x versions
- * en/ for English
- * fr/ for French
- * es/ for Spanish
-* branch 1.11.x for all 1.11.x versions (still in the works)
- * fr/ for French
diff --git a/SUMMARY.md b/SUMMARY.md
new file mode 100644
index 00000000..915c5b86
--- /dev/null
+++ b/SUMMARY.md
@@ -0,0 +1,399 @@
+# Table of contents
+
+* [Introduction](README.md)
+
+## Teacher Guide
+
+* [Introduction](teacher-guide/readme.md)
+* [Getting to know Chamilo](teacher-guide/getting-to-know-chamilo/README.md)
+  * [What is Chamilo?](teacher-guide/getting-to-know-chamilo/what_is_chamilo.md)
+  * [About this guide](teacher-guide/getting-to-know-chamilo/about_this_guide.md)
+  * [Who is this guide for?](teacher-guide/getting-to-know-chamilo/who_is_this_guide_for.md)
+  * [How to use this guide.](teacher-guide/getting-to-know-chamilo/how_to_use_this_guide.md)
+  * [General usability](teacher-guide/getting-to-know-chamilo/general_usability.md)
+  * [Why Chamilo?](teacher-guide/getting-to-know-chamilo/why_chamilo/README.md)
+    * [Learning paradigm](teacher-guide/getting-to-know-chamilo/why_chamilo/learning_paradigm.md)
+    * [Common interface elements](teacher-guide/getting-to-know-chamilo/why_chamilo/common_interface_elements.md)
+* [The Chamilo homepage](teacher-guide/the_chamilo_homepage.md)
+* [Registering on the platform](teacher-guide/registering_on_the_platform.md)
+* [Finding your way in Chamilo](teacher-guide/finding_your_way_in_chamilo.md)
+* [Course creation](teacher-guide/course_creation.md)
+* [Control course access](teacher-guide/control_course_access.md)
+* [Organizing courses](teacher-guide/organizing_courses/README.md)
+  * [Personal categories](teacher-guide/organizing_courses/personal_categories.md)
+  * [Subscribing to other courses](teacher-guide/organizing_courses/subscribing_to_other_courses.md)
+  * [Courses management icons](teacher-guide/organizing_courses/courses_management_icons.md)
+* [Course administration](teacher-guide/course_administration.md)
+* [Course homepage](teacher-guide/course_homepage/README.md)
+  * [Introductory text](teacher-guide/course_homepage/introductory_text.md)
+  * [Authoring tools](teacher-guide/course_homepage/authoring_tools.md)
+  * [Interaction tools](teacher-guide/course_homepage/interaction_tools.md)
+  * [Administration tools](teacher-guide/course_homepage/administration_tools.md)
+* [First Steps: Documents](teacher-guide/first_steps_documents/README.md)
+  * [Create a directory](teacher-guide/first_steps_documents/create_a_directory.md)
+  * [Quick-change of directory](teacher-guide/first_steps_documents/quick-change_of_directory.md)
+  * [Importing a document](teacher-guide/first_steps_documents/importing_a_document.md)
+  * [Authoring content in Chamilo](teacher-guide/first_steps_documents/authoring_content_in_chamilo.md)
+  * [Saving documents](teacher-guide/first_steps_documents/saving_documents.md)
+  * [Deleting a file or a directory](teacher-guide/first_steps_documents/deleting_a_file_or_a_directory.md)
+  * [Watching course quotas](teacher-guide/first_steps_documents/watching_course_quotas.md)
+  * [Slideshow](teacher-guide/first_steps_documents/slideshow.md)
+* [Interactivity: Tests](teacher-guide/interactivity_tests/README.md)
+  * [Introduction](teacher-guide/interactivity_tests/introduction.md)
+  * [Creating a new test](teacher-guide/interactivity_tests/creating_a_new_test.md)
+  * [Feedback, score and correct answers](teacher-guide/interactivity_tests/feedback-_score_and_correct_answers.md)
+  * [Test types](teacher-guide/interactivity_tests/test_types.md)
+  * [Adding questions to the test](teacher-guide/interactivity_tests/adding_questions_to_the_test.md)
+  * [Recycling existing questions](teacher-guide/interactivity_tests/recycling_existing_questions.md)
+  * [Importing: HotPotatoes, IMS/QTI2, Excel](teacher-guide/interactivity_tests/importing_hotpotatoes-_imsqti2-_excel.md)
+  * [Test results](teacher-guide/interactivity_tests/test_results.md)
+* [Communication : Forums](teacher-guide/communication__forums/README.md)
+  * [Using forum views](teacher-guide/communication__forums/using_forum_views.md)
+  * [Add forum categories](teacher-guide/communication__forums/add_forum_categories.md)
+  * [Add forum](teacher-guide/communication__forums/add_forum.md)
+  * [Manage forum categories](teacher-guide/communication__forums/manage_forum_categories.md)
+  * [Manage forums](teacher-guide/communication__forums/manage_forums.md)
+  * [Start a new topic](teacher-guide/communication__forums/start_a_new_topic.md)
+  * [Manage discussion threads](teacher-guide/communication__forums/manage_discussion_threads.md)
+  * [Manage messages](teacher-guide/communication__forums/manage_messages.md)
+  * [Give your learners a score](teacher-guide/communication__forums/give_your_learners_a_score.md)
+  * [Give a score from a message](teacher-guide/communication__forums/give_a_score_from_a_message.md)
+  * [Add a message to a thread](teacher-guide/communication__forums/add_a_message_to_a_thread.md)
+  * [Reply to a specific message](teacher-guide/communication__forums/reply_to_a_specific_message.md)
+  * [Quote a previous message](teacher-guide/communication__forums/quote_a_previous_message.md)
+  * [Reply or Reply to this topic](teacher-guide/communication__forums/reply_or_reply_to_this_topic.md)
+  * [Search a forum element](teacher-guide/communication__forums/search_a_forum_element.md)
+* [Structure: Learning paths](teacher-guide/structure_learning_paths/README.md)
+  * [Introduction](teacher-guide/structure_learning_paths/introduction.md)
+  * [Create a learning path](teacher-guide/structure_learning_paths/create_a_learning_path.md)
+  * [Add Learning Objects and Activities](teacher-guide/structure_learning_paths/add_learning_objects_and_activities.md)
+  * [Import AICC and SCORM](teacher-guide/structure_learning_paths/import_aicc_and_scorm.md)
+  * [Managing learning paths](teacher-guide/structure_learning_paths/managing_learning_paths.md)
+  * [Prerequisites](teacher-guide/structure_learning_paths/prerequisites.md)
+  * [Generating certificates](teacher-guide/structure_learning_paths/generating_certificates.md)
+* [Reporting](teacher-guide/reporting/README.md)
+  * [Tracking learners](teacher-guide/reporting/tracking_learners.md)
+  * [Show individual learner's details](teacher-guide/reporting/show_individual_learners_details.md)
+  * [Course reporting](teacher-guide/reporting/course_reporting.md)
+  * [Resource Reporting](teacher-guide/reporting/resource_reporting.md)
+  * [Test/exam Reporting](teacher-guide/reporting/testexam_reporting.md)
+* [Assignments](teacher-guide/assignments/README.md)
+  * [Assignment creation](teacher-guide/assignments/assignment_creation.md)
+  * [Completion of assignments by students](teacher-guide/assignments/completion_of_assignments_by_students.md)
+  * [Manage assignments](teacher-guide/assignments/manage_assignments.md)
+  * [Setting up the assignment evaluation](teacher-guide/assignments/setting_up_the_assignment_evaluation.md)
+  * [Assignment expiry dates](teacher-guide/assignments/assignment_expiry_dates.md)
+  * [Marking assignments](teacher-guide/assignments/marking_assignments.md)
+* [Users](teacher-guide/users/README.md)
+  * [Subscribe users](teacher-guide/users/subscribe_users.md)
+* [Assessments](teacher-guide/assessments/README.md)
+  * [Assessments pre-configuration](teacher-guide/assessments/assessments_pre-configuration.md)
+  * [Sub-assessments](teacher-guide/assessments/sub-assessments.md)
+  * [Adding classroom activities](teacher-guide/assessments/adding_classroom_activities.md)
+  * [Adding online activities](teacher-guide/assessments/adding_online_activities.md)
+  * [Weights](teacher-guide/assessments/weights.md)
+  * [List view](teacher-guide/assessments/list_view.md)
+  * [How students generate certificates](teacher-guide/assessments/how_students_generate_certificates.md)
+  * [Students certificates management](teacher-guide/assessments/students_certificates_management.md)
+  * [Linking assessments with skills](teacher-guide/assessments/linking_assessments_with_skills.md)
+  * [Linking certificates with learning paths](teacher-guide/assessments/linking_certificates_with_learning_paths.md)
+* [Wiki](teacher-guide/wiki/README.md)
+  * [Starting the wiki](teacher-guide/wiki/starting_the_wiki.md)
+  * [Add a new linked page](teacher-guide/wiki/add_a_new_linked_page.md)
+  * [Add a new orphan page](teacher-guide/wiki/add_a_new_orphan_page.md)
+  * [Commenting a page](teacher-guide/wiki/commenting_a_page.md)
+  * [Other wiki features](teacher-guide/wiki/other_wiki_features.md)
+* [Links](teacher-guide/links/README.md)
+  * [Links categories](teacher-guide/links/links_categories.md)
+  * [Links](teacher-guide/links/links.md)
+  * [Manage links](teacher-guide/links/manage_links.md)
+  * [Links checker](teacher-guide/links/links_checker.md)
+* [Announcements](teacher-guide/announcements/README.md)
+  * [Add an announcement](teacher-guide/announcements/add_an_announcement.md)
+  * [Announcements management](teacher-guide/announcements/announcements_management.md)
+* [Glossary](teacher-guide/glossary/README.md)
+  * [New term](teacher-guide/glossary/new_term.md)
+  * [Glossary terms management](teacher-guide/glossary/glossary_terms_management.md)
+* [Attendances](teacher-guide/attendances/README.md)
+  * [Create an attendance sheet](teacher-guide/attendances/create_an_attendance_sheet.md)
+  * [Recording attendances](teacher-guide/attendances/recording_attendances.md)
+* [Course progress](teacher-guide/course_progress/README.md)
+  * [Create a thematic section](teacher-guide/course_progress/create_a_thematic_section.md)
+  * [Define the thematic plan](teacher-guide/course_progress/define_the_thematic_plan.md)
+  * [Create steps for the course progress](teacher-guide/course_progress/create_steps_for_the_course_progress.md)
+* [Agenda](teacher-guide/agenda/README.md)
+  * [Adding an event to the course agenda](teacher-guide/agenda/adding_an_event_to_the_course_agenda.md)
+  * [Import and export events](teacher-guide/agenda/import_and_export_events.md)
+  * [Adding an event to the personal Agenda](teacher-guide/agenda/adding_an_event_to_the_personal_agenda.md)
+* [Dropbox](teacher-guide/dropbox/README.md)
+  * [Folders](teacher-guide/dropbox/folders.md)
+  * [Send a file to specific users](teacher-guide/dropbox/send_a_file_to_specific_users.md)
+  * [Managing dropbox files](teacher-guide/dropbox/managing_dropbox_files.md)
+  * [Read and add comments on a file](teacher-guide/dropbox/read_and_add_comments_on_a_file.md)
+* [Groups](teacher-guide/groups/README.md)
+  * [Create a group](teacher-guide/groups/create_a_group.md)
+  * [Groups settings](teacher-guide/groups/groups_settings.md)
+  * [Auto-filling a group](teacher-guide/groups/auto-filling_a_group.md)
+  * [Fill a group manually](teacher-guide/groups/fill_a_group_manually.md)
+  * [Getting into a group space](teacher-guide/groups/getting_into_a_group_space.md)
+  * [Overview /Export of group members](teacher-guide/groups/overview_export_of_group_members.md)
+  * [Groups management](teacher-guide/groups/groups_management.md)
+* [Chat](teacher-guide/chat/README.md)
+  * [Send a message](teacher-guide/chat/send_a_message.md)
+  * [Empty messages](teacher-guide/chat/empty_messages.md)
+* [Survey](teacher-guide/survey/README.md)
+  * [Survey creation](teacher-guide/survey/survey_creation.md)
+  * [Add survey questions](teacher-guide/survey/add_survey_questions.md)
+  * [Survey preview](teacher-guide/survey/survey_preview.md)
+  * [Survey publication](teacher-guide/survey/survey_publication.md)
+  * [Results](teacher-guide/survey/results.md)
+  * [Surveys management](teacher-guide/survey/surveys_management.md)
+* [Notebook](teacher-guide/notebook/README.md)
+  * [Notes creation](teacher-guide/notebook/notes_creation.md)
+  * [Sort notes](teacher-guide/notebook/sort_notes.md)
+* [Projects](teacher-guide/projects/README.md)
+  * [Project creation](teacher-guide/projects/project_creation.md)
+  * [Subscribe learners to a project](teacher-guide/projects/subscribe_learners_to_a_project.md)
+  * [New article/task](teacher-guide/projects/new_articletask.md)
+  * [Roles management](teacher-guide/projects/roles_management.md)
+  * [Assign a role to a learner](teacher-guide/projects/assign_a_role_to_a_learner.md)
+  * [Indicate the execution of a task](teacher-guide/projects/indicate_the_execution_of_a_task.md)
+  * [Learners' task management](teacher-guide/projects/learners_task_management.md)
+* [Course settings](teacher-guide/course_settings/README.md)
+  * [Update general course settings](teacher-guide/course_settings/update_general_course_settings.md)
+  * [Visibility and access](teacher-guide/course_settings/visibility_and_access.md)
+  * [E-mail notifications](teacher-guide/course_settings/e-mail_notifications.md)
+  * [User rights](teacher-guide/course_settings/user_rights.md)
+  * [Chat settings](teacher-guide/course_settings/chat_settings.md)
+  * [Learning path settings](teacher-guide/course_settings/learning_path_settings.md)
+  * [Thematic advance settings](teacher-guide/course_settings/thematic_advance_settings.md)
+* [Backup](teacher-guide/backup/README.md)
+  * [Create a backup](teacher-guide/backup/create_a_backup.md)
+  * [Import backup](teacher-guide/backup/import_backup.md)
+  * [Copy course](teacher-guide/backup/copy_course.md)
+  * [Empty this course](teacher-guide/backup/empty_this_course.md)
+* [The Reporting tab](teacher-guide/the_reporting_tab/README.md)
+  * [Own courses and sessions reporting](teacher-guide/the_reporting_tab/own_courses_and_sessions_reporting.md)
+* [Social network](teacher-guide/social_network/README.md)
+  * [Profile information](teacher-guide/social_network/profile_information.md)
+  * [Internal messaging](teacher-guide/social_network/internal_messaging.md)
+  * [“Friends”](teacher-guide/social_network/friends.md)
+  * [Social groups](teacher-guide/social_network/social_groups.md)
+  * [My files](teacher-guide/social_network/my_files.md)
+* [Session view](teacher-guide/session_view/README.md)
+  * [Courses tab](teacher-guide/session_view/courses_tab.md)
+  * [Learning paths tab](teacher-guide/session_view/learning_paths_tab.md)
+  * [My MCQ tab](teacher-guide/session_view/my_mcq_tab.md)
+  * [My statistics tab](teacher-guide/session_view/my_statistics_tab.md)
+* [Appendix](teacher-guide/appendix/README.md)
+  * [Glossary](teacher-guide/appendix/glossary.md)
+  * [Frequently asked questions](teacher-guide/appendix/frequently_asked_questions.md)
+  * [Document license](teacher-guide/appendix/document_license.md)
+  * [Document history](teacher-guide/appendix/document_history.md)
+
+## Admin Guide
+
+* [Getting to know Chamilo](admin-guide/chamilo-_what_is_it/README.md)
+  * [About this guide](admin-guide/chamilo-_what_is_it/about_this_guide.md)
+  * [Whom is this guide meant for?](admin-guide/chamilo-_what_is_it/whom_is_this_guide_meant_for.md)
+  * [How to read this guide?](admin-guide/chamilo-_what_is_it/how_to_read_this_guide.md)
+* [Installation and configuration](admin-guide/installation_and_configuration/README.md)
+  * [Server](admin-guide/installation_and_configuration/server.md)
+  * [Installation wizard](admin-guide/installation_and_configuration/installation_wizard/README.md)
+    * [Launching the installation wizard](admin-guide/installation_and_configuration/installation_wizard/launching_the_installation_wizard/README.md)
+      * [Step 1 of 6 : Language](admin-guide/installation_and_configuration/installation_wizard/launching_the_installation_wizard/step_1_of_6__language.md)
+      * [Step 2 of 6 : Prerequisites](admin-guide/installation_and_configuration/installation_wizard/launching_the_installation_wizard/step_2_of_6__prerequisites.md)
+      * [Step 3 of 6: License](admin-guide/installation_and_configuration/installation_wizard/launching_the_installation_wizard/step_3_of_6_license.md)
+      * [Step 4 of 6 : MySQL database parameters](admin-guide/installation_and_configuration/installation_wizard/launching_the_installation_wizard/step_4_of_6__mysql_database_parameters.md)
+      * [Step 5 of 6: Configuration settings](admin-guide/installation_and_configuration/installation_wizard/launching_the_installation_wizard/step_5_of_6_configuration_settings.md)
+      * [Step 6 of 6 : Last check before installation](admin-guide/installation_and_configuration/installation_wizard/launching_the_installation_wizard/step_6_of_6__last_check_before_installation.md)
+    * [Last installation settings](admin-guide/installation_and_configuration/installation_wizard/last_installation_settings.md)
+  * [Updating Chamilo](admin-guide/installation_and_configuration/readme.3/README.md)
+    * [Download the latest stable version](admin-guide/installation_and_configuration/readme.3/download_the_latest_stable_version.md)
+    * [Replace the older version by the new one](admin-guide/installation_and_configuration/readme.3/replace_the_older_version_by_the_new_one.md)
+* [Backups](admin-guide/backups/README.md)
+  * [External backups](admin-guide/backups/external_backups/README.md)
+    * [PhpMyAdmin database backup](admin-guide/backups/external_backups/phpmyadmin_database_backup.md)
+    * [Command-line backup](admin-guide/backups/external_backups/command-line_backup.md)
+    * [The Chamilo root directory](admin-guide/backups/external_backups/the_chamilo_root_directory.md)
+  * [Saving the Chamilo interface](admin-guide/backups/readme.2/README.md)
+    * [Learning path export](admin-guide/backups/readme.2/learning_path_export.md)
+    * [Saving a course](admin-guide/backups/readme.2/saving_a_course.md)
+  * [Recovering a backup](admin-guide/backups/readme.3/README.md)
+    * [Learning paths](admin-guide/backups/readme.3/learning_paths.md)
+    * [Courses](admin-guide/backups/readme.3/courses.md)
+    * [Complete recovery](admin-guide/backups/readme.3/complete_recovery.md)
+* [Platform administration](admin-guide/platform_administration/README.md)
+  * [Chamilo configuration settings](admin-guide/platform_administration/chamilo_configuration_settings/README.md)
+    * [Portal](admin-guide/platform_administration/chamilo_configuration_settings/portal.md)
+    * [Training \(admin/courses\)](admin-guide/platform_administration/chamilo_configuration_settings/training-admin-courses.md)
+    * [Sessions](admin-guide/platform_administration/chamilo_configuration_settings/sessions.md)
+    * [Languages](admin-guide/platform_administration/chamilo_configuration_settings/languages/README.md)
+      * [Creating a sub-language](admin-guide/platform_administration/chamilo_configuration_settings/languages/creating_a_sub-language.md)
+      * [Defining one's own terms](admin-guide/platform_administration/chamilo_configuration_settings/languages/defining_ones_own_terms.md)
+      * [Assigning the new sub-language](admin-guide/platform_administration/chamilo_configuration_settings/languages/assigning_the_new_sub-language.md)
+    * [Users](admin-guide/platform_administration/chamilo_configuration_settings/users.md)
+    * [Modules](admin-guide/platform_administration/chamilo_configuration_settings/modules.md)
+    * [HTML Editor](admin-guide/platform_administration/chamilo_configuration_settings/html_editor.md)
+    * [Security](admin-guide/platform_administration/chamilo_configuration_settings/security.md)
+    * [Tuning](admin-guide/platform_administration/chamilo_configuration_settings/tuning.md)
+    * [Assessments](admin-guide/platform_administration/chamilo_configuration_settings/assessments.md)
+    * [Time zones](admin-guide/platform_administration/chamilo_configuration_settings/time_zones.md)
+    * [Reporting](admin-guide/platform_administration/chamilo_configuration_settings/reporting.md)
+    * [Search](admin-guide/platform_administration/chamilo_configuration_settings/search.md)
+    * [Stylesheets](admin-guide/platform_administration/chamilo_configuration_settings/stylesheets.md)
+    * [Templates](admin-guide/platform_administration/chamilo_configuration_settings/templates.md)
+    * [Plugins](admin-guide/platform_administration/chamilo_configuration_settings/plugins.md)
+    * [LDAP](admin-guide/platform_administration/chamilo_configuration_settings/ldap.md)
+    * [CAS](admin-guide/platform_administration/chamilo_configuration_settings/cas.md)
+    * [Shibboleth](admin-guide/platform_administration/chamilo_configuration_settings/shibboleth.md)
+    * [Facebook](admin-guide/platform_administration/chamilo_configuration_settings/facebook.md)
+  * [Portal news](admin-guide/platform_administration/portal_news.md)
+  * [Global agenda](admin-guide/platform_administration/global_agenda.md)
+  * [Edit portal homepage](admin-guide/platform_administration/edit_portal_homepage.md)
+  * [Setting the registration page](admin-guide/platform_administration/setting_the_registration_page.md)
+  * [Statistics](admin-guide/platform_administration/statistics.md)
+  * [Reports](admin-guide/platform_administration/reports.md)
+* [Users management](admin-guide/users_management/README.md)
+  * [User roles](admin-guide/users_management/user_roles/README.md)
+    * [Learner \(admin/or student\)](admin-guide/users_management/user_roles/learner-admin-or-student.md)
+    * [The course assistant](admin-guide/users_management/user_roles/the_course_assistant.md)
+    * [The human resources manager \(admin/or supervisor\)](admin-guide/users_management/user_roles/the-human-resources-manager-admin-or-supervisor.md)
+    * [The course coach](admin-guide/users_management/user_roles/the_course_coach.md)
+    * [The session coach \(admin/or session tutor\)](admin-guide/users_management/user_roles/the-session-coach-admin-or-session-tutor.md)
+    * [Teacher \(admin/or trainer\)](admin-guide/users_management/user_roles/teacher-admin-or-trainer.md)
+    * [Sessions administrator](admin-guide/users_management/user_roles/sessions_administrator.md)
+    * [Portal administrator](admin-guide/users_management/user_roles/portal_administrator.md)
+    * [Global administrator](admin-guide/users_management/user_roles/global_administrator.md)
+    * [Special case: the anonymous user](admin-guide/users_management/user_roles/special_case_the_anonymous_user.md)
+  * [Users list](admin-guide/users_management/readme.2/README.md)
+    * [Learner](admin-guide/users_management/readme.2/learner.md)
+    * [Teacher](admin-guide/users_management/readme.2/teacher.md)
+    * [Administrator](admin-guide/users_management/readme.2/administrator.md)
+    * [Anonymous](admin-guide/users_management/readme.2/anonymous.md)
+  * [Add a user](admin-guide/users_management/add_a_user.md)
+  * [Export users list](admin-guide/users_management/export_users_list.md)
+  * [Import users list](admin-guide/users_management/import_users_list.md)
+  * [Add groups](admin-guide/users_management/add_groups.md)
+  * [Groups list](admin-guide/users_management/groups_list.md)
+  * [Profiling](admin-guide/users_management/profiling.md)
+* [Courses management](admin-guide/courses_management/README.md)
+  * [Courses list](admin-guide/courses_management/courses_list/README.md)
+    * [Update course details](admin-guide/courses_management/courses_list/update_course_details.md)
+    * [Tracking and backup](admin-guide/courses_management/courses_list/tracking_and_backup.md)
+  * [Create a course](admin-guide/courses_management/create_a_course.md)
+  * [Export courses](admin-guide/courses_management/export_courses.md)
+  * [Import courses list](admin-guide/courses_management/import_courses_list.md)
+  * [Courses categories](admin-guide/courses_management/courses_categories.md)
+  * [Add users to course](admin-guide/courses_management/add_users_to_course.md)
+  * [Import users list](admin-guide/courses_management/import_users_list.md)
+* [Sessions management](admin-guide/sessions_management/README.md)
+  * [Use cases](admin-guide/sessions_management/use_cases/README.md)
+    * [The academic year](admin-guide/sessions_management/use_cases/the_academic_year.md)
+    * [Personal tutoring](admin-guide/sessions_management/use_cases/personal_tutoring.md)
+    * [Corporate induction courses](admin-guide/sessions_management/use_cases/corporate_induction_courses.md)
+  * [Managing the sessions](admin-guide/sessions_management/managing_the_sessions.md)
+  * [Add a session](admin-guide/sessions_management/add_a_session.md)
+  * [Sessions categories \(admin/or periods\)](admin-guide/sessions_management/sessions-categories-admin-or-periods.md)
+  * [Export sessions list](admin-guide/sessions_management/export_sessions_list.md)
+  * [Copy from course in session to another session](admin-guide/sessions_management/copy_from_course_in_session_to_another_session.md)
+  * [Move users results from/to a session](admin-guide/sessions_management/move_users_results_fromto_a_session.md)
+  * [Careers and promotions](admin-guide/sessions_management/readme.8/README.md)
+    * [Careers](admin-guide/sessions_management/readme.8/careers.md)
+    * [Promotions](admin-guide/sessions_management/readme.8/promotions.md)
+    * [Copy](admin-guide/sessions_management/readme.8/copy.md)
+    * [Use case](admin-guide/sessions_management/readme.8/use_case.md)
+  * [Classes](admin-guide/sessions_management/classes.md)
+* [System](admin-guide/system/README.md)
+  * [Special exports](admin-guide/system/special_exports.md)
+  * [System status](admin-guide/system/system_status.md)
+  * [Data filler](admin-guide/system/data_filler.md)
+  * [Archive directory clean-up](admin-guide/system/archive_directory_clean-up.md)
+* [Global features](admin-guide/global_features/README.md)
+  * [Multi-URL](admin-guide/global_features/multi-url/README.md)
+    * [Use case – University faculties](admin-guide/global_features/multi-url/use_case__university_faculties.md)
+    * [Use case – Corporate branding](admin-guide/global_features/multi-url/use_case__corporate_branding.md)
+    * [The solution](admin-guide/global_features/multi-url/the_solution.md)
+    * [Installation](admin-guide/global_features/multi-url/installation.md)
+  * [Video-conference](admin-guide/global_features/video-conference.md)
+  * [Chamilo Rapid](admin-guide/global_features/chamilo_rapid.md)
+  * [Style sheets](admin-guide/global_features/style_sheets.md)
+  * [Templates](admin-guide/global_features/templates.md)
+  * [Web services](admin-guide/global_features/web_services.md)
+  * [The Prestashop plugin](admin-guide/global_features/the_prestashop_plugin.md)
+  * [The Drupal plugin](admin-guide/global_features/the_drupal_plugin.md)
+  * [The xAPI plugin](admin-guide/global_features/xapi.md)
+  * [Logging in with OpenID](admin-guide/global_features/logging_in_with_openid.md)
+  * [Securing your site with SSL / HTTPS](admin-guide/global_features/securing_your_site_with_ssl__https.md)
+  * [Optimization](admin-guide/global_features/optimization.md)
+* [Appendix](admin-guide/appendix/README.md)
+  * [Frequently asked questions](admin-guide/appendix/frequently_asked_questions/README.md)
+    * [Sending e-mails from the platform doesn't work](admin-guide/appendix/frequently_asked_questions/sending_e-mails_from_the_platform_doesnt_work.md)
+    * [How do I prevent teachers to subscribe or unsubscribe learners into/from their courses?](admin-guide/appendix/frequently_asked_questions/how_do_i_prevent_teachers_to_subscribe_or_unsubscr.md)
+    * [How do I block access to the course catalog for learners?](admin-guide/appendix/frequently_asked_questions/how_do_i_block_access_to_the_course_catalog_for_le.md)
+    * [How much bandwidth does the videoconference tool \(admin/BigBlueButton\) consume?](admin-guide/appendix/frequently_asked_questions/how-much-bandwidth-does-the-videoconference-tool-admin-bigbluebutton-consume.md)
+  * [Security in Chamilo LMS](admin-guide/appendix/security_in_chamilo_lms.md)
+  * [Database structure](admin-guide/appendix/database_structure.md)
+  * [Accessing the database](admin-guide/appendix/accessing_the_database.md)
+  * [Configuration settings list](admin-guide/appendix/configuration_settings_list.md)
+  * [Glossary](admin-guide/appendix/glossary.md)
+  * [Document license](admin-guide/appendix/document_license.md)
+  * [Document history](admin-guide/appendix/document_history.md)
+
+## Developer Guide
+
+* [Introduction](developer-guide/introduction/README.md)
+  * [About this guide](developer-guide/introduction/about_this_guide.md)
+  * [Who is this guide for?](developer-guide/introduction/who_is_this_guide_for.md)
+  * [How to use this guide](developer-guide/introduction/how_to_use_this_guide.md)
+  * [General usability](developer-guide/introduction/general_usability.md)
+* [Why Chamilo?](developer-guide/why_chamilo/README.md)
+  * [Learning paradigm](developer-guide/why_chamilo/learning_paradigm.md)
+  * [Common interface elements](developer-guide/why_chamilo/common_interface_elements.md)
+* [The Chamilo files & database structure](developer-guide/the_chamilo_files_and_database_structure/README.md)
+  * [History](developer-guide/the_chamilo_files_and_database_structure/history.md)
+  * [Database structure : fixed in all minor versions](developer-guide/the_chamilo_files_and_database_structure/database_structure__fixed_in_all_minor_versions.md)
+  * [The Chamilo LMS files structure today](developer-guide/the_chamilo_files_and_database_structure/the_chamilo_lms_files_structure_today.md)
+  * [The Chamilo LMS database structure today](developer-guide/the_chamilo_files_and_database_structure/the_chamilo_lms_database_structure_today.md)
+  * [General conventions for future database structure](developer-guide/the_chamilo_files_and_database_structure/general_conventions_for_future_database_structure.md)
+* [Coding conventions](developer-guide/coding_conventions.md)
+* [Theming through templates](developer-guide/theming_through_templates/README.md)
+  * [Cleaning the cache](developer-guide/theming_through_templates/cleaning_the_cache.md)
+  * [Structure of a page](developer-guide/theming_through_templates/structure_of_a_page.md)
+  * [Usable variables](developer-guide/theming_through_templates/usable_variables.md)
+  * [Modifiers](developer-guide/theming_through_templates/modifiers.md)
+* [Theming through CSS](developer-guide/theming_through_css/README.md)
+  * [The cascading structure](developer-guide/theming_through_css/the_cascading_structure.md)
+  * [Style files purposes](developer-guide/theming_through_css/style_files_purposes.md)
+  * [The stylesheets inclusion mechanism](developer-guide/theming_through_css/the_stylesheets_inclusion_mechanism.md)
+  * [Extending the icons set](developer-guide/theming_through_css/extending_the_icons_set.md)
+  * [Default course image](developer-guide/theming_through_css/default_course_image.md)
+  * [Example procedure for new design](developer-guide/theming_through_css/example_procedure_for_new_design.md)
+* [Document templates](developer-guide/document_templates/README.md)
+  * [Structure](developer-guide/document_templates/structure.md)
+* [Theming certificates](developer-guide/theming-certificates.md)
+* [Customizing the online editor](developer-guide/customizing_the_online_editor.md)
+* [The Chamilo logo](developer-guide/the_chamilo_logo.md)
+* [Global settings](developer-guide/global_settings/README.md)
+  * [Sub-languages](developer-guide/global_settings/sub-languages.md)
+* [Participating to the development](developer-guide/participating_to_the_development/README.md)
+  * [Using Git](developer-guide/participating_to_the_development/using_git.md)
+  * [Updating you code](developer-guide/participating_to_the_development/updating_you_code.md)
+* [Clear the template cache](developer-guide/clear_the_template_cache.md)
+* [Fixing bugs](developer-guide/fixing_bugs.md)
+* [System Administrators: Web services](developer-guide/system_administratorsweb_services/README.md)
+* [System Administrators: Authentication methods](developer-guide/system_administratorsauthentication_methods/README.md)
+* [Extra Chamilo fields](developer-guide/extra_chamilo_fields.md)
+* [Plugins](developer-guide/plugins/README.md)
+  * [General workflow of plugins](developer-guide/plugins/general_workflow_of_plugins.md)
+  * [General plugins development](developer-guide/plugins/general_plugins_development.md)
+  * [The Dashboard](developer-guide/plugins/the_dashboard.md)
+  * [Language variables](developer-guide/plugins/language_variables.md)
+  * [LDAP](developer-guide/system_administratorsauthentication_methods/ldap.md)
+  * [CAS](developer-guide/system_administratorsauthentication_methods/cas.md)
+  * [Shibboleth](developer-guide/system_administratorsauthentication_methods/shibboleth.md)
+  * [Facebook](developer-guide/system_administratorsauthentication_methods/facebook.md)
+  * [OpenID](developer-guide/system_administratorsauthentication_methods/openid.md)
+  * [Custom SSO methods](developer-guide/system_administratorsauthentication_methods/custom_sso_methods.md)
+* [Passwords generation](developer-guide/passwords.md)
+
diff --git a/admin-guide/appendix/README.md b/admin-guide/appendix/README.md
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+# Appendix
+
diff --git a/admin-guide/appendix/accessing_the_database.md b/admin-guide/appendix/accessing_the_database.md
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+# Accessing the database
+
+We highly recommend you **never access the database directly** and always use Chamilo's admin tools to alter your data. This will ensure data integrity and will allow any administrator to safely an quickly analyse your data in case of problem.
+
+We do, however, acknowledge the need to access the database in some very specific circumstances to execute large operations faster.
+
+To do this, we recommend using applications that do not require too much work for installation and configuration, like adminer.php. Adminer is a small, one-script application that allows you to connect to your database, execute SQL operations, then remove the file when you're done. This way, you do not make your database server vulnerable to remote attacks for longer than required, and you do not increase the complexity of your system.
+
diff --git a/admin-guide/appendix/configuration_settings_list.md b/admin-guide/appendix/configuration_settings_list.md
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+# Configuration settings list
+
+| Title | Description | Default |
+| :--- | :--- | :--- |
+| Platform |  |  |
+| Organization name | The name of the organization \(appears in the header on the right\) |  |
+| Organization URL \(web address\) | The URL of the institutions \(the link that appears in the header on the right\) |  |
+| E-learning portal name | The Name of your Chamilo Portal \(appears in the header\) |  |
+| Portal Administrator: E-mail | The e-mail address of the Platform Administrator \(appears in the footer on the left\) |  |
+| Portal Administrator: Last Name | The Family Name of the Platform Administrator \(appears in the footer on the left\) |  |
+| Portal Administrator: First Name | The First Name of the Platform Administrator \(appears in the footer on the left\) |  |
+| Platform Administrator Information in footer | Show the Information of the Platform Administrator in the footer? |  |
+| Session's tutor's data is shown in the footer. | Show the session's tutor reference \(name and e-mail if available\) in the footer? |  |
+| Show teacher information in footer | Show the teacher reference \(name and e-mail if available\) in the footer? |  |
+| Server Type | What sort of server is this? This enables or disables some specific options. On a development server there is a translation feature functional that indicates untranslated strings |  |
+| Who's Online | Display the number of persons that are online? |  |
+| Registration | Is registration as a new user allowed? Can users create new accounts? | Yes |
+| Registration as Trainer | Can one register as a trainer \(with the ability to create training\)? | Yes |
+| Lost password | Are users allowed to request their lost password? |  |
+| Display Code in Training name | Display Training Code in training list |  |
+| Display trainer in training name | Display trainer in training list |  |
+| Portal Administrator: Telephone | The telephone number of the platform administrator |  |
+| Enable learner view | Enable the user view, which allows a trainer or admin to see a training as a participant or user would see it | Yes |
+| Page after login | The page which is seen by the user entering the platform |  |
+| Time limit on Who Is Online | This time limit defines for how many seconds after his last action a user will be considered _online_ |  |
+| Example material on training creation | Create example material automatically when creating a new course |  |
+| Account validity | A user account is valid for this number of days after creation |  |
+| Use training sessions | Training sessions give a different way of dealing with training, where training have an author, a coach and learners. Each coach gives a training for a set period of time, called a _training session_, to a set of learners who do not mix with other learner groups attached to another training session. | Yes |
+| Show email addresses | Show email addresses to users |  |
+| Show training number | Show the number of training in each category in the training categories on the homepage |  |
+| Show empty training categories | Show the categories of training on the homepage, even if they're empty |  |
+| Show back links from categories/training | Show a link to go back in the training hierarchy. A link is available at the bottom of the list anyway. |  |
+| Show training languages | Show the language each training is in, next to the training title, on the homepage training list |  |
+| Display categories on home page | This option will display or hide training categories on the portal home page |  |
+| Tabs in the header | Check the tabs you want to see appear in the header. The unchecked tabs will appear on the right hand menu on the portal homepage and my training page if these need to appear |  |
+| No-reply e-mail address | This is the e-mail address to be used when an e-mail has to be sent specifically requesting that no answer be sent in return. Generally, this e-mail address should be configured on your server to drop/ignore any incoming e-mail. |  |
+| User theme selection | Allow users to select their own visual theme in their profile. This will change the look of Chamilo for them, but will leave the default style of the portal intact. If a specific course or session has a specific theme assigned, it will have priority over user-defined themes. |  |
+| Display closed training on login page and portal start page? | Display closed training on the login page and training start page? On the portal start page an icon will appear next to the training to quickly subscribe to the training. This will only appear on the portal start page when the user is logged in and when the user is not subscribed to the portal yet. |  |
+| Show session coach | Show the global session coach name in session title box in the training list |  |
+| Allow non admin to create training | Allow non administrators \(trainers\) to create new training in the portal |  |
+| Learners access to training catalogue | Allow learners to browse the training catalogue and subscribe to available training |  |
+| Enable terms and conditions | This option will display the Terms and Conditions in the register form for new users |  |
+| Email alert, of creation a new course | Send an email to administrator of the platform, each time the teacher register a new course |  |
+| Show link to report bug | Show a link in the header to report a bug inside of our support platform \([http://support.chamilo.org](http://support.chamilo.org)\). When clicking on the link, the user is sent to the support platform, on a wiki page that describes the bug reporting process. |  |
+| Training validation | When "Training validation" feature is activated, a teacher is not able to create a training alone. He/she fills a training request. The platform administrator reviews the request and approves it or rejects it.This feature relies on automated e-mail messages; set Chamilo to access an e-mail server and to use a dedicated an e-mail account. |  |
+| Training validation - a link to the terms and conditions | This is the URL to the "Terms and Conditions" document that is valid for making a training request. If the address here is set, before sending a training request the user should read and agree with these terms and conditions.If you activate Chamilo's module "Terms and Conditions" and if you want its URL to be used, then leave this setting empty. |  |
+| Enable watermark in PDF export | By enabling this option, you can upload an image or a text that will be automatically added as watermark to all PDF exports of documents on the system. |  |
+| Enable watermark definition by course | When this option is enabled, teachers can define their own watermark for the documents in their courses. |  |
+| PDF watermark text | This text will be added as a watermark to the documents exports as PDF. |  |
+| Show classes to users | Show the classes to users. Classes are a feature that allow you to register/unregister groups of users into a session or a course directly, reducing the administrative hassle. When you pick this option, learners will be able to see in which class they are through their social network interface. |  |
+| Font resize accessibility feature | Enable this option to show a set of font resize options on the top-right side of your campus. This will allow visually impaired to read their course contents more easily. |  |
+| Hide courses list in sessions | When showing the session block in your courses page, hide the list of courses inside that session \(only show them inside the specific session screen\). |  |
+| Courses |  |  |
+| Training homepage design | How would you like the homepage of a training to look? |  |
+| Tools shortcuts | Show the tool shortcuts in the banner? |  |
+| Group categories | Allow trainers to create categories in the Groups tool? |  |
+| Default hard disk space | What is the available disk space? You can override the quota for specific training through: platform administration &gt; Training &gt; modify | 100000000 |
+| Group disk space available | What is the default hard disk space available for a groups documents tool? | 5000000 |
+| Allow users profiling inside training | Can a trainer define learner profile fields to retrieve additional information? |  |
+| Display training navigation menu | Display a navigation menu that quickens access to the tools |  |
+| Enable tool introduction | Enable introductions on each tool's homepage |  |
+| Training homepage breadcrumb | The breadcrumb is the horizontal links navigation system usually in the top left of your page. This option selects what you want to appear in the breadcrumb on courses' homepages |  |
+| Default forum view | What should be the default option when creating a new forum. Any trainer can however choose a different view for every individual forum |  |
+| Survey e-mail sender \(no-reply\) | Should the survey invitations use the coach email address or the no-reply address defined in the main configuration section? |  |
+| Allow training themes | Allows training graphical themes and makes it possible to change the style sheet used by a training to any of the possible style sheets available to Chamilo. When a user enters the training, the style sheet of the training will have priority over the user's own style sheet and the platform's default style sheet. |  |
+| Show session data title | Show session data comment |  |
+| Show glossary terms in documents | From here you can configure how to add links to the glossary terms from the documents |  |
+| Show the courses descriptions in the catalogue | Show the courses descriptions as an integrated popup when clicking on a course info icon in the courses catalogue |  |
+| Allow coaches to edit inside training sessions | Allow coaches to edit inside training sessions comment |  |
+| Show the glossary terms in extra tools | From here you can configure how to add the glossary terms in extra tools as learning path and exercise tool |  |
+| Go directly to the course after login | When a user is registered in one course, go directly to the course after login |  |
+| Minimum score of exercises | Define a minimum score \(generally 0\) for all the exercises on the platform. This will define how final results are shown to users and teachers. |  |
+| Maximum score of exercises | Define a maximum score \(generally 10,20 or 100\) for all the exercises on the platform. This will define how final results are shown to users and teachers. |  |
+| Enable Quiz scenario | From here you will be able to create exercises that propose different questions depending in the user's answers. |  |
+| Languages |  |  |
+| Portal Language | You can determine the platform languages in a different part of the platform administration, namely: [Chamilo Platform Languages](http://my.chamilo.net/main/admin/languages.php) |  |
+| Hide DLTT Mark-up | Hide the \[= ... =\] mark-up when a language variable is not translated | Yes |
+| Character set | The character set is what pilots the way specific languages can be displayed in Chamilo. If you use Russian or Japanese characters, for example, you might want to change this. For all English, Latin and west-european characters, the default ISO-8859-15 should be al-right. | UTF-8 |
+| Allow definition and use of sub-languages | By enabling this option, you will be able to define variations for each of the language terms used in the platform's interface, in the form of a new language based on and extending an existing language. You'll find this option in the languages section of the administration panel. |  |
+| Users |  |  |
+| Profile | Which parts of the profile can be changed? |  |
+| Registration: required fields | Which fields are required \(besides name, first name, login and password\) |  |
+| Personal Agenda | Can the learner add personal events to the Agenda? |  |
+| Extended profile | If this setting is set to 'True', a user can fill in following \(optional\) fields: 'My competences', 'My diplomas', 'What I am able to teach' and 'My personal open area' |  |
+| Extended profile fields in registration | Which of the following fields of the extended profile have to be available in the user registration process? This requires that the extended profile is activated \(see above\). |  |
+| Required extended profile fields in registration | Which of the following fields of the extended profile are required in the user registration process? This requires that the extended profile is activated and that the field is also available in the registration form \(see above\). |  |
+| Modules |  |  |
+| Modules active upon training creation | Which tools have to be activated \(visible\) by default when a new training is created? |  |
+| Use a title for the document name | This will allow the use of a title for document names instead of document\_name.ext | Yes |
+| Deleted files cannot be restored | Deleting a file in the documents tool permanently deletes it. The file cannot be restored | No |
+| Drop box: Can documents be overwritten | Can the original document be overwritten when a user or trainer uploads a document with the name of a document that already exist? If you answer yes then you loose the conversioning mechanism. |  |
+| Drop box: Maximum file size of a document | How big \(in bytes\) can a drop box document be? | 100000000 |
+| Drop box: Upload to own drop box space? | Allow trainers and users to upload documents to their drop box without sending the documents to themselves |  |
+| Drop box: Learner **Illegal HTML tag removed :** Learner | Allow users to send documents to other users \(peer 2 peer\). Users might use this for less relevant documents also \(mp3, tests solutions, ...\). If you disable this then the users can send documents to the trainer only. |  |
+| Drop box: allow group | Users can send files to groups |  |
+| Drop box: Allow mailing | With the mailing functionality you can send each learner a personal document |  |
+| Active online email editor | If this option is activated, clicking on an e-mail address will open an online mail editor. | No |
+| Display the small month calendar in the agenda tool | This setting enables or disables the small month calendar that appears in the left column of the agenda tool |  |
+| Display the upcoming events in the agenda tool | This setting enables or disables the upcoming events that appears in the left column of the agenda tool of the course |  |
+| Number of upcoming events that have to be displayed. | The number of upcoming events that have to be displayed in the agenda. This requires that the upcoming event functionality is activated \(see setting above\). |  |
+| Booking | The booking system allows you to book resources for your training \(rooms, tables, books, screens, ...\). You need this tool to be enabled \(through the Admin\) to have it appear in the user menu. | No |
+| Internal messaging tool | Enabling the internal messaging tool allows users to send messages to other users of the platform and to have a messaging inbox. | Yes |
+| Social network tool \(Facebook-like\) | The social network tool allows users to define relations with other users and, by doing so, to define groups of friends. Combined with the internal messaging tool, this tool allows tight communication with friends, inside the portal environment. | Yes |
+| Allow students to download directories | Allow students to pack and download a complete directory from the document tool |  |
+| Allow users to copy files from a course in your personal file area | Allows users to copy files from a course in your personal file area, visible through the Social Network or through the HTML editor when they are out of a course |  |
+| Allow users to create groups in social network | Allow users to create groups in social network |  |
+| Allow send message to all platform users | Allow send message to all platform users |  |
+| Max upload file size in messages | Maximum size for file uploads in the messaging tool \(in Bytes\) |  |
+| Create and edit SVG files | This option allows you to create and edit SVG \(Scalable Vector Graphics\) multilayer online, as well as export them to PNG format images. |  |
+| Allow students to export web documents to PDF format in the documents and wiki tools | This feature is enabled by default, but in case of server overload abuse it, or specific learning environments, might want to disable it for all courses. |  |
+| Show users folders in the documents tool | This option allows you to show or hide to teachers the folders that the system generates for each user who visits the tool documents or send a file through the web editor. \[...\] |  |
+| Show in documents tool all folders containing multimedia resources supplied by default | Multimedia file folders containing files supplied by default organized in categories of video, audio, image and flash animations to use in their courses. Although you make it invisible into the document tool, you can still use these resources in the platform web editor. |  |
+| Show the history folder of chat conversations | This will show to teacher the folder that contains all sessions that have been made in the chat, the teacher can make them visible or not students and use them as a resource |  |
+| Enable online services to conversion text in audio | Online tool to convert text into speech. Uses speech synthesis systems and technology to provide voice resources. |  |
+| Hide tools from teachers | Check the tools you want to hide from teachers. This will not prohibit access to the tool \(no security purpose\), but will make it invisible for the teachers in order to avoid confusion \(with too many tools - usability purpose\). |  |
+| Enable external Pixlr services | Pixlr allow you to edit, adjust and filter your photos with features similar to Photoshop. It is the ideal complement to process images based on bitmaps |  |
+| Activate recorder - voice player Nanogong | Nanogong is a recorder - voice player that allows you to record your voice and send it to the platform or download it into your hard drive. It also lets you play what you recorded. The students only need a microphone and speakers, and accept the load applet when first loaded. It is very useful for language learners to hear his voice after listening the correct pronunciation proposed by teacher in another wav or mp3 voice file. |  |
+| HTML Editor |  |  |
+| Public pages compliance to WAI | WAI \(Web Accessibility Initiative\) is an initiative to make the web more accessible. By selecting this option, the public pages of Chamilo will become more accessible. This also means that some content on the portal's public pages might appear differently. |  |
+| Advanced file manager for WYSIWYG editor | Enable advanced file manager for WYSIWYG editor? This will add a considerable amount of additional options to the file manager that opens in a pop-up window when uploading files to the server. |  |
+| mimeTEX mathematical editor | Enable mimeTeX mathematical editor. The activation is not fully realized if not previously installed on the server the executable MimeTex file. See the Chamilo installation guide. |  |
+| ASCIIMathML mathematical editor | Enable ASCIIMathML mathematical editor |  |
+| Mathematical graphics editor ASCIIsvg | Activation of mathematical graphics editor \(ASCIIsvg\). |  |
+| Load the file ASCIIMathML.js in all the system's pages | Activate this setting if you want to show ASCIIMathML-based mathematical formulas and ASCIIsvg-based mathematical graphics not only in the "Documents" tool, but elsewhere in the system. |  |
+| Allow students to insert videos from YouTube | Enable the possibility that students can insert YouTube videos |  |
+| Block students copy and paste | Block students the ability to copy and paste into the WYSIWYG editor |  |
+| Buttons bar extended | Enable button bars extended when the WYSIWYG editor is maximized |  |
+| WIRIS mathematical editor | Enable WIRIS mathematical editor. Installing this plugin you get WIRIS editor and WIRIS CAS. \[...\] |  |
+| Spell check | Enable spell check |  |
+| Forcing to Wiki to paste as plain text | This will prevent many hidden tags, incorrect or non-standard, copied from other texts to stop corrupting the text of the Wiki after many issues; but will lose some features while editing. |  |
+| Activate Google maps | Activate the button to insert Google maps. Activation is not fully realized if not previously edited the file main/inc/lib/fckeditor/myconfig.php and added a Google maps API key. |  |
+| Activate Image maps | Activate the button to insert Image maps. This allows you to associate URLs to areas of an image, creating hotspots. |  |
+| Allow insertion of widgets | This allows you to embed on your web pages your favourite videos and applications such as vimeo or slideshare and all sorts of widgets and gadgets |  |
+| Security |  |  |
+| Type of filtering on document uploads | Whether you want to use the blacklist or whitelist filtering. See blacklist or whitelist description below for more details. |  |
+| Blacklist - setting | The blacklist is used to filter the files extensions by removing \(or renaming\) any file which extension figures in the blacklist below. The extensions should figure without the leading dot \(.\) and separated by semi-column \(;\) like the following: exe;com;bat;scr;php. Files without extension are accepted. Letter casing \(uppercase/lowercase\) doesn't matter. |  |
+| Whitelist - setting | The whitelist is used to filter the files extensions by removing \(or renaming\) any file which extension does _NOT_ figure in the whitelist below. It is generally considered as a safer but more restrictive approach to filtering. The extensions should figure without the leading dot \(.\) and separated by semi-column \(;\) like the following: htm;html;txt;doc;xls;ppt;jpg;jpeg;gif;sxw . Files without extension are accepted. Letter casing \(uppercase/lowercase\) doesn't matter. | htm;html;jpg;jpeg;gif;png;swf;avi;mpg;mpeg;mov;flv;doc;docx;xls;xlsx;ppt;pptx;odt;odp;ods;pdf |
+| Filtering behaviour \(skip/rename\) | If you choose to skip, the files filtered through the blacklist or whitelist will not be uploaded to the system. If you choose to rename them, their extension will be replaced by the one defined in the extension replacement setting. Beware that renaming doesn't really protect you, and may cause name collision if several files of the same name but different extensions exist. |  |
+| Replacement extension | Enter the extension that you want to use to replace the dangerous extensions detected by the filter. Only needed if you have selected a filter by replacement. | dangerous |
+| Permissions for new directories | The ability to define the permissions settings to assign to every newly created directory lets you improve security against attacks by hackers uploading dangerous content to your portal. The default setting \(0770\) should be enough to give your server a reasonable protection level. The given format uses the UNIX terminology of Owner-Group-Others with Read-Write-Execute permissions. |  |
+| Permissions for new files | The ability to define the permissions settings to assign to every newly created file lets you improve security against attacks by hackers uploading dangerous content to your portal. The default setting \(0550\) should be enough to give your server a reasonable protection level. The given format uses the UNIX terminology of Owner-Group-Others with Read-Write-Execute permissions. If you use Oogie, take care that the user who launch OpenOffice can write files in the course folder. |  |
+| OpenID authentication | Enable the OpenID URL-based authentication \(displays an additional login form on the homepage\) |  |
+| Register users by Coach | Coach users may create users to the platform and subscribe users to a session. |  |
+| Extend rights for coach | Activate this option will give the coach the same permissions as the trainer on authoring tools |  |
+| Extend rights for coaches on surveys | Activate this option will allow the coaches to create and edit surveys |  |
+| Allow User Course Subscription By Course Administrator | Activate this option will allow course administrator to subscribe users inside a course |  |
+| Single Sign On | Enabling Single Sign On allows you to connect this platform as a slave of an authentication master, for example a Drupal website with the Drupal-Chamilo plugin or any other similar master setup. |  |
+| Domain of the Single Sign On server | The domain of the Single Sign On server \(the web address of the other server that will allow automatic registration to Chamilo\). This should generally be the address of the other server without any trailing slash and without the protocol, e.g. www.example.com |  |
+| Single Sign On server authentication URL | The address of the page that deals with the authentication verification. For example /?q=user in Drupal's case. |  |
+| Single Sign On server's logout URL | The address of the page on the server that logs the user out. This option is useful if you want users logging out of Chamilo to be automatically logged out of the authentication server. |  |
+| Single Sign On server's protocol | The protocol string to prefix the Single Sign On server's domain \(we recommend you use https:// if your server is able to provide this feature, as all non-secure protocols are dangerous for authentication matters\) |  |
+| Tuning |  |  |
+| Split users' upload directory | On high-load portals, where a lot of users are registered and send their pictures, the upload directory \(main/upload/users/\) might contain too many files for the file-system to handle \(it has been reported with more than 36000 files on a Debian server\). \[...\] |  |
+| Assessments |  |  |
+| Competence thresholds colouring | Tick the box to enable Competences thresholds |  |
+| Competence levels labelling | Tick the box to enable Competence levels labelling |  |
+| Threshold | The threshold \(in %\) under which scores will be coloured red |  |
+| Display score upper limit | Tick the box to show the score's upper limit |  |
+| Number of decimals | Allows you to set the number of decimals allowed in a score | 0 |
+| LDAP |  |  |
+| Main LDAP server address | The IP address or URL of your main LDAP server. |  |
+| Main LDAP server's port. | The port on which the main LDAP server will respond \(usually 389\). This is a mandatory setting. |  |
+| LDAP domain | This is the LDAP domain \(dc\) that will be used to find the contacts on the LDAP server. For example: dc=xx, dc=yy, dc=zz |  |
+| Replicate server address | When the main server is not available, this server will be accessed. Leave blank or use the same value as the main server if you don't have a replicate server. |  |
+| Replicate server's port | The port on which the replicate server will respond. |  |
+| Search term | This term will be used to filter the search for contacts on the LDAP server. If you are unsure what to put in here, please refer to your LDAP server's documentation and configuration. |  |
+| LDAP version | Please select the version of the LDAP server you want to use. Using the right version depends on your LDAP server's configuration. |  |
+| Tutor identification field | A check will be done on this LDAP contact field on new users insertion. If this field is not empty, the user will be considered as a tutor and inserted in Chamilo as such. If you want all your users to be recognised as simple users, leave this field empty. You can modify this behaviour by changing the code. Please read the [installation guide](http://my.chamilo.net/documentation/installation_guide.html) for more information. |  |
+| Authentication login | If you are using an LDAP server that does not support or accept anonymous access, fill the following field with the user login that should be used. Do not include "cn=". Leave empty for anonymous access. |  |
+| Authentication password | If you are using an LDAP server that does not support or accept anonymous access, fill the following field with the user password that should be used. |  |
+| Tutor identification value | When a check is done on the tutor field given above, this value has to be inside one of the tutor fields sub-elements for the user to be considered as a trainer. If you leave this field blank, the only condition is that the field exists for this LDAP user to be considered as a trainer. As an example, the field could be "memberof" and the value to search for could be "CN=G\_TRAINER,OU=Trainer". |  |
+| Time zones |  |  |
+| Use users time zones | Enable the possibility for users to select their own time zone. The time zone field should be set to visible and changeable in the Profiling menu in the administration section before users can choose their own. |  |
+| Time zone value | This is the time zone for this portal. If left empty, it will use the server's time zone. If configured, all times on the system will be shown based on this time zone. This setting has a lower priority than the user's time zone, if enabled and selected by the |  |
+| Search |  |  |
+| Full text search | This feature allows you to index most of the documents uploaded to your portal, then provide a search feature for users. \[...\] | No |
+| Style sheets |  |  |
+| Stylesheets selection |  |  |
+| Templates |  |  |
+| Templates management |  |  |
+| Plugins |  |  |
+| Search |  |  |
+| BigBlueButton |  |  |
+| Date |  |  |
+| Dashboard plugins |  |  |
+| Student Graph Block | Display information about students inside platform with graph |  |
+| Evaluation Graph Block | Display maximum, minimum and average evaluations about links inside assessments tool |  |
+| Student Block | Display information about students inside platform |  |
+| Teacher Block | Display information about teachers inside platform |  |
+| Session Block | Display information about sessions inside platform |  |
+| Teacher Graph Block | Display information about teachers inside platform with graph |  |
+| Gradebook & Attendances | Access to attendances in a Gradebook |  |
+| Gradebook & Attendances | Display information about courses inside platform |  |
+| Extra \(when BigBlueButton is enabled\) |  |  |
+| BigBlueButton video-conference tool | Choose whether you want to enable the BigBlueButton video-conference tool. Once enabled, it will show as an additional course tool in all courses' homepage, and teachers will be able to launch a conference at any time. \[...\] | No |
+| BigBlueButton server host | This is the name of the server where your BigBlueButton server is running. Might be _localhost_, an IP address \(e.g. 192.168.13.54\) or a domain name \(e.g. my.video.com\). |  |
+| Security key of the BigBlueButton server | This is the security key of your BigBlueButton server, which will allow your server to authenticate the Chamilo installation. Refer to the BigBlueButton documentation to locate it. |  |
+
diff --git a/admin-guide/appendix/database_structure.md b/admin-guide/appendix/database_structure.md
new file mode 100644
index 00000000..7a71fb27
--- /dev/null
+++ b/admin-guide/appendix/database_structure.md
@@ -0,0 +1,30 @@
+# Database structure
+
+If you are interested in the database structure for Chamilo 1.*, please check our wiki for the 
+full schematics: [https://github.com/chamilo/chamilo-lms/wiki/Database-structure](https://github.com/chamilo/chamilo-lms/wiki/Database-structure). 
+Just know that there are around 180 tables, with a lot of interconnections, so make sure you 
+get it right before trying to tamper with it. There are different mechanisms to develop plugins 
+based on the current structure, without modifying it. Please contact the developers through Slack
+or through [https://github.com/chamilo/chamilo-lms/issues](https://github.com/chamilo/chamilo-lms/issues) 
+if you feel lost.
+
+![](../../.gitbook/assets/images51%20%281%29.png)
+
+_Illustration: Chamilo LMS 1.9 database structure_
+
+The database structure has changed dramatically between Dokeos or Chamilo LMS 1.8 and Chamilo LMS 1.9. 
+We moved everything into one single database with no table replication, which is giving us a series of 
+new opportunities for inter-courses mash-ups now.
+
+It is important to note that **the database structure does not change between Chamilo LMS minor versions**. 
+Not a bit. This comes from a difficult-to-manage but very useful decision taken at the developers level 
+to make sure users can easily upgrade from one version to another without risks of causing data losses 
+or degradation.
+
+So, if you have a Chamilo LMS 1.9.0 install, you can upgrade to 1.9.2, 1.9.4 or 1.9.6 easily, and your 
+database structure will not change at all.
+
+Upgrading to 1.10 and 1.11 are larger step (major version upgrades) but are also possible. Just don't try
+to upgrade directly from 1.9 to 1.11 (do that in two steps), always keep a backup, check the supported PHP
+version of the *destination* version, and know that, depending on
+the amount of data you have stored, the major version upgrades can take several hours to complete.
\ No newline at end of file
diff --git a/admin-guide/appendix/document_history.md b/admin-guide/appendix/document_history.md
new file mode 100644
index 00000000..0cdd49c2
--- /dev/null
+++ b/admin-guide/appendix/document_history.md
@@ -0,0 +1,12 @@
+# Document history
+
+This document is the fruit of the collaboration of several organisations and individuals. In order to keep a trace of the successive participations of these people an ensure the lasting of their contribution, we keep a complete record here. If you improve this document in any way, please add your name below and send the updated version (together with a list of changes) to info@chamilo.org. Thank you!
+
+| Date | Contributor | Contact | Updates |
+| :--- | :--- | :--- | :--- |
+| 2010 | 2i2l.fr, Anaël Boulier | info@2i2l.fr | Rédaction de base du manuel pour Chamilo 1.8.7 |
+| Avril 2011 | BeezNest Belgium SPRL, Yannick Warnier | info@beeznest.com | Mise à jour pour 1.8.8, correctifs, mise en page, ajouts de détails |
+| Juillet 2011 | BeezNest Belgium SPRL, Yannick Warnier | info@beeznest.com | Mise à jour pour 1.8.8.4, ajouts de sections multi-url, videoconf, styles, conversion ppt, classes, filières et promotions, copies de sessions, rôles d'utilisateurs, extension de profils, sous-langages, réécriture de l'introduction, listing des options |
+| July 2011 | BeezNest Belgium SPRL | info@beeznest.com | Translation to English. Missing illustrations and peer review. |
+| March 2013 | BeezNest Belgium SPRL | info@beeznest.com | Updated to Chamilo 1.9 and added new sections. |
+
diff --git a/admin-guide/appendix/document_license.md b/admin-guide/appendix/document_license.md
new file mode 100644
index 00000000..aa3c15b6
--- /dev/null
+++ b/admin-guide/appendix/document_license.md
@@ -0,0 +1,18 @@
+# Document license
+
+All rights reserved.
+
+The permissions given by the copyleft license are indicated below.
+
+Copyright (c) 2007 2i2L Sarl. Permission is granted to copy, distribute and/or modify this document under the terms of the GNU Free Documentation License, Version 1.2 or any later version published by the Free Software Foundation ; with no Invariant Sections, no Front-Cover Texts, and no Back-Cover Texts. A copy of the license is included in the section entitled "GNU Free Documentation License".
+
+The contents of this tutorial is available under the **copyleft** license:
+
+[GNU FDL](http://www.gnu.org/licenses/fdl.txt) : [http://www.gnu.org/licenses/fdl.txt](http://www.gnu.org/licenses/fdl.txt)
+
+and
+
+[CC-BY-SA](http://creativecommons.org/licenses/by-sa/2.0/fr/) : [http://creativecommons.org/licenses/by-sa/2.0/fr/](http://creativecommons.org/licenses/by-sa/2.0/fr/)
+
+In the dynamic of a Free and Open community, any corrections or modifications of this tutorial are welcome at info@chamilo.org.
+
diff --git a/admin-guide/appendix/frequently_asked_questions/README.md b/admin-guide/appendix/frequently_asked_questions/README.md
new file mode 100644
index 00000000..40a3ab9d
--- /dev/null
+++ b/admin-guide/appendix/frequently_asked_questions/README.md
@@ -0,0 +1,2 @@
+# Frequently asked questions
+
diff --git a/admin-guide/appendix/frequently_asked_questions/how-much-bandwidth-does-the-videoconference-tool-admin-bigbluebutton-consume.md b/admin-guide/appendix/frequently_asked_questions/how-much-bandwidth-does-the-videoconference-tool-admin-bigbluebutton-consume.md
new file mode 100644
index 00000000..e80a006c
--- /dev/null
+++ b/admin-guide/appendix/frequently_asked_questions/how-much-bandwidth-does-the-videoconference-tool-admin-bigbluebutton-consume.md
@@ -0,0 +1,2 @@
+# How much bandwidth does the videoconference tool (admin/BigBlueButton) consume?
+
diff --git a/admin-guide/appendix/frequently_asked_questions/how_do_i_block_access_to_the_course_catalog_for_le.md b/admin-guide/appendix/frequently_asked_questions/how_do_i_block_access_to_the_course_catalog_for_le.md
new file mode 100644
index 00000000..d1bcad09
--- /dev/null
+++ b/admin-guide/appendix/frequently_asked_questions/how_do_i_block_access_to_the_course_catalog_for_le.md
@@ -0,0 +1,4 @@
+# How do I block access to the course catalog for learners?
+
+Locate and change the “Learners access to courses catalogue” option in the admin settings.
+
diff --git a/admin-guide/appendix/frequently_asked_questions/how_do_i_prevent_teachers_to_subscribe_or_unsubscr.md b/admin-guide/appendix/frequently_asked_questions/how_do_i_prevent_teachers_to_subscribe_or_unsubscr.md
new file mode 100644
index 00000000..bd42995f
--- /dev/null
+++ b/admin-guide/appendix/frequently_asked_questions/how_do_i_prevent_teachers_to_subscribe_or_unsubscr.md
@@ -0,0 +1,4 @@
+# How do I prevent teachers to subscribe or unsubscribe learners into/from their courses?
+
+Locate and change the “Allow User Course Subscription By Course Admininistrator” option in the admin settings.
+
diff --git a/admin-guide/appendix/frequently_asked_questions/sending_e-mails_from_the_platform_doesnt_work.md b/admin-guide/appendix/frequently_asked_questions/sending_e-mails_from_the_platform_doesnt_work.md
new file mode 100644
index 00000000..76e4dfa4
--- /dev/null
+++ b/admin-guide/appendix/frequently_asked_questions/sending_e-mails_from_the_platform_doesnt_work.md
@@ -0,0 +1,6 @@
+# Sending e-mails from the platform doesn't work
+
+Under Windows, you are required to configure the _main/inc/conf/mail.conf.php_ file to use an SMTP server. The file is quite understandable. If you use an SMTP server with authentication, configure _smtp\_auth_ to _1_ and define a user and a password. If you use an open SMTP server, set _smtp\_auth_ to _0_.
+
+Under GNU/Linux, you can choose to use an SMTP server like under Windows. Alternatively, if your browser allows it, you can use a local mails server. To configure one under Ubuntu, you can follow the documentation on the BeezNest blog: [http://beeznest.wordpress.com/?s=](http://beeznest.wordpress.com/?s=exim4)[exim4](http://beeznest.wordpress.com/?s=exim4)
+
diff --git a/admin-guide/appendix/glossary.md b/admin-guide/appendix/glossary.md
new file mode 100644
index 00000000..e40c1184
--- /dev/null
+++ b/admin-guide/appendix/glossary.md
@@ -0,0 +1,8 @@
+# Glossary
+
+* **Obfuscación**: Técnica para esconder información importante
+* **Course**: Course space, in which all resources for one specific course are stored and published
+* **Session**: group of courses taught during a certain period of time
+* **Teacher**: person in charge of leading a course
+* **Coach**: person in charge of leaing a course inside the context of a session
+
diff --git a/admin-guide/appendix/security_in_chamilo_lms.md b/admin-guide/appendix/security_in_chamilo_lms.md
new file mode 100644
index 00000000..f38647a9
--- /dev/null
+++ b/admin-guide/appendix/security_in_chamilo_lms.md
@@ -0,0 +1,53 @@
+# Security in Chamilo LMS
+
+While Chamilo is free software (and thus anyone can access its code), you can rest assure that 
+security is a very important element for the development team and the official providers. 
+This section gives you a few facts about security that you might be interested in knowing if 
+you ever have to defend Chamilo against proprietary software.
+
+First things first. Proprietary software generally means that the source code is hidden, or 
+“obfuscated” by compilation. This means that you cannot “just” download the application and 
+look through the code.
+
+Open Source and Free Software... software means that you can see the source code, which also 
+means, in theory, that you can more easily find its weaknesses and, eventually, exploit them.
+
+There's something inherently wrong about the conception that people have about proprietary 
+software, though: it is **not difficult** to get to the source code. As many articles will 
+explain, there are many de-compilation tools that will allow you to analyse the code of any 
+compiled application.
+
+Another case is when you use web applications, where users do not have access to the code at 
+all. Free Software provides this code for download, which means a free software web application 
+is more easily analysed than a closed source application. And that part is true.
+
+The second huge misconception is that an application that doesn't reveal its source is more 
+secure than an application that does. This isn't true, and comes, in a way, from the “web 2.0” 
+effect: a system with open sources is more easily reviewed by people with interests in making 
+it more secure, and the sharing of common security concepts across the different open source 
+projects make it easier to protect a piece of software from malicious attacks.
+
+Let's analyse this with facts: on Secunia's (an agency specialized in software security) website, 
+you can find all security vulnerabilities reported publicly. Every report, when left unsolved long 
+enough, gets a unique “CVE” code, which identifies the vulnerability and allows references to it later on.
+
+Chamilo, since its creation and until now, has never lasted more than 7 calendar days to solve a 
+new security flaw reported to them. You can check the report here:
+[http://secunia.com/advisories/product/34198/](http://secunia.com/advisories/product/34198/)
+
+A proprietary product in the same category, for example Blackboard® Learn 9.x (its latest version at 
+the time of writing), has yet to fix a security issue published in July 
+2012: [http://secunia.com/advisories/product/41718/?task=advisories](http://secunia.com/advisories/product/41718/?task=advisories). 
+Its Academic Suite still suffers from a security flaw reported in July 2008: [http://secunia.com/advisories/product/18189/?task=advisories](http://secunia.com/advisories/product/18189/?task=advisories)
+
+The code of Blackboard is not only compiled: it is also not downloadable, so attackers cannot access it 
+directly. Nevertheless, security flaws can still be detected, reported and remain unfixed for years.
+
+The strength of the security chain is the one of its weakest link, and most of the time this link is 
+the human laziness. We have never, so far, received any report of security flaws being exploited in 
+Chamilo, but we did receive several reports of password theft, provoked by a bad infrastructure or 
+just by distraction.
+
+In conclusion, Chamilo is just as safe, if not safer, than equivalent proprietary software. If you 
+want to avoid security issues, make sure you use password that are difficult to guess, and to always 
+connect on a secure network. Check the SSL chapter on page 88 for a few tips.
diff --git a/admin-guide/backups/README.md b/admin-guide/backups/README.md
new file mode 100644
index 00000000..c26c8e6e
--- /dev/null
+++ b/admin-guide/backups/README.md
@@ -0,0 +1,2 @@
+# Backups
+
diff --git a/admin-guide/backups/external_backups/README.md b/admin-guide/backups/external_backups/README.md
new file mode 100644
index 00000000..298d3eb1
--- /dev/null
+++ b/admin-guide/backups/external_backups/README.md
@@ -0,0 +1,2 @@
+# External backups
+
diff --git a/admin-guide/backups/external_backups/command-line_backup.md b/admin-guide/backups/external_backups/command-line_backup.md
new file mode 100644
index 00000000..e33b63e3
--- /dev/null
+++ b/admin-guide/backups/external_backups/command-line_backup.md
@@ -0,0 +1,6 @@
+# Command-line backup
+
+If you are more of a Linux sysadmin, you can take a backup with a command of this type, where the final part is the file where you want to save it (and 'olimahc' is the password):
+
+mysqldump -u chamilo -polimahc chamilo19x &gt; chamilo-backup-file.sql
+
diff --git a/admin-guide/backups/external_backups/phpmyadmin_database_backup.md b/admin-guide/backups/external_backups/phpmyadmin_database_backup.md
new file mode 100644
index 00000000..e80a42d1
--- /dev/null
+++ b/admin-guide/backups/external_backups/phpmyadmin_database_backup.md
@@ -0,0 +1,18 @@
+# PhpMyAdmin database backup
+
+Databases can be saved from the [P](http://fr.wikipedia.org/wiki/PhpMyAdmin)[hpMyAdmin](http://fr.wikipedia.org/wiki/PhpMyAdmin) interface, connecting using the login and password created during the [LAMP](http://fr.wikipedia.org/wiki/LAMP) server installation, the database installation, or in the data transmitted by your hosting provider.
+
+![](../../../.gitbook/assets/phpaccueuil%20%283%29.png)
+
+_Illustration: Administration - PHPMyAdmin_
+
+Once in the graphical interface of PhpMyAdmin, go to the \_Export\_tab and select the database to be saved. There's probably another one called “information\_schema”, which you can just ignore.
+
+You may want to change the output format of the backup file. To save, choose on the desired format below the databases to export. In the present example we chose SQL.
+
+The name of the saved file can also be changed in the _Output_ section. It can be compressed using one of the three offered formats. Do not forget to select the _Save output to a file_ option, otherwise it will just print the backup result on screen, which will not really help you.
+
+You're only left with downloading the file. It will be saved by default in your _Downloads_ directory or on your desktop, depending on your browser's configuration.
+
+Saving the databases through _hpMyAdmin_ is over. The saved file will be to the SQL format (.sql extension) and will be importable later on, in case of problem, through PhpMyAdmin.
+
diff --git a/admin-guide/backups/external_backups/the_chamilo_root_directory.md b/admin-guide/backups/external_backups/the_chamilo_root_directory.md
new file mode 100644
index 00000000..5a3b3cba
--- /dev/null
+++ b/admin-guide/backups/external_backups/the_chamilo_root_directory.md
@@ -0,0 +1,20 @@
+# The Chamilo root directory
+
+The root directory is (in this context) the directory which contains the Chamilo files. For the example in this tutorial, let's consider it has been installed in _/var/www/chamilo_ and is available through [_http://localhost/chamilo/_](http://localhost/chamilo/) (for a remote server, we will need to use FTP o SSH/ SFTP).
+
+To save, you will have to compress the files through your terminal going to the _/var/www/_ directory.
+
+user@server:cd /var/www
+
+Compress the directory using the “ tar “ command to generate a tar.gz file:
+
+user@server:/var/www$ sudo tar cvfj /home/you/bkp/backup\_chamilo.tar.gz chamilo/
+
+It can be practical to give a name composed using the date, like _2010-05-07-backup-chamilo.\_\_tar.gz_. This way, if you store a series of backup files, it will be easy to sort them by date.
+
+This backup copy will contain all information from the Chamilo database accesses and all its configurations. It is then useful in case of data loss or an undesired incursion on your server. It is the only reliable way to rebuild your Chamilo server if any major problem occurs.
+
+This backup can be executed automatically by a scheduling system (_cron_ process under GNU/Linux) on the server, but it can be executed manually in case the server doesn't do it right.
+
+If you do not have access to a terminal, it is possible you might need to execute a backup copy through _FTP_. This operation, however (without compression), can be **much** longer.
+
diff --git a/admin-guide/backups/readme.2/README.md b/admin-guide/backups/readme.2/README.md
new file mode 100644
index 00000000..6b1fc915
--- /dev/null
+++ b/admin-guide/backups/readme.2/README.md
@@ -0,0 +1,4 @@
+# Saving the Chamilo interface
+
+Chamilo offers different ways to save data. It is possible to save a complete course (or almost so) or a course element in particular, but only as administrator or teacher.
+
diff --git a/admin-guide/backups/readme.2/learning_path_export.md b/admin-guide/backups/readme.2/learning_path_export.md
new file mode 100644
index 00000000..006e3dc3
--- /dev/null
+++ b/admin-guide/backups/readme.2/learning_path_export.md
@@ -0,0 +1,22 @@
+# Learning path export
+
+To export a learning path, first go to the _My courses_ tab (generally the 2nd tab from the left).
+
+![](../../../.gitbook/assets/parcourssauvegarde%20%283%29.png)
+
+_Illustration: Interface – Courses list_
+
+Here, you can see the courses of which you are the teacher (through the pencil icon). To continue, click on one of them then enter the _Learning path_ tool.
+
+Once in the learning paths list, click on the CD icon to generate a backup file.
+
+![](../../../.gitbook/assets/graficos32%20%284%29.png)
+
+_Illustration: Interface – Learning paths export_
+
+At this stage, you only have to select where to save the file on your disk. The export is available as a .zip file.
+
+Note this export is generated in the SCORM 1.2 standard format (which also defines it must be compressed as a .zip), that you might want then to re-use on another LMS, be it Chamilo or any other, as far as it is SCORM 1.2-compatible (which means more or less any other e-learning portal), but this format makes the edition complex, not to say impossible. As such, it is a non-modifiable backup, in most circumstances.
+
+You can also export any learning path to PDF, although dynamic elements like audio, video and flash animations, will not be exported.
+
diff --git a/admin-guide/backups/readme.2/saving_a_course.md b/admin-guide/backups/readme.2/saving_a_course.md
new file mode 100644
index 00000000..dd3c95a6
--- /dev/null
+++ b/admin-guide/backups/readme.2/saving_a_course.md
@@ -0,0 +1,80 @@
+# Saving a course
+
+The platform administrator can save any course from (among other methods) the administrative interface.
+
+1. Go to : « Administration » → « Courses list » :
+
+![](../../../.gitbook/assets/images13%20%288%29.png)
+
+_Illustration: Administration – Courses block_
+
+1. Click on the CD icon, for the course to export.
+
+![](../../../.gitbook/assets/graficos33%20%286%29.png)
+
+_Illustration: Administration – Courses list – Backup_
+
+1. Chamilo then suggests to « Generate a backup » or « Import backup information » from backup. Click on _Generate backup_.
+
+![](../../../.gitbook/assets/sauvegardecours_-backup%20%281%29.png)
+
+_Illustration: Administration - Backup_
+
+1. You can choose between a complete backup and a specific selection (depending on your needs). Let's pick _Complete_ backup for the example.
+
+![](../../../.gitbook/assets/sauvegardegenerer_-backup%20%283%29.png)
+
+_Illustration: Administration – Backup settings_
+
+1. The backup is generated and you just have to click the zip file button to download it.
+
+![](../../../.gitbook/assets/sauvegardebackup_-ok%20%283%29.png)
+
+_Illustration: Administration – Backup, results of backup generation_
+
+1. On clicking the _Generate backup_ button, Chamilo creates a backup file which, by default, ends up in its _chamilo/archive_ directory. You can thus recover it by direct access, but that means other people can also have access to it. This means, as an admin, that you should both have a regular process to clean this directory (we offer one in the _main/cron_ directory but you have to execute it) **and** that you should set your configuration (through .htaccess or VirtualHost config) to avoid direct navigation inside the _main/archive_ directory.
+
+There is also another way to generate backups...
+
+As admin or teacher, click on the _My courses_ tab, then on one of the courses available. Then it is possible to generate a backup pretty much the same way clicking on the _Maintenance_ tool.
+
+![](../../../.gitbook/assets/administrationmaintenance%20%283%29.png)
+
+_Illustration: Interface – Course administration tools_
+
+The interface is slightly different...
+
+![](../../../.gitbook/assets/proprietemaintenance%20%283%29.png)
+
+_Illustration: Interface – Course backup options_
+
+With the course backup options, you can still execute three more functions:
+
+* **Course copy** allows you to duplicate all or part of a course into another (preferably empty) course. The only required state before this is to have a first course with something to copy, and another course which doesn't contain the elements of the first one.
+* **Empty course** allows you to empty the whole contents of a course. Let's say you want to start a fresh course inside the same “shell” as the previous one... just click this link and all the resources previously created will be gone, with no chance to recover them. Obviously, before you do that, you might want to recover the course element through a _Course backup_ operation.
+* **Delete** allows you to delete the whole course, this also means removing its empty shell. A confirmation is required, but once it's removed, don't expect it to be available as a safe copy anywhere...
+
+**Note** : when opening the backup's .zip file, you will find a close similarity with the _Documents_ tool documents hierarchy.
+
+For your information, the default .zip file for a course initially created with example content weighs around 8.9MB.
+
+It contains :
+
+* one internal structure file named course\_info.dat
+* one directory called _Document_
+* a series of files and folders containing the course documents, anything not linked to the users (assignments and other stuff user-related are not saved)
+
+The _Document_ directory has a structure similar to the one presented in an illustration above which reproduces the documents tool structure.
+
+![](../../../.gitbook/assets/structuredoc%20%283%29.png)
+
+_Illustration: Backup – Backup files structure_
+
+![](../../../.gitbook/assets/graficos34%20%286%29.png)
+
+_Illustration: Interface – Documents list_
+
+These documents are the default contents of the course.
+
+Furthermore, the backup will only recover documents (images, videos, etc.) related to the course.
+
diff --git a/admin-guide/backups/readme.3/README.md b/admin-guide/backups/readme.3/README.md
new file mode 100644
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+++ b/admin-guide/backups/readme.3/README.md
@@ -0,0 +1,2 @@
+# Recovering a backup
+
diff --git a/admin-guide/backups/readme.3/complete_recovery.md b/admin-guide/backups/readme.3/complete_recovery.md
new file mode 100644
index 00000000..246703cb
--- /dev/null
+++ b/admin-guide/backups/readme.3/complete_recovery.md
@@ -0,0 +1,14 @@
+# Complete recovery
+
+This recovery procedure has been tested a few times, but your configuration might vary considerably from this example. Here we will use a local installation case, using PhpMyAdmin and a backup of the Chamilo root directory. For a remote server, it would require SSH / SFTP or FTP access to the server.
+
+This recovery might be necessary after you mistakenly delete some or all of the Chamilo databases, or after serious damage has been caused on your server by a cracker.
+
+1. Copy the backup file into the root directory (/var/www) and unzip it. Keeping the same directories structure allows you not to loose some of the pre-configured access path to some data.
+2. Import the database backup from PhpMyAdmin (after removing the previous database if it was still present).
+3. Connect to your site and check everything is in order.
+
+The backup contains users, passwords, courses, learning paths, and all the resources of your portal.
+
+We actively recommend taking automatic backups on **another** server at least once a day for critical Chamilo servers.
+
diff --git a/admin-guide/backups/readme.3/courses.md b/admin-guide/backups/readme.3/courses.md
new file mode 100644
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+++ b/admin-guide/backups/readme.3/courses.md
@@ -0,0 +1,9 @@
+# Courses
+
+There are two ways to import a course back into Chamilo:
+
+* import a previous course backup file from your computer
+* import a backup file directly from the server
+
+The two options are very easy to use from the _Import backup_ tool inside the _backup_ tool of any course.
+
diff --git a/admin-guide/backups/readme.3/learning_paths.md b/admin-guide/backups/readme.3/learning_paths.md
new file mode 100644
index 00000000..754e47f0
--- /dev/null
+++ b/admin-guide/backups/readme.3/learning_paths.md
@@ -0,0 +1,26 @@
+# Learning paths
+
+After exporting the learning paths, you might want to know how to import them back into another (or the same) Chamilo portal.
+
+In the _My courses_ tab, create an empty course matching the one which has to be imported (or re-use an existing course). Once in the course, click _Learning paths_.
+
+In the learning paths tool, you have three options:
+
+* « Create new course » (1st icon),
+* « Import [SCORM](http://fr.wikipedia.org/wiki/Sharable_Content_Object_Reference_Model) courses » (2nd icon),
+* « Chamilo Rapid » (3rd icon)
+
+![](../../../.gitbook/assets/graficos35%20%286%29.png)
+
+_Illustration: Interface – Learning paths import_
+
+To import the learning path previously exported, click on _Import SCORM course_ (2nd icon).
+
+![](../../../.gitbook/assets/graficos36%20%286%29.png)
+
+_Illustration: Interface – SCORM learning paths import_
+
+The backup must obviously be compatible with SCORM and, something less obvious, SCORM 1.2, which is a particular version of SCORM. Chamilo does not fully support SCORM 2004, so you will probably have a valid learning path import, but it will not remain fully functional, most of the time. Your learning path package can also be AICC compatible, but that's another story.
+
+Note the _Authoring tool_ field is only an informational field and doesn't generate any behaviour modification.
+
diff --git a/admin-guide/chamilo-_what_is_it/README.md b/admin-guide/chamilo-_what_is_it/README.md
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+# Getting to know Chamilo
+
+Chamilo LMS is an e-learning system (that is it manages learning) developed in a collaborative way by several companies, associations and people, through an open model called « free software » \(as in _freedom_\).
+
+You can download and use Chamilo freely, given you accept its license (GNU/GPLv3) which gives you, in short, four essential freedoms, given your compromise to maintain those freedoms : the freedom to use, study, modify and distribute the software.
+
+![](../../.gitbook/assets/images268%20%286%29.png)
+
+_Illustration: Right to use, study and modify, share and distribute the software_
+
+Chamilo is not only developed collaboratively by dozens of people in the world at large ; it is also supported by a non-profit association with the objective of promoting the platform and ensure its continuity. In this sense, Chamilo LMS is the only free software e-learning platform that generates so many guarantees of open access.
+
+You can contribute to Chamilo too, promoting its use, reporting errors, suggesting improvements, translating it \(or its manuals\) to your native language, or even developing extensions or fixes by yourself.
+
diff --git a/admin-guide/chamilo-_what_is_it/about_this_guide.md b/admin-guide/chamilo-_what_is_it/about_this_guide.md
new file mode 100644
index 00000000..26f37c08
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+++ b/admin-guide/chamilo-_what_is_it/about_this_guide.md
@@ -0,0 +1,6 @@
+# About this guide
+
+This guide has been written through the collaborative action of several companies which contribute, their own way, to the improvement of education around the world.
+
+You can contribute to the writing and improving of this guide too. Just drop us an e-mail at info@chamilo.org and send us back the modified version. It's that easy!
+
diff --git a/admin-guide/chamilo-_what_is_it/how_to_read_this_guide.md b/admin-guide/chamilo-_what_is_it/how_to_read_this_guide.md
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--- /dev/null
+++ b/admin-guide/chamilo-_what_is_it/how_to_read_this_guide.md
@@ -0,0 +1,14 @@
+# How to read this guide?
+
+This guide has been written as a reference with a smooth learning curve, getting you through the installation, configuration and backup process (see _Installation and configuration_), then the general configuration options \(see _Platform administration_\), then user management \(see _Users management_\), then through courses management \(see_Courses management_\), sessions management \(see Sessions management\), and then a series of global features or extensions you need to know about \(see Global features\).
+
+If you want to go along practising with this book without installing your own Chamilo portal \(which we **do not** recommend, as you will miss the first requirement to be a Chamilo admin: be able to install it\), you can have a go as _admin_ on our development portal: [http://stable.chamilo.org](http://stable.chamilo.org/). This portal is normally only there for development purposes, but you can access it as a temporal fix if you are stuck.
+
+A considerable amount of seriously relevant information has been added as footnotes, so make sure you check them if you think the guide is missing something.
+
+You will find this guide can serve as a quick reference too, thanks to its Frequently asked questions chapter.
+
+If this guide doesn't answer your questions, you can use the Chamilo forum, where numerous other users, teachers or administrators, but also developers of the software, will be able to help you find the answers.
+
+Finally, in the eventuality of having greater needs, you might also use the services of our [official providers](https://chamilo.org/providers), a group of companies and institutions which provide professional services around Chamilo, have proven their involvement and seriousness in the project and are sustaining its collaborative model.
+
diff --git a/admin-guide/chamilo-_what_is_it/whom_is_this_guide_meant_for.md b/admin-guide/chamilo-_what_is_it/whom_is_this_guide_meant_for.md
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@@ -0,0 +1,8 @@
+# Whom is this guide meant for?
+
+This guide has been written in particular with, in mind, the numerous Chamilo administrators and services providers who will have \(by their own will or by necessity\) to manage an e-learning platform. Entering the e-learning world is a complex process, but we believe we've got a nice solution for you. By explaining to you how to manage Chamilo, we'll actually send you on a very easy road to getting up and running with e-learning platforms.
+
+If you are already a seasoned Chamilo administrator, this guide will also be useful to you as it delves deeply into every Chamilo administration feature, and will allow you to extend the way you use the tool to improve your services to the community.
+
+Chamilo has two main goals : increasing the teacher's availability for his students in need, and improving the quality of course contents by making them so easy to create and update that you'll just love to come back to edit them to improve elements you didn't think about at first. The role of the administrator in this context is crucial, as it allows teachers to bypass their fears and have moral and technical support to make them build better courses.
+
diff --git a/admin-guide/courses_management/README.md b/admin-guide/courses_management/README.md
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+++ b/admin-guide/courses_management/README.md
@@ -0,0 +1,19 @@
+# Courses management
+
+**Courses are spaces** within which teachers generate content using the 20-or so tools available to teach this content (and much more) to their student in a memorable, dynamical, multimedia and if possible entertaining way.
+
+Courses can be used as timeless resources (and they are, most of the time), but they can also be inserted into a time-based context through the use of **sessions**_**\*\***_\(see Chapter 7. Sessions management on page 64\).
+
+Courses management can be done with icons you should already be familiar with at this time :
+
+| Icons | Features |
+| :--- | :--- |
+| ![](../../.gitbook/assets/images64%20%286%29.png) | Gives all information on the use of the course and its users |
+| ![](../../.gitbook/assets/graficos30%20%286%29.png)![](../../.gitbook/assets/graficos31%20%286%29.png) | Gives a detailed tracking of the users, the course and resources report |
+| ![](../../.gitbook/assets/graficos28%20%286%29.png) | Update the parameters or course details |
+| ![](../../.gitbook/assets/graficos29%20%286%29.png) | Remove a course \(after approval\) |
+| ![](../../.gitbook/assets/images59%20%283%29.png) | Generate or import a backup |
+| ![](../../.gitbook/assets/images61%20%283%29.png) | Go to the course homepage |
+
+Tableau 3: Administration – Courses management icons
+
diff --git a/admin-guide/courses_management/add_users_to_course.md b/admin-guide/courses_management/add_users_to_course.md
new file mode 100644
index 00000000..2430d75c
--- /dev/null
+++ b/admin-guide/courses_management/add_users_to_course.md
@@ -0,0 +1,12 @@
+# Add users to course
+
+The admin can subscribe whomever to whichever course he wants:
+
+* select one or several users in the list on the left (use CTRL or SHIFT to select multiple),
+* Choose the course\(s\) to subscribe these users to,
+* click _Subscribe users to course_.
+
+![](../../.gitbook/assets/coursinscrire_-utilisateurs%20%283%29.png)
+
+_Illustration: Administration – Subscribe users to courses_
+
diff --git a/admin-guide/courses_management/courses_categories.md b/admin-guide/courses_management/courses_categories.md
new file mode 100644
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--- /dev/null
+++ b/admin-guide/courses_management/courses_categories.md
@@ -0,0 +1,10 @@
+# Courses categories
+
+You can create, update or remove courses categories through common action icons. It is possible to create numerous categories and sub-categories.
+
+![](../../.gitbook/assets/images65%20%286%29.png)
+
+_Illustration: Administration – Courses categories_
+
+It is also possible to organise these categories thanks to the arrow icons. These categories are not internationalised, so if you use a multilingual portal, make sure the name or the categorisation of your courses is easy to understand for all users.
+
diff --git a/admin-guide/courses_management/courses_list/README.md b/admin-guide/courses_management/courses_list/README.md
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+++ b/admin-guide/courses_management/courses_list/README.md
@@ -0,0 +1,19 @@
+# Courses list
+
+This tool allows you to visualise all the courses contained on the platform.
+
+![](../../../.gitbook/assets/graficos82%20%285%29.png)
+
+_Illustration: Administration – Courses list_
+
+This list gives us a great deal of information about the courses. Note the colours of the dots prefixing the courses titles: they represent the visibility of the courses:
+
+* blue : public
+* green : opened to platform users
+* orange : private, users are subscribed by teachers or admins
+* red : closed \(for maintenance or expiration, generally\), the course is not available except for course teachers and administrators
+
+It also allows us to modify information in one click on an action icon on the right side.
+
+From version 1.9.8 up, a new visibility: hidden \(grey icon\) allows courses to be hidden to everybody **but** administrators.
+
diff --git a/admin-guide/courses_management/courses_list/tracking_and_backup.md b/admin-guide/courses_management/courses_list/tracking_and_backup.md
new file mode 100644
index 00000000..364b8d38
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+++ b/admin-guide/courses_management/courses_list/tracking_and_backup.md
@@ -0,0 +1,6 @@
+# Tracking and backup
+
+The tracking and the backup are the same for the admin as for the teacher \(see _Teacher guide_\).
+
+These icons are shortcuts which send the admin inside the _My courses_ tab.
+
diff --git a/admin-guide/courses_management/courses_list/update_course_details.md b/admin-guide/courses_management/courses_list/update_course_details.md
new file mode 100644
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--- /dev/null
+++ b/admin-guide/courses_management/courses_list/update_course_details.md
@@ -0,0 +1,6 @@
+# Update course details
+
+To update the details of a course, click on the pencil icon on the right. As an admin, it is possible to change as many information as the teacher/creator of the course in the course settings.
+
+However, the admin can also update the allowed disk space for the course and mark it as a _Special course_, which makes it visible on top of the list of courses for all users of the platform.
+
diff --git a/admin-guide/courses_management/create_a_course.md b/admin-guide/courses_management/create_a_course.md
new file mode 100644
index 00000000..8e381ac3
--- /dev/null
+++ b/admin-guide/courses_management/create_a_course.md
@@ -0,0 +1,16 @@
+# Create a course
+
+As an administrator, only the title is mandatory during the course creation.
+
+![](../../.gitbook/assets/graficos83%20%285%29.png)
+
+_Illustration: Course creation_
+
+Apart from this mandatory field, the following options are exclusively available to the admin:
+
+* assign a teacher in charge of the course
+* add one (or more) teacher(s) to the course,
+* give a _department_ and a _department URL_,
+* manage its visibility,
+* manage the registration and un-registration settings
+
diff --git a/admin-guide/courses_management/export_courses.md b/admin-guide/courses_management/export_courses.md
new file mode 100644
index 00000000..3fb11e2a
--- /dev/null
+++ b/admin-guide/courses_management/export_courses.md
@@ -0,0 +1,8 @@
+# Export courses
+
+This feature allows you to export details of some or all the courses of the platform to the CSV format.
+
+![](../../.gitbook/assets/coursexporter%20%283%29.png)
+
+_Illustration: Administration – Courses export_
+
diff --git a/admin-guide/courses_management/import_courses_list.md b/admin-guide/courses_management/import_courses_list.md
new file mode 100644
index 00000000..2d78d4ae
--- /dev/null
+++ b/admin-guide/courses_management/import_courses_list.md
@@ -0,0 +1,10 @@
+# Import courses list
+
+This feature allows you to import a CSV file to create courses. If you use categories and you are importing the courses in another platform then the one you exported them from, you will need to ensure you have the same category codes on both portals.
+
+![](../../.gitbook/assets/creer-formation-lot%20%283%29.png)
+
+_Illustration: Administration – Creating courses by batches_
+
+Once imported, you will only need to fill learning paths.
+
diff --git a/admin-guide/courses_management/import_users_list.md b/admin-guide/courses_management/import_users_list.md
new file mode 100644
index 00000000..edca8b8d
--- /dev/null
+++ b/admin-guide/courses_management/import_users_list.md
@@ -0,0 +1,10 @@
+# Import users list
+
+This feature allows you, after a users export, to subscribe the users to another course directly with a CSV or XML file.
+
+![](../../.gitbook/assets/inscrire-utilisateur-cours%20%283%29.png)
+
+_Illustration: Administration – Subscribe users to courses in batches_
+
+This import allows you to execute two actions which will change the behaviour a little while importing.
+
diff --git a/admin-guide/global_features/README.md b/admin-guide/global_features/README.md
new file mode 100644
index 00000000..1fb24434
--- /dev/null
+++ b/admin-guide/global_features/README.md
@@ -0,0 +1,2 @@
+# Global features
+
diff --git a/admin-guide/global_features/chamilo_rapid.md b/admin-guide/global_features/chamilo_rapid.md
new file mode 100644
index 00000000..1c7ab303
--- /dev/null
+++ b/admin-guide/global_features/chamilo_rapid.md
@@ -0,0 +1,32 @@
+# Chamilo Rapid
+
+The PowerPoint® or Impress® presentations conversion to learning paths is relatively complex to install the right way. There's only one known short-cut: install an OpenOffice.org or LibreOffice version 3 and the _screen_ command.
+
+$ sudo apt-get install libreoffice screen
+
+Then launch the following commands
+
+$ screen
+
+_$_ _sudo soffice -accept=**”**socket,host=**127.0.0.1**,port=2002,tcpNoDelay=1;urp;”_ _-headless -nodefault_ _-nofirststartwizard_ _-nolockcheck -nologo_ _-norestore_ _&_
+
+ctrl-a + ctrl-d
+
+Any finer explanation would largely be out of the context of this guide, but this recipe works well on Ubuntu server.
+
+**Note**: the installation of the video-conference server already includes the installation of the _OpenOffice.org_ server on port 8100, so if you have installed it, you won't need the command above. Just configure Chamilo to use the presentations conversion server from port 8100.
+
+Once configured and running, you will be able to convert PPT from inside your courses' learning path tools.
+
+![](../../.gitbook/assets/images66%20%282%29.png)
+
+_Illustration: Rapid conversion icon in learning paths tool_
+
+![](../../.gitbook/assets/images67%20%282%29.png)
+
+_Illustration: Learning path import PPT screen_
+
+Once imported this way, a PowerPoint or Impress presentation will be transformed to a full learning path, ready to be further edited and structured, then published to learners.
+
+If you're stuck with the installation of this service, don't hesitate to ask one of our official providers to give you a hand or rent you one of their pre-configured servers.
+
diff --git a/admin-guide/global_features/logging_in_with_openid.md b/admin-guide/global_features/logging_in_with_openid.md
new file mode 100644
index 00000000..96f67589
--- /dev/null
+++ b/admin-guide/global_features/logging_in_with_openid.md
@@ -0,0 +1,10 @@
+# Logging in with OpenID
+
+An OpenID feature is available inside Chamilo. It is not as complete as other OpenID implementations around, but if you want to enable it you will have to follow a series of steps:
+
+1. enable the OpenID login in the _Portal settings_ page, _Security_ section
+2. make the OpenID field editable by the user from the _Portal settings_, _Users_ section
+3. each user will need to indicate and save his own OpenID identifier in his profile.
+
+Work has been started to improve this, but it is likely to only be available in Chamilo 1.10 \(because it requires database changes\).
+
diff --git a/admin-guide/global_features/multi-url/README.md b/admin-guide/global_features/multi-url/README.md
new file mode 100644
index 00000000..24545c18
--- /dev/null
+++ b/admin-guide/global_features/multi-url/README.md
@@ -0,0 +1,8 @@
+# Multi-URL
+
+Chamilo hides \(within its many treasures\) a discrete but practical feature in case you use your Chamilo portal for several categories of users, for which you have to consider making the portal available with a second domain name, another visual aspect and a pre-selection of only a few users and courses. An independent space sharing some of its content and all of its code, if you will.
+
+For example, you might want to provide one Chamilo portal on [http://one.campus.org/](http://one.campus.org/) and another one on [http://two.campus.org/](http://two.campus.org/). Even if these are separate portal, you will probably have the same administration team managing all these, so it makes sense to share both the database and the files directory. This way, you even get to distribute users and courses over all portals as you please.
+
+For those familiar with Drupal, this is **not** the same as a multi-site configuration, as Chamilo multi-url **shares the database** between all instances. It does provide multiple portals, but it is also more tightly bound through the database.
+
diff --git a/admin-guide/global_features/multi-url/installation.md b/admin-guide/global_features/multi-url/installation.md
new file mode 100644
index 00000000..61532dc1
--- /dev/null
+++ b/admin-guide/global_features/multi-url/installation.md
@@ -0,0 +1,34 @@
+# Installation
+
+To configure the multi-URL mode, you will need
+
+* access to your web server's configuration
+* access to the definition of your domain names
+* access to the Chamilo configuration file
+
+The installation process is as follows
+
+* update _app/conf/configuration.php_ by removing the comments marker before the line : _$\_configuration\['multiple\_access\_urls'\] = true;_ \(and make sure it is set to true\)
+* add ServerAlias directives inside your Apache's VirtualHost \(see below\)
+* define domain or sub-domain names \(DNS\) so they point to your server
+* \[deprecated\] add line “1,1” in your _access\_url\_rel\_user_ table \(this line is not necessary anymore, starting from Chamilo LMS 1.9\).
+* go to the Chamilo admin page and follow the link _Multiple URL portals_
+* redefine your main URL \(replace _localhost_\) and add the desired sub-portals, then add and enable a local administrator in each of them
+
+![](../../../.gitbook/assets/graficos97%20%281%29.png)
+
+_Illustration: Administration - Multi-URLs_
+
+For two different Multi-URLs and one administrative one, based on the domain _campusabc.com_, the VirtualHost would look something like this:
+
+```text
+ServerAdmin webmaster@campusabc.com
+DocumentRoot /var/www/campusabc.com /
+ServerName admin.campusabc.com
+ServerAlias pepsi.campusabc.com
+ServerAlias cocacola.campusabc.com
+... other host settings here ...
+```
+
+Don't forget to always consider that your first portal will be a generic, administration, portal. You should preferably not use it for direct access by students. Declare something like admin.\[domain-name\] as the first host, then declare the URLs you will really use.
+
diff --git a/admin-guide/global_features/multi-url/the_solution.md b/admin-guide/global_features/multi-url/the_solution.md
new file mode 100644
index 00000000..5203a505
--- /dev/null
+++ b/admin-guide/global_features/multi-url/the_solution.md
@@ -0,0 +1,19 @@
+# The solution
+
+We call this solution _multi-URL_. By enabling multi-URL, you enable the following mechanism:
+
+* you use the same source code \(so less maintenance\)
+* you use the same database \(so less duplication of data\)
+* one “master” portal \(which is not used directly by your customers\) allows you to define “slave” portals
+* each course is created inside a “slave” portal, and is only visible inside this slave portal
+* each user is created inside a “slave” portal, is only visible inside this portal and has only access to this portal
+* each slave portal uses a different domain name \(or a different sub-domain\)
+* each portal can use its own graphic style
+* one \(or more\) administrator can be assigned to each slave portal. This administrator doesn't have access to global settings, neither to the users and courses of other portals
+* one session can use a global course, but each session only exists in one and only one portal
+
+Using the same database, you benefit from these “extra features”:
+
+* one course can be made “global” and be used through sessions on all slave portals
+* one user \(learner, teacher or administrator\) can be given access to other portals by the global administrator
+
diff --git a/admin-guide/global_features/multi-url/use_case__corporate_branding.md b/admin-guide/global_features/multi-url/use_case__corporate_branding.md
new file mode 100644
index 00000000..5e1cc27b
--- /dev/null
+++ b/admin-guide/global_features/multi-url/use_case__corporate_branding.md
@@ -0,0 +1,4 @@
+# Use case – Corporate branding
+
+Imagine your company, KBTS \(fictional name\), offers health and safety courses for several customers. Imagine that one of your customers is Coca-Cola® and the other is Pepsi®.Maybe you don't want these two customers to know you are selling them the same course or that you are using the same portal to teach them. Of course, you would like to be able to re-use the same course \(so as to not duplicate the amount of work\), but without your learners seeing contributions from the learners of the other company... With multi-URL, you can set up cocacola.kbts.com and pepsi.kbts.com to serve that separation purpose.
+
diff --git a/admin-guide/global_features/multi-url/use_case__university_faculties.md b/admin-guide/global_features/multi-url/use_case__university_faculties.md
new file mode 100644
index 00000000..fa817f8b
--- /dev/null
+++ b/admin-guide/global_features/multi-url/use_case__university_faculties.md
@@ -0,0 +1,8 @@
+# Use case – University faculties
+
+Imagine the 12 faculties of your “John Smith University” \(fictional name\) want to show their portal under a distinct appearance \(each one wants its own variation of the logo in the header and a background colour slightly different\).
+
+For example, you would have a general [http://admin.jsu.edu/](http://admin.jsu.edu/), then a specific law faculty: [http://law.jsu.edu/](http://law.jsu.du/), a sciences faculty: [http://sci.jsu.edu/](http://sci.jsu.edu/), etc.
+
+Each one of them has its own teachers, whom, and I quote, “sometimes” have to give a course in more than one faculty. Students are also students from one single faculty \(only a few “exceptional case” are not\). Finally, courses are different, “except” in specific cases for very general courses...
+
diff --git a/admin-guide/global_features/optimization.md b/admin-guide/global_features/optimization.md
new file mode 100644
index 00000000..a2379c0f
--- /dev/null
+++ b/admin-guide/global_features/optimization.md
@@ -0,0 +1,6 @@
+# Optimization
+
+If you ever run into efficiency issues and you have full access to your server, you might want to look into optimizing your Chamilo installation.
+
+If so, have a look at the documentation/optimization.html document, as it has been designed to help out in these types of situations.
+
diff --git a/admin-guide/global_features/securing_your_site_with_ssl__https.md b/admin-guide/global_features/securing_your_site_with_ssl__https.md
new file mode 100644
index 00000000..d77dc96b
--- /dev/null
+++ b/admin-guide/global_features/securing_your_site_with_ssl__https.md
@@ -0,0 +1,32 @@
+# Securing your site with SSL / HTTPS
+
+As Chamilo LMS has grown more popular in the last 12 months \(roughly 400% increase in number of users\), we have received several indications of password theft and that the security of Chamilo might be in question. Check out our Security in Chamilo LMS section \(10.2\) in the Appendix for more information about security in Chamilo.
+
+The weakest link so far with our Chamilo portals has been the infrastructure, in that students can \(relatively easily\) steal accesses from a teacher connecting to the platform from the same computer room \(due to some characteristics of network equipment\). There are many ways to get to “spy” on the communication of another user with the server, and one of the most secure ways to avoid this kind of theft is to encrypt the whole communication between the user and the Chamilo server.
+
+This can be done through SSL \(or more commonly called HTTPS for the appearance of an “s” in the URL of those portals\), a secure and standard way to encrypt any HTTP communication on the web.
+
+Sadly, because of the inherent security of the system, an SSL certificate \(required for the secure communication to happen\) has to be “signed” \(virtually\) by a recognized authority, for a limited amount of time. This implies \(in most cases until now\) payment to said authority of a fee to sign the certificate. In other words, a certificate is not free and it is not permanent. For example, a simple \(lowest-level of security\) certificate, just for a single domain name, might cost between $25 and $100 a year.
+
+You can “self-sign” your certificates, but this will show a scary screen to all users the first time they access the portal, and it will ask them to take a decision. The users will have to click a minimum of 3 times in very specific options in order to get to the site, as illustrated by the following screenshots.
+
+![](../../.gitbook/assets/images52%20%281%29.png)
+
+_Illustration: Browsers warn users of self-signed SSL certificates: Step 1/3: click on the “I Understand the Risks” link \(example with Mozilla Firefox\)_
+
+![](../../.gitbook/assets/images53%20%281%29.png)
+
+_Illustration: Browsers warn users of self-signed SSL certificates: Step 2/3: click the "Add Exception" button_
+
+![](../../.gitbook/assets/images60%20%281%29.png)
+
+_Illustration: Browsers warn users of self-signed SSL certificates: Step 3/3: click "Confirm Security Exception"_
+
+These rather scary three steps completed, your user will have access to your site with an encrypted connection, but the process will not work for everyone.
+
+To avoid these messages, you will need to purchase an SSL certificate \(we have had some reasonable success with _RapidSSL_ so far, but it is entirely up to you to choose the right SSL certificates provider for you\).
+
+If you'd rather go for a self-signed certificate because your team will be a finite number of people using it and you know they're able to manage the 3 steps of certificate acceptance, then you can follow this article to set it up: [https://beeznest.wordpress.com/2008/04/25/how-to-configure-https-on-apache-2/](https://beeznest.wordpress.com/2008/04/25/how-to-configure-https-on-apache-2/)
+
+There is no more secure and practical way of securing your connections than SSL, so don't try to implement your own security mechanism. If you have comments about SSL, you should contact directly with the community managing the standard.
+
diff --git a/admin-guide/global_features/style_sheets.md b/admin-guide/global_features/style_sheets.md
new file mode 100644
index 00000000..c9d14319
--- /dev/null
+++ b/admin-guide/global_features/style_sheets.md
@@ -0,0 +1,4 @@
+# Style sheets
+
+As mentioned in section 4.1.14 Stylesheets on page 36, the Chamilo styles can be updated through a simple copy of any of the existing styles located in _chamilo/main/css/_. You'll find a series of styles directories in this directory, e.g. _chamilo\_green_, which can be copied, renamed and modified at wish. To test them, just go to the _Stylesheets_ section of your portal configuration page, upload your style as a .zip file and select the style uploaded, then save.
+
diff --git a/admin-guide/global_features/templates.md b/admin-guide/global_features/templates.md
new file mode 100644
index 00000000..597b422a
--- /dev/null
+++ b/admin-guide/global_features/templates.md
@@ -0,0 +1,34 @@
+# Templates
+
+Since version 1.9, Chamilo uses the Twig templating system to generate parts of its visual appearance.
+
+This means that you can now change Chamilo more easily. For example, the following screenshot is taken from a Chamilo 1.9 installation modified through templating. Although most visual changes can be done through CSS, there is a number of things that can just not be done this way, like showing new visual elements.
+
+![](../../.gitbook/assets/images50%20%286%29.png)
+
+_Illustration: Example portal using another template_
+
+As you can see, classical elements of Chamilo have been moved around, shown or hidden depending on the desired final appearance.
+
+To update a theme, we recommend you start with a copy of the existing one:
+
+cd /var/www/chamilo/main/templates/
+
+cp -r default mytemplate
+
+Then you can start looking into that theme. You'll find that most header and footer elements are located in the _layout_ directory. For example, the whole visible header on the page is declared in main/templates/default/layout/main\_header.tpl.
+
+Understanding the templates mechanism should be relatively easy if you have any experience with other templating systems.
+
+Templates \(ending in .tpl\) will look something like this:
+
+**Illegal HTML tag removed**:
+
+All  markers are prepared into other scripts or libraries. Most of the very common tags are defined in main/inc/lib/template.lib.php, with an “assign” call, like this:
+
+$this-&gt;assign\('show\_footer', $status\);
+
+In order for you to be able to test your new template, you will have to change line 13 of main/inc/lib/template.lib.php to replace 'default' by the name of your new template's directory \(using the example above, it would be _mytemplate_\).
+
+During the development of a new template \(which we recommend you do on a separate portal, not your production portal\), you should disable caching. You can do that in a series of ways, but the easiest is probably to just put your portal in “test server” mode. You can do that in the first page of the _Platform settings_ \(option called _Server Type_\).
+
diff --git a/admin-guide/global_features/the_drupal_plugin.md b/admin-guide/global_features/the_drupal_plugin.md
new file mode 100644
index 00000000..c9919af9
--- /dev/null
+++ b/admin-guide/global_features/the_drupal_plugin.md
@@ -0,0 +1,6 @@
+# The Drupal plugin
+
+If you use Drupal, you will probably like the fact that we have a Drupal plugin with a series of features, like Single Sign On, printing of courses blogs, personal events block, etc.
+
+The current plugin is undergoing a review at the time of writing these lines, but you can get more information in the issue queue of the plugin: [http://drupal.org/project/chamilo](http://drupal.org/project/chamilo)
+
diff --git a/admin-guide/global_features/the_prestashop_plugin.md b/admin-guide/global_features/the_prestashop_plugin.md
new file mode 100644
index 00000000..4c8149d4
--- /dev/null
+++ b/admin-guide/global_features/the_prestashop_plugin.md
@@ -0,0 +1,10 @@
+# The Prestashop plugin
+
+If you want to turn your Chamilo portal into an online shop for courses... you can't. Well, you can't do that directly, but there is an easy way to avoid that problem: using a real online shop system and connecting it to Chamilo.
+
+Prestashop is a very popular, free software, online shop system that will allow you to setup your own online shop in a few hours.
+
+Once you've got your shop installed and configure, go download the Chamilo plugin for Prestashop. On the plugin's wiki, you'll find a very extensive and simple installation guide to help you through the configuration. Once it's all configured, you'll be able to charge students to access your courses.
+
+At this time, the plugin doesn't work with sessions, so you will sell an unlimited access to your courses, but we hope to have this plugin extended in this direction in the future.
+
diff --git a/admin-guide/global_features/video-conference.md b/admin-guide/global_features/video-conference.md
new file mode 100644
index 00000000..4078e795
--- /dev/null
+++ b/admin-guide/global_features/video-conference.md
@@ -0,0 +1,34 @@
+# Video-conference
+
+As previously indicated in the _plugins_ section of this guide \(see chapter 4.1.16 on page 37\), the video-conference tool is not delivered together with Chamilo. You can easily install it and link Chamilo to it thanks to the _BigBlueButton_ plugin, but this requires a dedicated server \(or at least a server dedicated to something that is not critical\).
+
+To install the _BigBlueButton_ video-conference server, we recommend you follow the instructions from the project's homepage: [http://code.google.com/p/bigbluebutton/wiki/InstallationUbuntu](http://code.google.com/p/bigbluebutton/wiki/InstallationUbuntu)
+
+Once the video-conference installed and functional, you will have to know the public URL \(sometimes just an IP address\) and the secret key.
+
+You will find the secret key tp use in the Chamilo plugin configuration in /var/lib/tomcat6/webapps/bigbluebutton/WEB-INF/classes/bigbluebutton.properties \(look for _Salt_\) or using the bbb-conf script on the videoconference server.
+
+Once these two pieces of information are in your possession, go to the Chamilo settings, _Plugins_ section. Enable the _BigBlueButton_ plugin and save. **Reload the page** so that the new “Extra” category of settings appears in the action bar on top of the page \(a magic wand\) and click on it. Enter your video-conference server's information. Now you only need to check the integration by going into a course and clicking the _Video-conference_ link.
+
+![](../../.gitbook/assets/images48%20%283%29.png)
+
+_Illustration: The videoconference tool inside a course_
+
+Course teachers and coaches are the only ones who can **start** a video-conference room. They are also the only ones to have the moderator status inside the conference.
+
+![](../../.gitbook/assets/images62%20%284%29.png)
+
+_Illustration: Videoconference tool's page with list of recordings_
+
+Learners cannot connect in video-conference if their teacher has previously started a room \(otherwise, clicking on the video-conference link will just reload the course homepage\).
+
+If you want to enable recordings \(which will use considerable space on your videoconference server\), you will need to go to the course settings tool and enable the feature.
+
+![](../../.gitbook/assets/images63%20%284%29.png)
+
+_Illustration: Videoconference course setting for recording_
+
+If you can't install it, don't hesitate to contact the Chamilo's official providers who will gladly rent you an access to their pre-configured video-conference servers.
+
+Note: In Chamilo up to version 1.9.4, there was a bug in the plugin which prevented the use of audio. In subsequent versions up to 1.9.6, another minor bug prevented the videoconference to work for more than 30 minutes. This was fixed in version 1.9.8 and increased to 5 hours \(search for “300” in plugin/bbb/lib/bbb.lib.php to customize\).
+
diff --git a/admin-guide/global_features/web_services.md b/admin-guide/global_features/web_services.md
new file mode 100644
index 00000000..38e398be
--- /dev/null
+++ b/admin-guide/global_features/web_services.md
@@ -0,0 +1,22 @@
+# Web services
+
+Chamilo LMS offers a series of web services, which have been extended over time. Although the current basis is not well organized, you should be able to find what you're looking for easily in the main/webservices/ directory.
+
+More details about all our web services are available on our wiki: [http://support.chamilo.org/projects/chamilo-18/wiki/Web\_services](http://support.chamilo.org/projects/chamilo-18/wiki/Web_services)
+
+Between others, the current SOAP web services \(but we also have some REST and XML-RPC services available\) allow you to:
+
+* create, edit, enable, disable and delete users
+* create, edit, enable, disable and delete courses
+* create and edit courses' descriptions
+* create, edit, enable, disable and delete sessions
+* subscribe or unsubscribe users to courses or sessions
+* subscribe courses to sessions
+* get a list of courses
+
+The services already implemented also allow you to easily extend and build your own. Check the main/webservices/registration.soap.php file for a starting point. More structured scripts are around, but registration.soap.php is the one implementing the highest number of features at this point.
+
+If you happen to develop new services, please consider sharing them with us at [http://support.chamilo.org/projects/chamilo-18/issues](http://support.chamilo.org/projects/chamilo-18/issues) \(open an issue and file a _Feature_ suggestion with your code – we will “credit” you for this\).
+
+The _testip.php_ script will allow you to identify your own IP for the setup procedure described on the wiki.
+
diff --git a/admin-guide/global_features/xapi.md b/admin-guide/global_features/xapi.md
new file mode 100644
index 00000000..3c006abc
--- /dev/null
+++ b/admin-guide/global_features/xapi.md
@@ -0,0 +1,40 @@
+# Plugin xapi
+
+The xAPI support was included in Chamilo since version 1.11.16 as a plugin and will be included in the core later.
+
+Activating the plugin activates several features in Chamilo.
+
+## Connection to an External LRS
+
+Activating the plugin allows first to send xapi statement to an external LRS when performing activities in Chamilo.
+So first you have to activate the plugin.
+![](../../.gitbook/assets/xapiPluginActivate.png)
+
+In the configuration, set the data from the external LRS as indicated and the activities that you want to follow from Chamilo.
+![](../../.gitbook/assets/xapiPluginConfiguration.png)
+
+When an event happens in Chamilo that has been configured to send xAPI statement then the statement is being savec locally in the "xapi_shared_statement" table so that it does not take long to register, since sending to an LRS could take time so it is done asynchronously with a cron that calls plugin/xapi/cron/send_statements.php every hour for example. This script sends 100 statements each time it is called so you have to adapt the cron frequency depending on your platform usage.
+
+From this moment, the xAPI statements of the selected events will be sent to the external LRS.
+
+## Chamilo as LRS
+
+Chamilo can be the LRS that stores data from Chamilo or from other external applications.
+This is why on the Chamilo administration page a Plugins block appears with a link for "Experience API (xAPI).
+![](../../.gitbook/assets/xapiPluginAdminPage.png)
+
+On this page click on the + to create a new account to connect to the LRS of your Chamilo.
+![](../../.gitbook/assets/xapiPluginCreateAccount.png)
+From this moment the LRS of your Chamilo is available and can be used with your Chamilo or with any tool compatible with xAPI indicating the user data that you just created and the URL of your Chamilo with /plugin/xapi/lrs.php at the end.
+
+## xAPI package import
+
+Activating the xAPI plugin adds an activity tool to each Chamilo course.
+In this tool you can import xAPI compliant content pack.
+![](../../.gitbook/assets/xapiPluginActivityTool.png)
+
+These activities can be launched from this tool or can be included as a Chamilo lesson item.
+![](../../.gitbook/assets/xapiPluginIncludeInLesson.png)
+
+In the activity tool the teacher can see what has been recorded from the xAPI activity.
+![](../../.gitbook/assets/xapiPluginReportTool.png)
diff --git a/admin-guide/installation_and_configuration/README.md b/admin-guide/installation_and_configuration/README.md
new file mode 100644
index 00000000..ead36e45
--- /dev/null
+++ b/admin-guide/installation_and_configuration/README.md
@@ -0,0 +1,2 @@
+# Installation and configuration
+
diff --git a/admin-guide/installation_and_configuration/installation_wizard/README.md b/admin-guide/installation_and_configuration/installation_wizard/README.md
new file mode 100644
index 00000000..aa7c050d
--- /dev/null
+++ b/admin-guide/installation_and_configuration/installation_wizard/README.md
@@ -0,0 +1,15 @@
+# Installation wizard
+
+Download the source from [Chamilo](http://www.chamilo.org/en/download)'s download pageand unpack it \(with a tool such as 7-zip under Windows or _tar_ under Linux/MacOS\).
+
+* If it is a remote server \(i.e. you are not directly connected to the computer by a keyboard and a screen\), send the archive through FTP \(or [SSH](http://fr.wikipedia.org/wiki/Secure_Shell)\) to the online space \(we recommend you send the file and then unzip it on the server, this will be much faster and secure, but you can also send all the files you find under the _chamilo_ directory _–_ beware, sometimes the FTP transfer is interrupted and the installation cannot be completed safely – make sure all files have been transferred by checking the log and sending them a second time, checking the option _Don't overwrite existing files_ in your FTP client\).
+* If it is a local installation, just copy the files in the root web folder on your server \(on Ubuntu, that is, inside /var/www\).
+
+Ex.: user@server:\(sudo\) mv /home/_user_/Desktop/chamilo /var/www
+
+**Note** : You might want to rename the directory to something more convenient once unpacked.
+
+Chamilo can be installed to whichever directory you like. Choose the root directory of the site so that the platform is directly accessible through the « [http://www.mydomain.com/](http://www.mydomain.com/) » address, for example.
+
+The directory where the files are copied must be writeable by the same system user running the web server \(i.e. _www-data_ on Ubuntu, or _httpd_ or _nobody_ on some other UNIX-based operating systems\). Remotely, you must be able to change the permissions on the files and folders through [FTP](http://fr.wikipedia.org/wiki/FileZilla), [SSH](http://fr.wikipedia.org/wiki/Secure_Shell) or any other type of access.
+
diff --git a/admin-guide/installation_and_configuration/installation_wizard/last_installation_settings.md b/admin-guide/installation_and_configuration/installation_wizard/last_installation_settings.md
new file mode 100644
index 00000000..93194559
--- /dev/null
+++ b/admin-guide/installation_and_configuration/installation_wizard/last_installation_settings.md
@@ -0,0 +1,24 @@
+# Last installation settings
+
+Once Chamilo is installed, the success message also brings a short warning message
+
+« **Security hint**: To protect your site, please change permissions on main/inc/conf/configuration.php and main/install/index.php \(not their directories\) to read-only \(CHMOD 444\). »
+
+![](../../../.gitbook/assets/dernier-parametre%20%283%29.png)
+
+_Illustration: Installation – Installation report_
+
+It is preferable, in fact, to remove the _main/install/_ directory completely \(the confirmation text is not really accurate about this\):
+
+user@server:/var/www/chamilo$ sudo rm -rf main/install/
+
+This will prevent anybody \(except the _root_ user\) to see this directory, and thus to use it.
+
+For the _configuration.php_ file, **0444** are the appropriate permissions to assign:
+
+user@server:/var/www/chamilo/$ cd main/inc/conf/
+
+user@server:/var/www/chamilo/main/inc/conf$ sudo chmod 0444 configuration.php
+
+When this operation is completed, using Chamilo can begin safely clicking on the _Go to the newly created portal_ link.
+
diff --git a/admin-guide/installation_and_configuration/installation_wizard/launching_the_installation_wizard/README.md b/admin-guide/installation_and_configuration/installation_wizard/launching_the_installation_wizard/README.md
new file mode 100644
index 00000000..df898345
--- /dev/null
+++ b/admin-guide/installation_and_configuration/installation_wizard/launching_the_installation_wizard/README.md
@@ -0,0 +1,14 @@
+# Launching the installation wizard
+
+Once the files have beencopied to the server, point your browser at « [http://www.mydomain.com/chamilo](http://www.mydomain.com/chamilo) » or, locally, at the « [http://localhost/chamilo](http://localhost/chamilo) », depending on where exactly you put the directory.
+
+If you were able to configure a VirtualHost in your web server's configuration, you are better off loading directly an address of this form: « [http://www.virtualhost.com/](http://www.virtualhost.com/) » without the _chamilo_ suffix\_.\_VirtualHosts are out of the scope of this guide, but you can learn about them from Apache's documentation website or Nginx's \(if you use it\).
+
+In the following screenshots, we install Chamilo 1.9.4. The installation of all versions of 1.9.\* are almost exactly the same, so the procedure is also valid for 1.9.0, 1.9.2, 1.9.4, 1.9.6 and 1.9.8.
+
+![](../../../../.gitbook/assets/images1%20%285%29.png)
+
+_Illustration: Installation – Welcome screen_
+
+You must then follow a series of steps to indicate your platform parameters. These steps are almost identical for local and remote installations.
+
diff --git a/admin-guide/installation_and_configuration/installation_wizard/launching_the_installation_wizard/step_1_of_6__language.md b/admin-guide/installation_and_configuration/installation_wizard/launching_the_installation_wizard/step_1_of_6__language.md
new file mode 100644
index 00000000..05f48b14
--- /dev/null
+++ b/admin-guide/installation_and_configuration/installation_wizard/launching_the_installation_wizard/step_1_of_6__language.md
@@ -0,0 +1,10 @@
+# Step 1 of 6 : Language
+
+This screen prompts you to choose the installation language. Since version 1.8.8, your language is automatically detected via your browser's parameters, and this screen simply requires you to confirm whether the detected language is correct.
+
+Beware that this is **not** the final language of the platform, but rather the one for the installation procedure, nothing more.
+
+![](../../../../.gitbook/assets/images2%20%287%29.png)
+
+_Illustration: Installation – Choosing the language_
+
diff --git a/admin-guide/installation_and_configuration/installation_wizard/launching_the_installation_wizard/step_2_of_6__prerequisites.md b/admin-guide/installation_and_configuration/installation_wizard/launching_the_installation_wizard/step_2_of_6__prerequisites.md
new file mode 100644
index 00000000..fcf882c3
--- /dev/null
+++ b/admin-guide/installation_and_configuration/installation_wizard/launching_the_installation_wizard/step_2_of_6__prerequisites.md
@@ -0,0 +1,34 @@
+# Step 2 of 6 : Prerequisites
+
+This step checks your server has all the required elements for a complete and correct installation of Chamilo.
+
+![](../../../../.gitbook/assets/images3%20%288%29.png)
+
+_Illustration: Installation - Prerequisites_
+
+The prerequisites already fulfilled by your system are marked in **green**, the mandatory but non-satisfied ones are marked in **red** and the ones non-satisfied but not mandatory either are marked in **orange**.
+
+Almost all prerequisites relate to the PHP installation and offer links to more details. The recommended parameters represent variables that you can modify in your PHP configuration \(_php.ini_\) or inside the VirtualHost configuration.
+
+At the end of the prerequisites page, you will find a _Permissions on directories and files_ section.
+
+![](../../../../.gitbook/assets/images5%20%288%29.png)
+
+_Illustration: Installation - Prerequisites \(end\)_
+
+By default under GNU/Linux, writing is not authorized on directories. You must change files accesses to optimise the security and give the sufficient permissions to the user running the web server. These ensure confinement of permissions during the execution of a service \(in this case _Apache_\) and avoid a cracker to be able to take control of your server too easily.
+
+Under Windows, this is generally easier by default \(but much less secure\) and the permissions are already sufficient \(but too permissive\).
+
+**Note** : Chamilo is frequently reviewed \(at least once a year\) against security flaws that would endanger your server. You can be kept aware of the latest security flaws found and fixed by subscribing to our dedicated security mailing list: [http://lists.chamilo.org/listinfo/](http://lists.chamilo.org/listinfo/security)[security](http://lists.chamilo.org/listinfo/security) or on [http://support.chamilo.org/projects/chamilo-18/wiki/Security\_issues](http://support.chamilo.org/projects/chamilo-18/wiki/Security_issues). Alternatively, we have a Twitter feed for Chamilo's security-related news: [http://twitter.com/chamilosecurity](http://twitter.com/chamilosecurity)Chamilo has an excellent track record of fixing every security flaw and publishing patches to its users within 4 days of being reported. You can check our public record on Secunia's website
+
+Locally, on Ubuntu, go to the directory where the _Chamilo_ directory is. Give it sufficient permissions to user _www-data_ \(the web server user under Ubuntu\) and reload the page in your browser. If you use another operating system, you might need to update the following command a little bit.
+
+Ex.: user@server:/var/www$ chown -R www-data:www-data chamilo/
+
+These permissions are nowhere near secure, and we assume you will seek advise about permissions to a properly qualified Linux administrator. Security should matter to you, but we cannot possibly cover all cases of permissions and servers out there just with this guide.
+
+Click on « + New installation ».
+
+_**Note**_ : if you run an update of a previous version of Chamilo, this chapter is not the right one for you. You should rather check out chapter 2.3 : Updating Chamilo. We also recommend you to read the installation and update guide of Chamilo, available inside the **documentation** directory of your Chamilo package.
+
diff --git a/admin-guide/installation_and_configuration/installation_wizard/launching_the_installation_wizard/step_3_of_6_license.md b/admin-guide/installation_and_configuration/installation_wizard/launching_the_installation_wizard/step_3_of_6_license.md
new file mode 100644
index 00000000..ab2e774d
--- /dev/null
+++ b/admin-guide/installation_and_configuration/installation_wizard/launching_the_installation_wizard/step_3_of_6_license.md
@@ -0,0 +1,18 @@
+# Step 3 of 6: License
+
+Here, Chamilo explains it is a free software distributed under the terms of the GNU General Public Licence \([GPL](http://en.wikipedia.org/wiki/GNU_General_Public_License)\) \(version 3 or superior\) and that part of its **content** is released under [BY-SA](http://creativecommons.org/licenses/by-sa/3.0/deed.fr) [Creative Commons](http://creativecommons.org/licenses/by-sa/3.0/deed.fr)[.](http://creativecommons.org/licenses/by-sa/3.0/deed.fr)
+
+To go to the next step, you'll have to read the license and approve it, **otherwise you are not authorized to use this software** \(it is very important for you to understand that you are **only** allowed to use it if you accept these conditions\). You will find other translations of this license \(probably in your own language\) if you need it, connecting to the Free Software Foundation, which is the organisation which publishes this license.
+
+![](../../../../.gitbook/assets/images6%20%285%29.png)
+
+_Illustration: Installation - License_
+
+**Note**: Starting with version 1.8.8, you will also find an **optional** form below the license approval. This form allows us some contact data about you and let you know of any event organised by the Chamilo Association or its members, which happen near your location.
+
+![](../../../../.gitbook/assets/images8%20%287%29.png)
+
+_Illustration: Installation contact form_
+
+We will treat your contact information with care and will not provide it to third parties. It will be kept within the association itself. As per most privacy laws, you are entitled to have your data removed or updated in our database by sending an e-mail at info@chamilo.org
+
diff --git a/admin-guide/installation_and_configuration/installation_wizard/launching_the_installation_wizard/step_4_of_6__mysql_database_parameters.md b/admin-guide/installation_and_configuration/installation_wizard/launching_the_installation_wizard/step_4_of_6__mysql_database_parameters.md
new file mode 100644
index 00000000..20776a6f
--- /dev/null
+++ b/admin-guide/installation_and_configuration/installation_wizard/launching_the_installation_wizard/step_4_of_6__mysql_database_parameters.md
@@ -0,0 +1,29 @@
+# Step 4 of 6 : MySQL database parameters
+
+We'll now check the database management system \(DBMS\) works and is configured as expected :
+
+![](../../../../.gitbook/assets/images7%20%287%29.png)
+
+_Illustration: Installation – MySQL settings_
+
+To allow for the settings check, you will have to fill in the required fields. These elements have probably been given to you when you rented your hosting service the first time, or you did them yourself when configuring your [LAMP](http://fr.wikipedia.org/wiki/LAMP) server locally.
+
+* _Database host :_ the name of the SQL server. If this is a local installation, the MySQL server is probably local too, and its name will be _localhost_.
+* _Database user :_ the name of the database user. If this is a local installation, the name will probably be _root_ by default, but we recommend the creation of another user for your Chamilo databases, because using _root_ represents a significant security risk for your other databases on that server. Typically, you can create a new user through a web interface, but if you have to do this in the terminal, and assuming you want a user named “chamilo” with a password “olimahc”, these 2 commands will help you out:
+  * grant all privileges on chamilo.\* to chamilo@localhost identified by 'olimahc';
+  * flush privileges;
+* _Database password:_ the password that has been given/created during the hiring/creation of the database, at the same time as the user. Locally, the password is generally empty by default, but once again we recommend defining your own password here, for security reasons.
+* _Database name:_ the name of the database to create and in which to store all of your Chamilo's data
+
+Since Chamilo 1.9.0, the installation process has been simplified and the database structure has been migrated so that only one database is used, which greatly simplifies the installation process and th maintenance of Chamilo portals.
+
+Check the data entered in the form, then click the _Check database connection_ button. If an error message appears, check the data again. Maybe this password is not the right one?
+
+Once everything is OK \(and the green confirmation block appears\), move on to the next step.
+
+![](../../../../.gitbook/assets/images9%20%287%29.png)
+
+_Illustration: Installation database check - OK_
+
+If a database with the same name already exists, a yellow-background message will tell you so, because this database **will get overridden** with your new database! To avoid this, make sure you use another database name in the previous form.
+
diff --git a/admin-guide/installation_and_configuration/installation_wizard/launching_the_installation_wizard/step_5_of_6_configuration_settings.md b/admin-guide/installation_and_configuration/installation_wizard/launching_the_installation_wizard/step_5_of_6_configuration_settings.md
new file mode 100644
index 00000000..74ba9f6a
--- /dev/null
+++ b/admin-guide/installation_and_configuration/installation_wizard/launching_the_installation_wizard/step_5_of_6_configuration_settings.md
@@ -0,0 +1,20 @@
+# Step 5 of 6: Configuration settings
+
+Every setting of this step can be modified after the installation through theChamilo _Administration_ page, **except** for the _Encryption method_ and the _Portal URL._
+
+_Encryption method_ is almost impossible to change afterwards as it would imply re-generating new passwords for all users and sending them by e-mail. The default option is always the most secure, so we recommend you **leave it** as it is.
+
+_Portal URL_ could be updated but only through the configuration file, which could prove tricky. Please select these two wisely.
+
+* _Main language :_ default language on your portal.
+* _Chamilo URL :_ URL of your Chamilo portal \(locally : [http://localhost/chamilo](http://localhost/chamilo); remotely : [http://www.mydomain.com/chamilo](http://www.mydomain.com/chamilo)\).
+* _Admin's e-mail :_ portal administrator's e-mail contact address \(or support team\)
+* _Admin's first name and last name :_ will be shown in the footer as the link to the admin's e-mail address. You can put any information there, like “Support team” as an example.
+* _Admin's login and password :_ **IMPORTANT** – will allow you to connect to your portal as administrator later on. One option is to set a global functional admin account here \(named “admin”\) and have multiple people use that account. It is, however, recommended to create a more personalized account for each administrator \(so this first one should be yours\), to be able to keep track of all actions taken by other administrators.
+* _Portal's name and organisation's short name :_ will be visible, only in specific visual themes, in the top left corner of the page \(on all pages\).
+* _Encryption method :_ hashing and cryptographic functions that will be used to secure the users passwords in your database. We recommend \(and select by default\) the most secure one available in Chamilo: SHA1.
+* _Self registration :_ will allow user to register alone; set to _No_ for a private portal.
+* _Self registration as teacher :_ will allow user to register alone as a teacher; only taken into account if the previous setting is set to _Yes_. This will allow new users to register as teachers, and thus to create new courses.
+
+**Note** : The user defined on this screen will have full administration permissions. He will be able to update the settings on this page afterwards.
+
diff --git a/admin-guide/installation_and_configuration/installation_wizard/launching_the_installation_wizard/step_6_of_6__last_check_before_installation.md b/admin-guide/installation_and_configuration/installation_wizard/launching_the_installation_wizard/step_6_of_6__last_check_before_installation.md
new file mode 100644
index 00000000..48e4534e
--- /dev/null
+++ b/admin-guide/installation_and_configuration/installation_wizard/launching_the_installation_wizard/step_6_of_6__last_check_before_installation.md
@@ -0,0 +1,10 @@
+# Step 6 of 6 : Last check before installation
+
+![](../../../../.gitbook/assets/images11%20%288%29.png)
+
+_Illustration: Installation - Reminder_
+
+Here, you'll be able to check all your settings a last time before launching the installation. We recommend you take a screenshot \(or print it\) and keep it in a safe place. It might be useful when reporting a bug to the Chamilo community, or in case you forgot the settings you set. If you spot a mistake in the settings, just go back and update it. Alternatively, just click on the _Install Chamilo_ button and proceed...
+
+Once the installation is over, just go to the site by following the link given and connect with the account you just set.
+
diff --git a/admin-guide/installation_and_configuration/readme.3/README.md b/admin-guide/installation_and_configuration/readme.3/README.md
new file mode 100644
index 00000000..296a6498
--- /dev/null
+++ b/admin-guide/installation_and_configuration/readme.3/README.md
@@ -0,0 +1,25 @@
+# Updating Chamilo
+
+If you already have a Chamilo installation (any previous version) and a new version has been released, we strongly suggest you update yours to benefit from new features and fixes, but more importantly from the security patches that might be fixing flaws detected in previous versions.
+
+Before updating Chamilo, bear in mind that any software update, considering the great number of contexts in which it can run, can generate new bugs or regressions. As such, it is **highly recommended** you take a **full backup** of your complete system \(_Chamilo_ folder _and databases_\).
+
+As an admin, you can enable the version update notification from the Administration tab, _Chamilo_ block.
+
+![](../../../.gitbook/assets/images14%20%288%29.png)
+
+_Illustration: Administration – Chamilo block_
+
+Just click on the _Enable version check_ button once to enable the feature.
+
+![](../../../.gitbook/assets/images15%20%288%29.png)
+
+_Illustration: Administration – Version check block (up to date)_
+
+Whenever a new version is published, a notification of availability will appear in the interface.
+
+![](../../../.gitbook/assets/images16%20%287%29.png)
+
+_Illustration: Administration - Version check block (outdated)_
+
+Note that this feature at the same time sends us some statistical information about your portal: the public e-mail address of its support team, its public portal URL, its number of users and courses. This way, we can easily count how many people are using Chamilo around the world.
diff --git a/admin-guide/installation_and_configuration/readme.3/download_the_latest_stable_version.md b/admin-guide/installation_and_configuration/readme.3/download_the_latest_stable_version.md
new file mode 100644
index 00000000..a8056d63
--- /dev/null
+++ b/admin-guide/installation_and_configuration/readme.3/download_the_latest_stable_version.md
@@ -0,0 +1,4 @@
+# Download the latest stable version
+
+Go get latest package from [Chamilo](http://www.chamilo.org/)'s website. Once you got it, uncompress it and move to the next chapter.
+
diff --git a/admin-guide/installation_and_configuration/readme.3/replace_the_older_version_by_the_new_one.md b/admin-guide/installation_and_configuration/readme.3/replace_the_older_version_by_the_new_one.md
new file mode 100644
index 00000000..423382c7
--- /dev/null
+++ b/admin-guide/installation_and_configuration/readme.3/replace_the_older_version_by_the_new_one.md
@@ -0,0 +1,14 @@
+# Replace the older version by the new one
+
+There is only one recommended way to update your Chamilo version for now:
+
+1. Don't delete the previous folder, otherwise the older configuration files will be lost.
+2. Simply copy the new Chamilo directory over the old one.
+   * if you use a GNU/Linux distribution, you'll have to copy the entire new directory to the old one, i.e.:
+
+| user@server: sudo cp -r chamilo-1.11.22/\* /var/www/chamilo/ |
+|:-------------------------------------------------------------|
+
+1. Then go through the steps of the _«Last installation settings»_ documentation.
+2. Login to your site and check that everything is there.
+
diff --git a/admin-guide/installation_and_configuration/server.md b/admin-guide/installation_and_configuration/server.md
new file mode 100644
index 00000000..5aab5059
--- /dev/null
+++ b/admin-guide/installation_and_configuration/server.md
@@ -0,0 +1,62 @@
+# Server
+
+To install Chamilo, you will need a web server, a database server and an [FTP](http://fr.wikipedia.org/wiki/File_Transfer_Protocol) client \(or any other, preferably secure, way to upload files to the server, such as SFTP, to ensure the security of your future Chamilo server\).
+
+The platform works on most operating systems:
+
+* GNU/Linux, BSD, UNIX
+* Windows \(XP, Vista, 7\)
+* Mac OS X
+
+It is recommended to install a [Wamp](http://fr.wikipedia.org/wiki/WAMP) server \([Windows](http://fr.wikipedia.org/wiki/Microsoft_Windows)\), or the components of a LAMP server \(Linux\). LAMP goes for:
+
+* [Linux](http://fr.wikipedia.org/wiki/Linux)
+* [Apache](http://fr.wikipedia.org/wiki/Apache_HTTP_Server)
+* [MySQL](http://fr.wikipedia.org/wiki/MySQL)
+* [PHP5](http://fr.wikipedia.org/wiki/PHP)
+
+This server must support PHP 5.3 or superior and MySQL 5.1 or superior \(or, alternatively, MariaDB\).
+
+During the site and database creation, be it online or local, the hosting provider must provide the parameters which will be asked during the installation, i.e.:
+
+* the FTP \(or SFTP\) server name,
+* the username for this server,
+* the password for this server,
+* the name of the SQL server \(if different from the FTP server\),
+* the name of the database,
+* the username and password for this database.
+
+Under GNU/Linux, most distributions \(Debian, RedHat, Suse, CentOS, ...\) allow you to easily configure a LAMP server. In this tutorial, we will use the GNU/Linux Ubuntu distribution, version 12.04 Long Term Support as an example. Although other distributions will work just fine, Chamilo's development team uses Debian or Ubuntu as preferred distribution of GNU/Linux for their security as well as their very stable and intelligent packaging system, which avoid fighting against dependencies when the need to install new packages presents itself.
+
+Installing Apache \(in its version 2\) :
+
+user@server: sudo apt-get install apache2-mpm-prefork
+
+Installing MySQL:
+
+user@server: sudo apt-get install mysql-server
+
+Installing PHP5 with bindings for Apache and MySQL, and other recommended features:
+
+user@server: sudo apt-get install libapache2-mod-php5 php5-mysql php5-pear php5-gd php5-xml php5-intl php5-curl
+
+You could also install all these applications at once using the following command:
+
+user@server: sudo apt-get install apache2-mpm-prefork mysql-server libapache2-mod-php5 php5-mysql php5-pear php5-gd php5-xml php5-intl php5-curl
+
+The installation process will ask you some information about the configuration of your system. Please read the instructions carefully and answer in full judgement capacity. If you don't know, you can probably leave the default values enabled.
+
+For those of you planning to use Chamilo locally to run tests or updates, we recommend the installation of the _Xdebug_ module and the _Web developer_ tool in Firefox. The recommended command for installing a full development/testing environment are:
+
+user@server: sudo apt-get install apache2-mpm-prefork mysql-server libapache2-mod-php5 php5-mysql php5-pear php5-gd php5-xml php5-intl php5-curlphp5-xdebug php5-dev
+
+Be aware that using Xdebug might have very serious consequences on the efficiency of your portal, so it is really recommended, in case you **did** install it, to disable it when moving to production \(see PHP configuration in php.ini, xdebug.ini or in your VirtualHost\).
+
+To measure the weight of the different processes in Chamilo, you can use the XHProf library developed \(mainly\) by Facebook. See BeezNest's blog for more info on how to configure it.
+
+Finally, on fairly-loaded production server, we recommend the use of a PHP cache memory management system like_Xcache, APC or Memcache_ and the quick reading of the optimisation guide embedded into the _documentation_ directory of your Chamilo package. To include the installation of Xcache to the full installation, use this command:
+
+user@server: sudo apt-get install apache2-mpm-prefork mysql-server libapache2-mod-php5 php5-mysql php5-pear php5-gd php5-xml php5-intl php5-curl php5-xdebug php5-dev php5-xcache
+
+Consider using MemCached to store sessions, but be aware this can lead to tricky problems with loss of sessions if not configured properly.
+
diff --git a/admin-guide/platform_administration/README.md b/admin-guide/platform_administration/README.md
new file mode 100644
index 00000000..d791d948
--- /dev/null
+++ b/admin-guide/platform_administration/README.md
@@ -0,0 +1,8 @@
+# Platform administration
+
+![](../../.gitbook/assets/images26%20%288%29.png)
+
+_Illustration: Administration – Portal block_
+
+The platform configuration is done through the _Administration_ tab, _Portal_ block.
+
diff --git a/admin-guide/platform_administration/chamilo_configuration_settings/README.md b/admin-guide/platform_administration/chamilo_configuration_settings/README.md
new file mode 100644
index 00000000..22afadb8
--- /dev/null
+++ b/admin-guide/platform_administration/chamilo_configuration_settings/README.md
@@ -0,0 +1,14 @@
+# Chamilo configuration settings
+
+These settings join several categories, shown in the following illustration.
+
+![](../../../.gitbook/assets/images17%20%287%29.png)
+
+_Illustration: Administration – Portal settings categories_
+
+Chamilo offers a default configuration, which is not necessarily the one you would prefer. Even if all options are worth being explained, as an admin should know his environment perfectly, we're only going to see here the ones we consider the most important or more likely to be changed in comparison with the default settings. You can always find a complete list of settings in the Appendix on page 91.
+
+Due to the number of settings now available to reconfigure your Chamilo portal, the Chamilo team built a nice and easy search feature. If you don't know where the option is, just search one related word and Chamilo will filter all the corresponding options for you!
+
+The three links: _Configuration settings, Plugins_ and _Regions_ are actually direct links to different sections of the configuration settings, so they won't be explained separately.
+
diff --git a/admin-guide/platform_administration/chamilo_configuration_settings/assessments.md b/admin-guide/platform_administration/chamilo_configuration_settings/assessments.md
new file mode 100644
index 00000000..be2b9e1e
--- /dev/null
+++ b/admin-guide/platform_administration/chamilo_configuration_settings/assessments.md
@@ -0,0 +1,8 @@
+# Assessments
+
+![](../../../.gitbook/assets/graficos12%20%284%29.png)These are global parameters for the assessments tool, which can be redefined \(in most cases\) tat the course level.
+
+**Marks thresholds colouring** enables the colouring of marks in the assessments. It is also necessary to define the marks that will effectively be coloured red.
+
+**Marks levels labelling** enables setting different levels of marks as labels \(“E” level for less than 50%\).
+
diff --git a/admin-guide/platform_administration/chamilo_configuration_settings/cas.md b/admin-guide/platform_administration/chamilo_configuration_settings/cas.md
new file mode 100644
index 00000000..7d51c71a
--- /dev/null
+++ b/admin-guide/platform_administration/chamilo_configuration_settings/cas.md
@@ -0,0 +1,4 @@
+# CAS
+
+![](../../../.gitbook/assets/images23%20%285%29.png)This section allows you to configure the CAS authentication method.
+
diff --git a/admin-guide/platform_administration/chamilo_configuration_settings/facebook.md b/admin-guide/platform_administration/chamilo_configuration_settings/facebook.md
new file mode 100644
index 00000000..90b79adc
--- /dev/null
+++ b/admin-guide/platform_administration/chamilo_configuration_settings/facebook.md
@@ -0,0 +1,4 @@
+# Facebook
+
+![](../../../.gitbook/assets/images25%20%287%29.png)This section explains how to configure the Facebook authentication method. Contrarily to the explanation in some translations, the configuration is made in main/inc/conf/auth.conf.php.
+
diff --git a/admin-guide/platform_administration/chamilo_configuration_settings/html_editor.md b/admin-guide/platform_administration/chamilo_configuration_settings/html_editor.md
new file mode 100644
index 00000000..82e47a41
--- /dev/null
+++ b/admin-guide/platform_administration/chamilo_configuration_settings/html_editor.md
@@ -0,0 +1,18 @@
+# HTML Editor
+
+![](../../../.gitbook/assets/graficos10%20%284%29.png)This section contains all settings related to what you can do through the online editor. This includes setting up mathematical expressions editors and other online editor's extensions.
+
+**Advanced file manager for WYSIWYG editor** lets you choose between the simple & easy file manager and an extended & somewhat more complicated file manager. Change the options, go to any course introduction edition section, choose the icon to upload an image, click _Browse server_ and see the difference.
+
+**Note**: WYSIWYG is an abbreviation of _What You See Is What You Get_, another way to say the editor allows you to edit things visually on screen while it is saved in a more complex format without having to worry about it.
+
+**Mathematical editors: MimeTeX, ASCIImathML or ASCIISVG:** these are 3 separate options that allow you to enable the edition of mathematical formulaes. Their support may vary depending on the users browsers. To try these out, just enable them and try to edit a course's introduction section.
+
+WIRIS mathematical editor allows you to link Chamilo's editor with the WIRIS editor, a very complete but, sadly, proprietary software to enhance mathematical or scientific courses. Using this feature will require your organization to hire WIRIS services.
+
+Spell check enables a spelling checker inside the editor. Make sure this is not a problem for the context of specific courses \(for example in orthography courses\).
+
+Activate Google maps allows you to integrate Google Maps in your documents. This requires a Google Maps API, which you can obtain in your Google account.
+
+Allow insertion of widgets allows the users to have access to the “HTML widget” icon in the editor, which lets them paste tags taken from other sites \(Slideshare, YouTube, Vimeo, etc\).
+
diff --git a/admin-guide/platform_administration/chamilo_configuration_settings/languages/README.md b/admin-guide/platform_administration/chamilo_configuration_settings/languages/README.md
new file mode 100644
index 00000000..27b9f5f0
--- /dev/null
+++ b/admin-guide/platform_administration/chamilo_configuration_settings/languages/README.md
@@ -0,0 +1,24 @@
+# Languages
+
+![](../../../../.gitbook/assets/graficos7%20%285%29.png)In this category, you will find all language-related options \(one link points to the external _Languages_ entry on the administration page\).
+
+**Portal language** gives you a link to the languages management screen. See below for more details.
+
+**Allow definition and use of sub-languages** makes possible the definition of variations for each language term used in the platform interface, as a language based on an existing language. This option can then be found in the languages list \(follow the _Chamilo Platform Languages_\).
+
+This tool \(available when clicking on the languages link\) allows you to define which languages are visible by the users during their subscription to the platform or during the course creation process.
+
+![](../../../../.gitbook/assets/langue%20%283%29.png)
+
+_Illustration: Administration – Languages management_
+
+When enabling the sub-languages feature, this tool also allows you to redefine certain terms of the portal interface. For this, enable the option in the languages configuration page, then open the languages list page. You will find an additional icon which allows you to add a _sub-language_ to any existing language.
+
+![](../../../../.gitbook/assets/graficos37%20%284%29.png)
+
+_Illustration: Administration – Sub-language creation icon_
+
+The definition of a sub-language is quite easy: you just indicate the name of the sub-language, its ISO code \(2 letters, like “fr”, “en”, “es”\) and its English name \(the name the directory will take – which cannot be the same as an existing language\).
+
+Let's say you want to redefine the terms of the interface because you work in the medical sector and that the English terms proposed are not satisfying to you \(note that it is _much_ more practical to define this sub-language _before_ new courses are created\). For example, you thing the term _Reporting_ should really be called _Evaluation_... Here is how it's done:
+
diff --git a/admin-guide/platform_administration/chamilo_configuration_settings/languages/assigning_the_new_sub-language.md b/admin-guide/platform_administration/chamilo_configuration_settings/languages/assigning_the_new_sub-language.md
new file mode 100644
index 00000000..cc2e1d56
--- /dev/null
+++ b/admin-guide/platform_administration/chamilo_configuration_settings/languages/assigning_the_new_sub-language.md
@@ -0,0 +1,15 @@
+# Assigning the new sub-language
+
+Finally, you have re-defined your terms in your sub-language. The only step remaining is to assign it by default to all new users and all new courses. To do this, go back to the languages list and disable all other languages.
+
+![](../../../../.gitbook/assets/graficos41%20%285%29.png)
+
+_Illustration: Administration - Sub-languages – Visibility and default usage_
+
+For your sub-language, click on the third icon to make it the default language on the platform. That's it, your platform is now personalised following your domain of activity.
+
+**Note** : This advanced feature answers a double demand from our users and customers :
+
+* allow for the edition, from the web interface, of the interface terms
+* allow to re-use these terms without loss, after an update of the platform and without affecting the default language packages
+
diff --git a/admin-guide/platform_administration/chamilo_configuration_settings/languages/creating_a_sub-language.md b/admin-guide/platform_administration/chamilo_configuration_settings/languages/creating_a_sub-language.md
new file mode 100644
index 00000000..e3104b51
--- /dev/null
+++ b/admin-guide/platform_administration/chamilo_configuration_settings/languages/creating_a_sub-language.md
@@ -0,0 +1,16 @@
+# Creating a sub-language
+
+Click on the sub-language creation icon on the extreme-right of the English language line. Fill-in the form by stating a common name for the language \(e.g. “Medical English”\) and an English name without spaces nor accents \(e.g. “medical\_english”\), and an ISO code that is the same as the father language \(in this case “en”\).
+
+![](../../../../.gitbook/assets/graficos38%20%284%29.png)
+
+_Illustration: Administration – Sub-language creation_
+
+Select _Visibility_ to make it selectable, and click on the _Create sub-language_ button. The confirmation message suggests you come back to the languages list. Just follow the link...
+
+![](../../../../.gitbook/assets/graficos39%20%285%29.png)
+
+_Illustration: Administration – List of languages, with sub-languages_
+
+The results page shows one slightly different line. Click the double arrow icon to define your own terms.
+
diff --git a/admin-guide/platform_administration/chamilo_configuration_settings/languages/defining_ones_own_terms.md b/admin-guide/platform_administration/chamilo_configuration_settings/languages/defining_ones_own_terms.md
new file mode 100644
index 00000000..79bd51df
--- /dev/null
+++ b/admin-guide/platform_administration/chamilo_configuration_settings/languages/defining_ones_own_terms.md
@@ -0,0 +1,10 @@
+# Defining one's own terms
+
+The new page is a search page. If you want to modify the term _Reporting_ to _Evaluation_, just search for _Reporting_.
+
+![](../../../../.gitbook/assets/graficos40%20%285%29.png)
+
+_Illustration: Administration – Sub-language terms re-definition_
+
+Once the search has generated results, redefine any of the terms appearing in the _Original name_ column by giving another translation inside the _Sub-language_ column. Once you're satisfied, click on the _Save_ button, once for each redefined term. Note that some terms appear quite a lot in the interface translations, so it might take a while to process...
+
diff --git a/admin-guide/platform_administration/chamilo_configuration_settings/ldap.md b/admin-guide/platform_administration/chamilo_configuration_settings/ldap.md
new file mode 100644
index 00000000..1045f930
--- /dev/null
+++ b/admin-guide/platform_administration/chamilo_configuration_settings/ldap.md
@@ -0,0 +1,58 @@
+# LDAP
+
+![](../../../.gitbook/assets/graficos14%20%285%29.png)This category allows you to configure the synchronization with an LDAP server. It contains a long series of settings which all require a good knowledge of LDAP.
+
+For more information, we invite you to follow LDAP-specific documentation. Note that an ActiveDirectory server can be used as an LDAP server through enabling its LDAP-compatibility mode.
+
+The new LDAP plugin must be configured in main/inc/conf/auth.conf.php through the customization of the following section \(the in-line documentation for this plugin is wrong up to Chamilo 1.9.4\):
+
+$extldap\_config = array\(
+
+//base dommain string
+
+'base\_dn' =&gt; 'DC=cblue,DC=be',
+
+//admin distinguished name
+
+'admin\_dn' =&gt; 'CN=admin,dc=cblue,dc=be',
+
+//admin password
+
+'admin\_password' =&gt; 'pass',
+
+//ldap host
+
+'host' =&gt; array\('1.2.3.4', '2.3.4.5', '3.4.5.6'\),
+
+// filter
+
+// 'filter' =&gt; '', // no \(\) arround the string
+
+//'port' =&gt; , default on 389
+
+//protocl version \(2 or 3\)
+
+'protocol\_version' =&gt; 3,
+
+// set this to 0 to connect to AD server
+
+'referrals' =&gt; 0,
+
+//String used to search the user in ldap. %username will ber replaced by the username.
+
+//See extldap\_get\_user\_search\_string\(\) function below
+
+// 'user\_search' =&gt; 'sAMAccountName=%username%', // no \(\) arround the string
+
+'user\_search' =&gt; 'uid=%username%', // no \(\) arround the string
+
+//encoding used in ldap \(most common are UTF-8 and ISO-8859-1
+
+'encoding' =&gt; 'UTF-8',
+
+//Set to true if user info have to be update at each login
+
+'update\_userinfo' =&gt; true
+
+\);
+
diff --git a/admin-guide/platform_administration/chamilo_configuration_settings/modules.md b/admin-guide/platform_administration/chamilo_configuration_settings/modules.md
new file mode 100644
index 00000000..5b6a5abe
--- /dev/null
+++ b/admin-guide/platform_administration/chamilo_configuration_settings/modules.md
@@ -0,0 +1,34 @@
+# Modules
+
+![](../../../.gitbook/assets/graficos9%20%285%29.png)This category defines the properties of the course tools and global tools, globally \(influences all courses\).
+
+**Modules active upon** **course** **creation** are the tools which will be visible by default in a newly created course. Teachers can then update these settings to fit their needs.
+
+Deleted files cannot be restored if a file is deleted, you have a choice whether you want the system to delete it completely or to keep a secret backup file with a _\_DELETED_ suffix. Delete files will not be visible through the system any more, but you'll be able to find them on disk.
+
+**Online e-mail editor** enabled lets you decide whether you want to give your users a way to send e-mails to other users of the platform \(by e-mail\) without requiring an external e-mail client. Try it by enabling the feature then clicking on the admin contact link in the portal footer.
+
+**Booking** is a tool that lacks a lot of love \(translate: has a very bad interface\) but has potential: once well configured, you can set resources up inside your platform to book them and show their availability.
+
+Internal messaging tool allows you to disable the messages box in the social network.
+
+Social network tool \(Facebook-like\) allows you to disable the social network feature. If disabled, the _Social network_ tab will say _Profile_ and users won't be able to invite and communicate with friends through the portal.
+
+Allow learners to create groups in social network allows normal students to create their own groups.
+
+Allow sending messages to any platform user is a privacy feature to avoid spamming. On a large portal, users should probably be required to be “approved friends” before they can send messages to one another. The default is to allow anyone to message anyone else.
+
+Create and edit SVG files enables the SVGEdit software inside the documents tool. We recommend to let this setting enabled as the tool is great and adds a lot of flexibility to the document building.
+
+Enable online services for text to speech conversion lets you enable the text-to-speech feature in the documents tool. We recommend you enable it. It is not enabled by default to avoid users frustration in case the server does not have an internet connection \(which is required for the feature to work\).
+
+Hide tools from teachers allows you to select tools that you want to hide on the whole platform. Not even the course teachers will be able to see them.
+
+Enable external Pixlr services allows you to enable the photo edition tool in the documents tool. This requires the end user to have an internet connection \(just connecting to the Chamilo server doesn't guarantee it will work\).
+
+Activate recorder - voice player Nanogongallows you to enable a voice recorder \(Java Applet\) in the documents tool.
+
+Activate Wami-recorder enables another voice recorder, this one in Flash, in the documents tool. Enabling Wami or Nanogong really depends on what software is most available on your users' computers.
+
+Enable Webcam Clip enables a feature taking pictures from your webcam in the documents tool. This allows for faster illustration of courses by the teachers \(no need for digital camera, your webcam does the trick\).
+
diff --git a/admin-guide/platform_administration/chamilo_configuration_settings/plugins.md b/admin-guide/platform_administration/chamilo_configuration_settings/plugins.md
new file mode 100644
index 00000000..4f1d7bff
--- /dev/null
+++ b/admin-guide/platform_administration/chamilo_configuration_settings/plugins.md
@@ -0,0 +1,12 @@
+# Plugins
+
+![](../../../.gitbook/assets/graficos19%20%286%29.png) This tab allows you to enable the plugins present in the _plugin/_ folder on the server.
+
+![](../../../.gitbook/assets/images22%20%287%29.png)
+
+_Illustration: Administration – Plugins installation_
+
+Since version 1.8.8.2 of Chamilo, the plugins systems has been improved and you can now create and enable plugins that will appear as new course tools. This is the case of a new plugin called _BigBlueButton_. This plugin, once enabled, will allow you to connect your Chamilo portal to a video-conference server. The installation of a video-conference server, however, is not included in Chamilo. You will have to install it by yourself or ask an official provider to do that for you.
+
+**Note** : In order to avoid any strong dependency on our providers' services, we have selected a video-conference server particularly easy to install \(30 minutes on a fast and appropriate server\). Such server can, however, cause issues at another level: it is a costly service to maintain, as it requires constant care to be available at all times, watched over by dedicated staff. This is one of the reasons why we cannot include it in Chamilo: it would simply not stand up to the simplicity of Chamilo as a standalone platform.
+
diff --git a/admin-guide/platform_administration/chamilo_configuration_settings/portal.md b/admin-guide/platform_administration/chamilo_configuration_settings/portal.md
new file mode 100644
index 00000000..ed247dbc
--- /dev/null
+++ b/admin-guide/platform_administration/chamilo_configuration_settings/portal.md
@@ -0,0 +1,40 @@
+# Portal
+
+![](../../../.gitbook/assets/graficos5%20%285%29.png)This category allows you to configure globally-visible information, users registration, or other options that do not fit in any other category. Some of this information can be left empty. In this case, it will not be shown.
+
+**Registration** allows you to authorize the creation of accounts by external users, to only allow the admin to create them, or to require the admin's approval for the creation of the user account.
+
+**Registration as t\*\***eache**\*\*r** allows you to let any new user choose to be a teacher \(and as such to create new courses\). You generally _don't_ want this option to be enabled.
+
+**Enable learner view** allows you to let teachers have a preview of what their course would look like seen as a student. It is a highly useful tool and we don't recommend you remove this feature.
+
+**Page after login** allows you to select whether you want the user to get back to your platform welcome page \(Homepage\), to go directly to their courses list \(My courses_\)_ or to go to the courses catalogue.
+
+Tabs in header allows you to select which tabs you want to show in the tabs bar. Any tab unselected from this list will cease to appear in the tabs bar, but it will still be accessible through the user vertical menu on the _My courses_ page. Make sure you don't remove them all from the header at the same time.
+
+**Allow non admin to create** **courses** allows teachers to create courses. It is allowed by default, but in a strongly-structured organization, you'll want the admin to setup the courses and their teachers, so this option might be better turned off.
+
+Learners access to courses catalogue lets you decide whether the students can see the courses catalogue \(available as a link on their courses list page\) or not. The course catalogue gives links to course subscription, so removing the access will also prevent them from registering by themselves.
+
+**Enable terms and conditions** enables the special _terms and conditions_ feature \(that you will then have to configure from the administration page\). Terms and conditions deal with languages and versions, and ensure your students have access to your portal only if they agree with the latest version.
+
+Show link to report bug allows you to remove the little ladybug in a green floating tab on the right of the screen. It is recommended to disable this option on any production portal.
+
+Courses validation allows you to enable a feature by which “requests” for courses can be done by teachers. The admin will have an additional interface through which he'll authorize the creation of new courses.
+
+Enable watermark in PDF export allows you to upload an image or text to be added to all PDF exports on the system.
+
+Font resize accessibility feature allows you to show a small set of letters on the top-right side of your portal to let users make fonts larger \(for better reading\) without affecting the platform.
+
+Show admin toolbar allows you to control the top-page floating admin bar that has appeared by default in Chamilo versions after 1.9. If you don't like it, just disable it.
+
+Allow global chat allows you to disable the new FB-like chat feature at the bottom-right of your browser. This feature only works with Chamilo's-social-network-friends, and it is automatically disabled when entering an exercise. However, we haven't tried it under high load conditions, and you might want to make sure it will not slow down your server before you let this feature enabled.
+
+Use the email as username this very recent feature allows you to let users identify themselves using their e-mails as a username, rather than their maybe-difficult-to-remember alias on this portal.
+
+Allow unsubscription from platform is a feature that comes as a response to administrators' requests to let users unsubscribe from a Chamilo portal if they do not want their data to be kept. When unsubscribing, all user information will be definitively removed from the portal, so you might want to think about enabling it. When enabled, an additional menu entry will appear in the user's social network page.
+
+Enable e-mail alerts templates, although still incomplete at this time, allows you to configure templates for e-mails to be sent upon specific events detected in Chamilo.
+
+Show hot courses will allow you to disable the default option of showing the most popular courses on the homepage.
+
diff --git a/admin-guide/platform_administration/chamilo_configuration_settings/reporting.md b/admin-guide/platform_administration/chamilo_configuration_settings/reporting.md
new file mode 100644
index 00000000..b9598164
--- /dev/null
+++ b/admin-guide/platform_administration/chamilo_configuration_settings/reporting.md
@@ -0,0 +1,4 @@
+# Reporting
+
+![](../../../.gitbook/assets/images19%20%289%29.png)This category offers only two options, oriented more towards “Analytics” than “Reporting”. You can use these options to add an extra header or an extra footer to your page. These will allow you to set the Google Analytics tag, for example.
+
diff --git a/admin-guide/platform_administration/chamilo_configuration_settings/search.md b/admin-guide/platform_administration/chamilo_configuration_settings/search.md
new file mode 100644
index 00000000..68322cd7
--- /dev/null
+++ b/admin-guide/platform_administration/chamilo_configuration_settings/search.md
@@ -0,0 +1,8 @@
+# Search
+
+![](../../../.gitbook/assets/graficos16%20%285%29.png)This category allows you to configure the full-text indexing feature of Chamilo. It requires, however, the php5-xapian module \(as well as a few additional applications\) to be installed on the server in order to work. This feature was previously available only in the medical version, but was added to mainstream Chamilo 1.8.8.4 as is the engagement from the Chamilo official providers.
+
+You will need to enable this feature and define an additional search tag \(ie “Author”\) **before** you upload documents in order for these to be indexed \(and searchable\).
+
+Don't hesitate to ask for dedicated hosting from one of the Chamilo's official providers if you've got issues setting it all up.
+
diff --git a/admin-guide/platform_administration/chamilo_configuration_settings/security.md b/admin-guide/platform_administration/chamilo_configuration_settings/security.md
new file mode 100644
index 00000000..518a5da1
--- /dev/null
+++ b/admin-guide/platform_administration/chamilo_configuration_settings/security.md
@@ -0,0 +1,23 @@
+# Security
+
+![](../../../.gitbook/assets/graficos11%20%284%29.png)This category will allow you to configure a few things that have to do with security. The default settings are... acceptable, but you might want to restrict a few things to improve it.
+
+**Type of filtering on document uploads** there are two different filtering types:
+
+* Blacklist is a way to prevent files with a specific extension. That allows you to say, for example, that you don't want executable files to be uploaded \(i.e. “.exe” files\). This is considered the weakest filtering method though.
+* White list is a way to say “I only want files which match my authorized extensions”, so it is really safe: no funny file will surprise you here. Case \(upper-case or lower-case\) doesn't matter here. This is the safest option, but it is somewhat limited.
+
+**Permissions for new directories** sets which access permissions new directories will have. This is mostly an option for Linux-based systems, and allows you to increase security against pirates.
+
+_**Warning**:_ the default value is « 0777 » following a series of problems found by users with more restrictive permissions. This value guarantees greater portability, not greater security, and it sometimes needs to be modified if the Linux-based system you're installing it on requires a strict security policy. If this is the case, you will receive a server error when trying to enter a course you have just created. In this case, try to update this value to 0777, 0775, 0755 and 0750 alternatively, and create a new course each time. You can always delete the failed courses afterwards.
+
+**OpenID authentication** enables the OpenID feature. You will also need to enable the OpenID field in the user profiling fields in order for this feature to provide the desire functionality. Be aware that, at this time, it does not allow for several identities combined, and you still have to paste your entire identity URL inside the OpenID box. We hope to improve this feature in the future.
+
+**Extend rights for coaches** will let teachers edit the contents of courses inside the session context \(modify documents, learning paths, exercises, links, etc.\). See chapter Chapter 7. Sessions management on page 64.
+
+Allow User Course Subscription By Course Admininistrator allows the teacher to subscribe users to his course. This option is enabled by default, but if you want to prevent this from happening, you know where to look...
+
+Single Sign On enables the connection without login, based on a sister website which already processes the login \(an intranet, for example\). This feature requires a bit of customizing and you should really hire a developer with experience in Single Sign On methodologies to do that quickly. If lucky, this might work out of the box, though. Just make sure you check the other settings and the main/auth/sso/ directory for more information.
+
+Filter terms allows you to automatically filter all given words by _\*_ in forums and e-mails.
+
diff --git a/admin-guide/platform_administration/chamilo_configuration_settings/sessions.md b/admin-guide/platform_administration/chamilo_configuration_settings/sessions.md
new file mode 100644
index 00000000..c501639e
--- /dev/null
+++ b/admin-guide/platform_administration/chamilo_configuration_settings/sessions.md
@@ -0,0 +1,12 @@
+# Sessions
+
+![](../../../.gitbook/assets/images18%20%287%29.png)In this category, you will find all sessions-related options. In the past, these options were spread across other sections, but the growth of the sessions-related features have made this section necessary. Sessions control groups of courses which are taught to common groups \(classes\) of students. By using sessions, you benefit from a series of advantages in terms or re-use of content and splitting of students tracking between two separate spaces. To learn more about sessions, check chapter 7Sessions management.
+
+Register users by coach, although its name is a bit unclear, lets you decide whether session coaches can subscribe new students to the platform.
+
+Allow coaches to edit inside course sessions allows you to define whether session coaches can edit content into their session or not.
+
+Hide courses list in sessions allows you to change the way the _My courses_ page looks like, by putting the focus on the session rather than the course.
+
+Allow session administrators to see all sessions allows you to define whether users who have the _Session administrator_ role can see only the sessions they have created or also the ones other session administrators have created. This is kind of a privilege isolation feature.
+
diff --git a/admin-guide/platform_administration/chamilo_configuration_settings/shibboleth.md b/admin-guide/platform_administration/chamilo_configuration_settings/shibboleth.md
new file mode 100644
index 00000000..7f6b9582
--- /dev/null
+++ b/admin-guide/platform_administration/chamilo_configuration_settings/shibboleth.md
@@ -0,0 +1,4 @@
+# Shibboleth
+
+![](../../../.gitbook/assets/images24%20%284%29.png)This section gives details about the Shibboleth authentication configuration.
+
diff --git a/admin-guide/platform_administration/chamilo_configuration_settings/stylesheets.md b/admin-guide/platform_administration/chamilo_configuration_settings/stylesheets.md
new file mode 100644
index 00000000..152c7c52
--- /dev/null
+++ b/admin-guide/platform_administration/chamilo_configuration_settings/stylesheets.md
@@ -0,0 +1,18 @@
+# Stylesheets
+
+![](../../../.gitbook/assets/graficos17%20%285%29.png)The style sheets allow you to define your platform's global visual style.
+
+![](../../../.gitbook/assets/images20%20%288%29.png)
+
+_Illustration: Administration – Stylesheets configuration_
+
+Since version 1.8.7, it is possible for you to create your own stylesheets and send them to the server. In order to do this, download a copy of one of the existing styles in _chamilo/main/css/_ and change the name of the recovered directory \(on your computer, not on the server\). Modify the style to your taste. Once you're happy with the changes, send the directory to the server as a .zip file and give it a name that corresponds to your portal.
+
+![](../../../.gitbook/assets/images21%20%287%29.png)
+
+_Illustration: Administration - Stylesheets upload_
+
+Then, select the style in the drop-down list. If you're happy with it, click the _Save settings_ button to apply it as a default style for your portal.
+
+Check the video here for the complete procedure: [https://www.youtube.com/watch?v=GA0Yw8AVp8U](https://www.youtube.com/watch?v=GA0Yw8AVp8U)
+
diff --git a/admin-guide/platform_administration/chamilo_configuration_settings/templates.md b/admin-guide/platform_administration/chamilo_configuration_settings/templates.md
new file mode 100644
index 00000000..fb0323ec
--- /dev/null
+++ b/admin-guide/platform_administration/chamilo_configuration_settings/templates.md
@@ -0,0 +1,8 @@
+# Templates
+
+![](../../../.gitbook/assets/graficos18%20%286%29.png)Document templates allow you to speed up the creation of content in Chamilo. Creating new templates in this part of the platform will affect the whole portal.
+
+Create, edit and remove templates easily. It is close from the documents edition tools inside the course. Don't hesitate to try it out and create a new template. You can always delete afterwards if you're not happy with it.
+
+This feature is particularly useful to set your own templates to your organization's standards.
+
diff --git a/admin-guide/platform_administration/chamilo_configuration_settings/time_zones.md b/admin-guide/platform_administration/chamilo_configuration_settings/time_zones.md
new file mode 100644
index 00000000..d2257e58
--- /dev/null
+++ b/admin-guide/platform_administration/chamilo_configuration_settings/time_zones.md
@@ -0,0 +1,8 @@
+# Time zones
+
+![](../../../.gitbook/assets/graficos15%20%283%29.png)This category defines general settings for time zones.
+
+**Enable users time zones** will let the users define their own time zones, and thus get all times on the platform display in their own time zones. This will let them know more accurately when to submit a assignment, for example. Note that this setting has to go along with the activation of the _time zone_ field for modification by the user in the _user profile fields_ \(see chapter 5.8Profiling on page 57\).
+
+**Time zone value** is used to define the time zone of the portal. This allows, in cases where the server is hosted and configured in a different time zone than the customer's, to set things right and have time values show appropriately.
+
diff --git a/admin-guide/platform_administration/chamilo_configuration_settings/training-admin-courses.md b/admin-guide/platform_administration/chamilo_configuration_settings/training-admin-courses.md
new file mode 100644
index 00000000..86582c63
--- /dev/null
+++ b/admin-guide/platform_administration/chamilo_configuration_settings/training-admin-courses.md
@@ -0,0 +1,2 @@
+# Training \(admin/courses\)
+
diff --git a/admin-guide/platform_administration/chamilo_configuration_settings/tuning.md b/admin-guide/platform_administration/chamilo_configuration_settings/tuning.md
new file mode 100644
index 00000000..6d5e4c03
--- /dev/null
+++ b/admin-guide/platform_administration/chamilo_configuration_settings/tuning.md
@@ -0,0 +1,10 @@
+# Tuning
+
+![](../../../.gitbook/assets/graficos13%20%285%29.png)This category allows you to configure only one setting so far to improve efficiency a little.
+
+**Split users' upload directory** allow you to improve speed a little bit for very high load platforms by splitting the users directories \(but this requires a manual operation on disk as well\).
+
+Since version 1.8.8.4, you can also find optimisation hints in _chamilo/documentation/optimization.html_.
+
+**Activate the browser sniffer** will scan the users' browsers for specific features.
+
diff --git a/admin-guide/platform_administration/chamilo_configuration_settings/users.md b/admin-guide/platform_administration/chamilo_configuration_settings/users.md
new file mode 100644
index 00000000..734c7a63
--- /dev/null
+++ b/admin-guide/platform_administration/chamilo_configuration_settings/users.md
@@ -0,0 +1,12 @@
+# Users
+
+![](../../../.gitbook/assets/graficos8%20%285%29.png)
+
+This category presents the options relative to users properties and permissions.
+
+**Profile** defines which fields of the profile will be modifiable by the user. By default, the e-mail cannot be modified by the user himself.
+
+**Personal agenda** lets you decide whether a user can register personal events in his calendar.
+
+Allow users to change e-mail without password allows users to change their e-mails without having to provide their password. This is particularly dangerous as the e-mail address is where the password reminder is sent, so if someone steals another user's connection, he can change the password and prevent access by the legitimate user. The default option is to not allow it without having to give one's password, which is more secure but a little more complicated.
+
diff --git a/admin-guide/platform_administration/edit_portal_homepage.md b/admin-guide/platform_administration/edit_portal_homepage.md
new file mode 100644
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+# Edit portal homepage
+
+From this page, you can configure several things
+
+* edit the homepage,
+* edit categories of courses,
+* insert links
+* edit the notice block
+
+![](../../.gitbook/assets/images28%20%287%29.png)
+
+_Illustration: Administration – Homepage configuration_
+
+Note that this feature depends on the language selected. If you define a welcome page in French, it will only be visible if French is the selected language. This allows you to configure different welcome messages depending on your users.
+
diff --git a/admin-guide/platform_administration/global_agenda.md b/admin-guide/platform_administration/global_agenda.md
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+# Global agenda
+
+The global agenda allows you to add events that will be visible from the agenda of any user of the platform.
+
+![](../../.gitbook/assets/images30%20%286%29.png)
+
+_Illustration: Administration – Global agenda_
+
+The feature is completely similar to the one you can find in the courses space, but the addition of an event there has a global reach, as all users will see it through their own calendar. Any event added this way is considered to be more important and will be shown in a different colour than other events.
+
diff --git a/admin-guide/platform_administration/portal_news.md b/admin-guide/platform_administration/portal_news.md
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+# Portal news
+
+Allows you to add a global announcement on the homepage of the portal \(and on top of the courses list\).
+
+![](../../.gitbook/assets/images27%20%287%29.png)
+
+_Illustration: Administration – Global announcements_
+
+It is possible to choose the visibility of the announcement \(by start and end date\), the roles which this announcement is meant for, and to send it by e-mail. You can event send it to a social group.
+
+If you want to publish this announcement in the global calendar, just tick the corresponding box.
+
+This tool is particularly useful to send a maintenance, update or terms and conditions change on the portal.
+
diff --git a/admin-guide/platform_administration/reports.md b/admin-guide/platform_administration/reports.md
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+++ b/admin-guide/platform_administration/reports.md
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+# Reports
+
+This section \(available from Chamilo LMS 1.9.4\) could be called “Executive reporting”, and gives you a special report about all users and all training hours they've been taking inside the platform. This is particularly useful for organizations providing training to other organizations' employees and having to account for that \(in man\*hours of training\).
+
+Assuming you've only got one learning path and one “assessment” in each course, it will also give you the learning path progress, whether the student reached 100% progress, and whether he printed his certificate or not.
+
+![](../../.gitbook/assets/images38%20%283%29.png)
+
+_Illustration: Administration - Executive reporting_
+
diff --git a/admin-guide/platform_administration/setting_the_registration_page.md b/admin-guide/platform_administration/setting_the_registration_page.md
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+# Setting the registration page
+
+This feature allows you to add a multimedia introduction on top of the registration page. For example, you could add a video explaining how to register and which are the terms and conditions of the portal. Fields of the form can be configured through the _Users_ parameters of the platform configuration settings.
+
diff --git a/admin-guide/platform_administration/statistics.md b/admin-guide/platform_administration/statistics.md
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+++ b/admin-guide/platform_administration/statistics.md
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+# Statistics
+
+This tool allows you to generate small statistical charts for four categories of data:
+
+* courses,
+* users,
+* system,
+* social.
+
+![](../../.gitbook/assets/images37%20%284%29.png)
+
+_Illustration: Administration – Global statistics_
+
+Although the statistical data is pretty summarised, it will give you a good idea of the general use of the platform.
+
+Important activities group all the portal administration activities: creation and removal of courses, of users, of sessions; edition of configuration settings and some other... important activities.
+
+![](../../.gitbook/assets/images29%20%287%29.png)
+
+_Illustration: Administration - Statistics - Important activities_
+
+Note that you can also check from what IP address an action was taken. This gives you more possibilities in terms of ensuring the legitimate character of an action.
+
diff --git a/admin-guide/sessions_management/README.md b/admin-guide/sessions_management/README.md
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+# Sessions management
+
+A session is a mechanism which hover “above” one or several courses and allows groups of students to follow the same group of courses during the same period, in separate virtual spaces.
+
+Sessions can group several courses of different categories.
+
+The following schema has already been used in the _users_ chapter to explain roles, but we will now use it in the context of _Sessions._
+
+![](../../.gitbook/assets/images72%20%284%29.png)
+
+_Illustration: Global – Sessions schema_
+
+As you can see, the session is defined by a sessions administrator and has a general coach \(also called the session coordinator, or _session tutor_ in the schema\) who watches over the session and assists teachers and students in need.
+
+Several courses are registered to the session, each of them being taught by one or more course coaches \(_session-course tutor_ on the schema\).
+
+Although not clearly represented on this schema, a session allows you \(optionally\) to establish time limits for the coaches and learners of this session.
+
diff --git a/admin-guide/sessions_management/add_a_session.md b/admin-guide/sessions_management/add_a_session.md
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+# Add a session
+
+To add a session:
+
+* go to _administration_,
+* _course sessions_ → « Add a course session »,
+* give a name to the session,
+* assign a coach who will have permissions to enter and follow all courses and learners inside this session,
+* give a sessions category \(optional\),
+* define whether there is a time expiry limit,
+* give a few days of additional access for the coaches to the session,
+* define the visibility of a session once expired:
+  * read only \(can access resources but not pass exams, answer forums, etc. anymore\),
+  * accessible \(can be accessed freely, through the sessions history link on the courses list\),
+  * not accessible,
+* ![](../../.gitbook/assets/sessionajouter%20%283%29.png)
+
+  _Illustration: Administration – Session creation_
+
+  click on _Next step_.
+
+The second step requires you to register courses to the session. Select one \(or more\) course\(s\) and click on the blue arrow button to add it \(or remove it\) then click on the _Next step_ button to proceed.
+
+**Single registration** allows you to not get lost within the courses that exist on the platform. You must write the start of the course title inside the search field and the corresponding courses will appear.
+
+![](../../.gitbook/assets/session-inscription%20%283%29.png)
+
+_Illustration: Administration – Registering courses into a session_
+
+The last step allows you to subscribe _learners_ to the session \(other coaches can be assigned later, this is just a learners subscription at this point\).
+
+Choose the users and, like for the courses, add them with the blue arrow button.
+
+**Single registration** allows you to search for one user \(by firstname or lastname\).
+
+Enrolment by classes allows you to register learners to your session by classes. Classes are defined in the next sections of this chapter.
+
+![](../../.gitbook/assets/session-inscription2%20%283%29.png)
+
+_Illustration: Administration – Subscribing students to sessions_
+
+Because of the special behaviour of course tools when used through sessions, we have written a technical report about how these should behave in the context of a session on our technical wiki: [http://support.chamilo.org/projects/chamilo-18/wiki/Tools\_and\_sessions](http://support.chamilo.org/projects/chamilo-18/wiki/Tools_and_sessions)
+
diff --git a/admin-guide/sessions_management/classes.md b/admin-guide/sessions_management/classes.md
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+# Classes
+
+Classes are a group of users \(in general students\). These groups can be assigned courses or sessions, so that all group users are subscribed personally to these courses or sessions.
+
+Similarly, when you unsubscribe the class from a course or a session, each of the class users will be unsubscribed individually from the course or session.
+
+**Note** : before 1.8.8, there was already a concept of class \(slightly different\), which was mutually exclusive with the sessions tool. Since version 1.8.8, it is possible to use classes in combination with sessions.
+
+The classes interface is pretty basic. The list of classes is empty the first time. To add a class, just click the starred icon.
+
+![](../../.gitbook/assets/graficos93%20%284%29.png)
+
+_Illustration: Administration - Classes – Empty list_
+
+The creation of a class requires only a name and an optional description.
+
+You then come back to the list of classes to add users to them \(through the users icon\).
+
+![](../../.gitbook/assets/graficos94%20%284%29.png)
+
+_Illustration: Administration - Classes – Adding users_
+
+The users subscription screen is similar to other users subscription screen you've seen before.
+
+Once the users have been added, you can subscribe the class to one or more courses, and to one or more sessions.
+
+![](../../.gitbook/assets/graficos95%20%283%29.png)
+
+_Illustration: Administration - Classes – Adding courses_
+
+![](../../.gitbook/assets/graficos96%20%283%29.png)
+
+_Illustration: Administration - Classes – Adding sessions_
+
+Note that, as the sessions logic dictates, a class should never be subscribed to a course **and** to a session \(which contains this course\), otherwise you might end up confusing the student \(and probably the teacher\) with duplicated accesses in and out of a session.
+
diff --git a/admin-guide/sessions_management/copy_from_course_in_session_to_another_session.md b/admin-guide/sessions_management/copy_from_course_in_session_to_another_session.md
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+++ b/admin-guide/sessions_management/copy_from_course_in_session_to_another_session.md
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+# Copy from course in session to another session
+
+Given the possibility to define content in a course through a session and given the fact that this content will only be visible within this session, you will sometimes need to copy that session-specific content to another session containing the same course... and this is exactly what this tool does.
+
+To use it, you must have an origin and a destination session, in which you can find the same course, from and to which you wish to copy the content of the session.
+
+![](../../.gitbook/assets/graficos84%20%285%29.png)
+
+_Illustration: Copying course content from session to session_
+
+Once these conditions are met, you'll just have to select the session of origin, the course of origin, the session of destination and the course of destination, then decide whether you want all session-specific contents to be copied or only some of them.
+
+**Note** : this tool is still in beta version. We recommend you use it with caution and you counter-check it does what you expected.
+
diff --git a/admin-guide/sessions_management/export_sessions_list.md b/admin-guide/sessions_management/export_sessions_list.md
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+++ b/admin-guide/sessions_management/export_sessions_list.md
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+# Export sessions list
+
+Chamilo allows you to export a list of some or all of the sessions defined on the platform.
+
+![](../../.gitbook/assets/session-import-utilisateurs%20%283%29.png)
+
+_Illustration: Administration – Exporting sessions_
+
+Choose the export format, choose a filter for the sessions, click _Export session\(s\)_ and download the file.
+
diff --git a/admin-guide/sessions_management/managing_the_sessions.md b/admin-guide/sessions_management/managing_the_sessions.md
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+# Managing the sessions
+
+Managing the sessions can be done with icons mostly familiar, and a few new ones...
+
+| Icons | Features |
+| :--- | :--- |
+| ![](../../.gitbook/assets/images76%20%283%29.png) | Update the settings/details of a session |
+| ![](../../.gitbook/assets/images77%20%283%29.png) | Remove a session \(after confirmation\) |
+| ![](../../.gitbook/assets/images73%20%287%29.png) | Subscribe users to a session |
+| ![](../../.gitbook/assets/images74%20%284%29.png) | Add courses to a session |
+| ![](../../.gitbook/assets/images79%20%284%29.png) | Add a session to a category |
+
+Tableau 1: Administration – Sessions management icons
+
diff --git a/admin-guide/sessions_management/move_users_results_fromto_a_session.md b/admin-guide/sessions_management/move_users_results_fromto_a_session.md
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+++ b/admin-guide/sessions_management/move_users_results_fromto_a_session.md
@@ -0,0 +1,6 @@
+# Move users results from/to a session
+
+In the case you would want to move from a session-less mode to a session-full mode, you might \(in exceptional cases\) want to move a specific students' tracking data from a course-context to a session-context. This \(still unstable\) tool has been written exactly for that.
+
+Its interface is complex but relatively self-explaining. If you have doubts, we recommend you take backups, act cautiously and maybe contact an official Chamilo provider to take care of it...
+
diff --git a/admin-guide/sessions_management/readme.8/README.md b/admin-guide/sessions_management/readme.8/README.md
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+# Careers and promotions
+
+Careers and promotions are two new concepts in Chamilo 1.8.8. They allow you to manage careers \(like “Medicine” or “Software engineering”\) and promotions \(like “Medicine, graduation of 2017”\) almost the same way you would manage them in a normal academical institution once you combine them with sessions and periods \(i.e. categories of sessions\).
+
+The interface of the tool is still a bit rough on the edges, and it will take you some time at first to find your way, but it is stable and you should be able to use it easily after a few minutes of practice.
+
+Let's see how it's done...
+
+![](../../../.gitbook/assets/graficos85%20%285%29.png)
+
+_Illustration: List of careers and promotions_
+
+The first page gives us a list of careers \(grey-background line\), of promotions that each career contains \(first column\), of sessions registered to these promotions \(second column\) and of courses included into these sessions \(last column\).
+
+![](../../../.gitbook/assets/graficos86%20%285%29.png)
+
diff --git a/admin-guide/sessions_management/readme.8/careers.md b/admin-guide/sessions_management/readme.8/careers.md
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+# Careers
+
+To add a new career, click on the tricolour folders icon. The following page appears.
+
+![](../../../.gitbook/assets/graficos87%20%285%29.png)
+
+_Illustration: Career creation form_
+
+Only the career name is mandatory. Add a new career \(e.g. _Medicine_\) and save. The list of careers appears with an entry for the career you just created.
+
+![](../../../.gitbook/assets/graficos89%20%286%29.png)
+
+_Illustration: Careers list_
+
+This list highlights a double white page icon that allows you to copy a complete career and create a new one. The copy of a career also copies the whole underlying structure \(promotions, sessions and courses\) silently, which makes it a hugely powerful tool for administration.
+
+To better understand the complete structure, including careers and promotions, let's try and represent them on the following schema \(French labels should be easy to understand\).
+
+![](../../../.gitbook/assets/graficos90%20%286%29.png)
+
+_Illustration: Courses, sessions, promotions and careers_
+
+Of all the entities at play here, only periods \(categories of sessions\) and promotions add at the same level \(they group sessions together under a specific concept\). If you take periods out of the equation for a while, the schema is probably easier to understand.
+
diff --git a/admin-guide/sessions_management/readme.8/copy.md b/admin-guide/sessions_management/readme.8/copy.md
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+++ b/admin-guide/sessions_management/readme.8/copy.md
@@ -0,0 +1,6 @@
+# Copy
+
+Copying promotions or careers is made by using the lists of careers or promotions, by using a double-paper-sheet-shaped icon.
+
+Note: for now, the copy of courses is a **hard copy**, which means you might loose considerable disk space by copying an entire career. Another mode is available \(not yet enabled\) to **soft copy** the courses through the sessions \(use of the same courses through another session, which is just what sessions have been designed for\).
+
diff --git a/admin-guide/sessions_management/readme.8/promotions.md b/admin-guide/sessions_management/readme.8/promotions.md
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+++ b/admin-guide/sessions_management/readme.8/promotions.md
@@ -0,0 +1,18 @@
+# Promotions
+
+The only two differences between careers and promotions is that a promotion can be included to a career, while a career cannot include sessions directly. Creating a promotion once you have created a career is then very easy.
+
+![](../../../.gitbook/assets/graficos88%20%286%29.png)
+
+_Illustration: Promotion creation form_
+
+The creation of promotions is followed by the registration of sessions within these promotions, using the sessions icon for each promotion in the list of promotions.
+
+One then obtains a list similar to the following \(already show before\).
+
+![](../../../.gitbook/assets/graficos91%20%286%29.png)
+
+_Illustration: Careers and promotions list_
+
+On this page, we see our _Medicine_ career, with its 3 promotions, one session in each promotion previous to 2015 and the list of courses of each session. Each element is a link to the corresponding resource.
+
diff --git a/admin-guide/sessions_management/readme.8/use_case.md b/admin-guide/sessions_management/readme.8/use_case.md
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index 00000000..3dce6f52
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+++ b/admin-guide/sessions_management/readme.8/use_case.md
@@ -0,0 +1,41 @@
+# Use case
+
+Let's imagine your institution offers two careers: medicine and veterinary. These two careers last 5 years each. You are in August 2011, preparing the classes that will start in September 2011.
+
+From year one \(2011\), you create promotion 2016 for both medicine \(PROMMED2016\) and veterinary \(PROMVET2016\).
+
+Let's re-use the previous schema as a reference :
+
+![](../../../.gitbook/assets/graficos92%20%286%29.png)
+
+_Illustration: Courses, sessions, promotions and careers_
+
+These two promotions will be the result of 5 years of study \(let's agree that the minimum period of course is one year\). You will thus have 5 **periods** of one year each, which lead to a promotion in 2016.
+
+These periods are fixed and can thus be shared between the two careers. In your platform, these are _categories of sessions_, which you will name respectively _2011-2012, 2012-2013, 2013-2014, 2014-2015,_ and _2015-2016._
+
+Of course, you can give them other names, as you would prefer to see them. Periods are simply classifications based on a time information. Nothing more. They aren't used to sort anything, either.
+
+Within each period, your teachers will teach classes. Some courses are common to both the medicine and the veterinary careers, as the general biology course \(BIOGEN\), for example, but the course coaches who will be teaching still teach these students in separate groups depending on the career \(that's just a matter of space in the classroom, really\).
+
+If a course is taught several years in a row with almost no modification, you don't want students results of the previous year to stack into the course history. You'd like to have a clear view on this year's students.
+
+This is why you use a _session_. This session will spread one academical year and group students from the 2016 promotion of veterinary \(PROVET2016\), during the period 2011-2012.
+
+These students will also follow courses of canine biology, medical ethics and medical laws. This is why you'd like to re-use this structure in other opportunities.
+
+So you have all the variables required to establish the complete structure:
+
+1. create a career \(VET\)
+2. create a promotion \(PROMVET2016\)
+3. create a period \(2011-2\)
+4. create or select the courses for this promotion in 2011 \(BIOGEN, BIOCAN, ETHMED, DROMED\)
+5. create a session that contains these courses \(VET2011-2-AAA\)
+6. subscribe a session coach, who will deal with coordination
+7. subscribe a course coach for each course in this session, they will help with practices
+8. finally, subscribe the students to the session
+
+This way, you allow your students to have access to their current courses, and also to have access later on to their history of previous courses \(visibility depends on sessions settings\).
+
+On the administrative side, you have the whole academic structure and you'll be able to replicate the whole promotion in only one click when you start the next year...
+
diff --git a/admin-guide/sessions_management/sessions-categories-admin-or-periods.md b/admin-guide/sessions_management/sessions-categories-admin-or-periods.md
new file mode 100644
index 00000000..4c2a4ac2
--- /dev/null
+++ b/admin-guide/sessions_management/sessions-categories-admin-or-periods.md
@@ -0,0 +1,2 @@
+# Sessions categories \(admin/or periods\)
+
diff --git a/admin-guide/sessions_management/use_cases/README.md b/admin-guide/sessions_management/use_cases/README.md
new file mode 100644
index 00000000..150f0feb
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+++ b/admin-guide/sessions_management/use_cases/README.md
@@ -0,0 +1,4 @@
+# Use cases
+
+There are several cases where the sessions can be a real time saver... but the whole concepts floats around one big advantage: content recycling.
+
diff --git a/admin-guide/sessions_management/use_cases/corporate_induction_courses.md b/admin-guide/sessions_management/use_cases/corporate_induction_courses.md
new file mode 100644
index 00000000..538c06db
--- /dev/null
+++ b/admin-guide/sessions_management/use_cases/corporate_induction_courses.md
@@ -0,0 +1,12 @@
+# Corporate induction courses
+
+You work as a company's human resources manager, and the “new guys” \(5 new employees\) come in and have to follow the “induction drill”, which consists of 7 small, 4h video courses, followed by an exam. Some of them, however, are going to work on the factory flour, where security regulations are not similar to the office regulations. This means 5 courses out of 6 will be identical for the 5 new employees, while 3 will have a “factory floor security” course, and 2 will have the “office floor security” course.
+
+And to make it easier, this happens every month...
+
+Because your 6 courses are all set, you “just” have to assign them to these courses. However, your management also requires you to be able to generate statistics on how well the new employees did pass the tests.
+
+In a normal situation, you would stack up students into the 7 different courses, and repeat next month. However, as your requirements are to keep track of the progress of the whole employees database over time, you want to insert a time element here. Also, because some employees are factory workers \(well, not really, but they do work a lot on the factory floor\) and others are office workers, you'll want to configure a session dedicated to factory, and another to office.
+
+Just create a “factory 2011-7” and an “office 2011-7” sessions, add your courses to it, then register the employees and... you're done. You can even use the _promotions_ feature \(in the next pages\) to copy this session every month. This reduces management, improves readability of the results and allows your employees to access the induction courses whenever they want, at the cost of a single click, while still learning new courses every 3 months without having these old courses in the way.
+
diff --git a/admin-guide/sessions_management/use_cases/personal_tutoring.md b/admin-guide/sessions_management/use_cases/personal_tutoring.md
new file mode 100644
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--- /dev/null
+++ b/admin-guide/sessions_management/use_cases/personal_tutoring.md
@@ -0,0 +1,8 @@
+# Personal tutoring
+
+Let's say you work in a private college and most students have a right to personal tutoring. They can follow pre-recorded audio courses at their pace and have an assigned tutor which is available to them at any pre-agreed time.
+
+Without sessions, you would have one course sharing several tutors and several students, and each tutor would share the “space” with others and would see the results of students he isn't in charge of. Worst, he could even modify the results of a students he isn't in charge of...
+
+With the sessions, simply define one new session per student. Register the courses he has access to and his own coach to the session. These two will now be able to work in an isolated virtual space.
+
diff --git a/admin-guide/sessions_management/use_cases/the_academic_year.md b/admin-guide/sessions_management/use_cases/the_academic_year.md
new file mode 100644
index 00000000..6612f7e2
--- /dev/null
+++ b/admin-guide/sessions_management/use_cases/the_academic_year.md
@@ -0,0 +1,32 @@
+# The academic year
+
+Let's imagine you work in a university in Europe. Every year, teachers teach new courses, but every year there is also a great number of courses which do not evolve much. These courses from last year could be recycled and used with the new group of fresh students coming in this year.
+
+Without session, you'd have two options. The first one is to copy the course:
+
+* copy the course to a new course, duplicate the 50MB of space \(over and over\),
+* assign maybe another teacher and
+* find a new course code that fits the fact that it's not entirely the same course but it's not really different either
+* have your previous students remain with the previous course in their listing because it's not been “expired”
+
+The other option is to clean the course up:
+
+* remove all students from course
+* remove all useless forums
+* remove all useless wiki pages
+* have your previous students remain without any access to the course they took last year
+
+With the sessions, you change a little bit how it works:
+
+* you define a session that spans the whole semester from January 2011 to July 2011
+* you register 10 courses to it
+* you register teachers responsible for these courses
+* you register students in the session
+
+This brings the following advantages:
+
+* teachers can add content to the basic courses registered, but they cannot remove from them, and what they add is only visible to their students
+* students must only be registered once to the whole 10 courses
+* students will still have access to these courses after the semester is finished, but these courses will appear in their “sessions history”, which is on another page
+* when you check the results or the forums, you will never have to distinct groups of students mixing up inside your course, because you selected a specific session to review
+
diff --git a/admin-guide/system/README.md b/admin-guide/system/README.md
new file mode 100644
index 00000000..036fa78f
--- /dev/null
+++ b/admin-guide/system/README.md
@@ -0,0 +1,2 @@
+# System
+
diff --git a/admin-guide/system/archive_directory_clean-up.md b/admin-guide/system/archive_directory_clean-up.md
new file mode 100644
index 00000000..a0274b30
--- /dev/null
+++ b/admin-guide/system/archive_directory_clean-up.md
@@ -0,0 +1,4 @@
+# Archive directory clean-up
+
+The archives/ directory is used to store temporary data. XLS exports, courses backups, etc. As such, and unless you have a cron job running regularly to clean it up, you should clean it manually once in a while. This link allows you to do just that, without requiring direct access to the files directory.
+
diff --git a/admin-guide/system/data_filler.md b/admin-guide/system/data_filler.md
new file mode 100644
index 00000000..bb9e76b9
--- /dev/null
+++ b/admin-guide/system/data_filler.md
@@ -0,0 +1,6 @@
+# Data filler
+
+This feature is only available for development installations of Chamilo LMS (where the tests/ directory exists).
+
+It allows the admin to fill the database with example data (users, courses, etc).
+
diff --git a/admin-guide/system/special_exports.md b/admin-guide/system/special_exports.md
new file mode 100644
index 00000000..79ae91df
--- /dev/null
+++ b/admin-guide/system/special_exports.md
@@ -0,0 +1,21 @@
+# Special exports
+
+The special exports feature has been designed to help the academical inspector. It allows him to export all documents \(and only documents\) from all courses in one single \(be it very heavy\) operation. A second option allows him to choose the documents from the courses he wants.
+
+![](../../.gitbook/assets/export-speciaux%20%283%29.png)
+
+_Illustration: Administration – Special exports_
+
+There is no automated way to import those courses directly from the special export at the moment \(it is more meant as a way to quickly export all your documents\), but if you wanted to import them, one way to do so would be to:
+
+* open the downloaded zip file
+* open any course directory \(courses are listed by their code, which also appears in the URL of the course in Chamilo 1.\*\)
+* build a zip file with the folders you want in that course folder \(do not include the course folder itself\)
+* go to a course on a Chamilo platform
+* enter the documents tool
+* click the "Upload" icon
+* select the simple file uploader tab
+* select the zip file and mark the option "Unzip" in the advanced parameters
+
+This should restore all the course files in the same structure as the original course.
+
diff --git a/admin-guide/system/system_status.md b/admin-guide/system/system_status.md
new file mode 100644
index 00000000..8b892c91
--- /dev/null
+++ b/admin-guide/system/system_status.md
@@ -0,0 +1,7 @@
+# System status
+
+This section allows you to check a series of system variables and compare them to the recommendations made.
+
+![](../../.gitbook/assets/images49%20%283%29.png)
+
+_Illustration: Administration - System status_
diff --git a/admin-guide/users_management/README.md b/admin-guide/users_management/README.md
new file mode 100644
index 00000000..2bb3fde1
--- /dev/null
+++ b/admin-guide/users_management/README.md
@@ -0,0 +1,23 @@
+# Users management
+
+The users management is done through generic and familiar icons, and some more specific icons.
+
+![](../../.gitbook/assets/graficos49%20%283%29.png)
+
+| Icons | Features |
+| :--- | :--- |
+| ![](../../.gitbook/assets/images31%20%287%29.png)![](../../.gitbook/assets/images32%20%287%29.png) | Modify the status of the user by clicking the icon \(enabled/disabled\) |
+| ![](../../.gitbook/assets/images33%20%287%29.png) | Click to show the list of courses to which the user is subscribed |
+|  | Connect as... allows the admin to take the identity of a specific user to check a bug he's reported on the platform \(or to help making a quick demonstration using several user roles\) |
+| ![](../../.gitbook/assets/images34%20%286%29.png) | Assign courses to admins or supervisors to follow them up \(dashboard\) |
+| ![](../../.gitbook/assets/images35%20%286%29.png) | Assign course sessions to admins or supervisors to follow them up \(through the dashboard\) |
+| ![](../../.gitbook/assets/images36%20%282%29.png) | Gives all the information about the user, his sessions list, courses list and other details, plus many ways to know more from there |
+| ![](../../.gitbook/assets/graficos20%20%284%29.png) | Assign users to admins or supervisors to follow them up \(through the dashboard\) |
+| ![](../../.gitbook/assets/graficos21%20%286%29.png)![](../../.gitbook/assets/graficos22%20%286%29.png) | Gives a detailed reporting on the user \(disabled for teachers and admins\) |
+| ![](../../.gitbook/assets/graficos23%20%286%29.png) | ![](../../.gitbook/assets/graficos43%20%283%29.png)Update user's information and settings |
+|  | Show the free/busy calendar of the user |
+| ![](../../.gitbook/assets/graficos24%20%286%29.png) | Remove a user \(after approval\) |
+| ![](../../.gitbook/assets/images42%20%286%29.png)![](../../.gitbook/assets/images43%20%286%29.png) | Shows whether a user is admin or not. Only administrators accounts \(or sessions administrators accounts\) have a yellow star. Others show a grey star. |
+
+Tableau 1: Administration – Users administration icons
+
diff --git a/admin-guide/users_management/add_a_user.md b/admin-guide/users_management/add_a_user.md
new file mode 100644
index 00000000..9f9c7c54
--- /dev/null
+++ b/admin-guide/users_management/add_a_user.md
@@ -0,0 +1,27 @@
+# Add a user
+
+The administrator can add users by creating them out of an empty form. He will only need to give:
+
+* « firstname »
+* « lastname »
+* « e-mail »
+* « login »
+
+There are, however, advanced options to which one should pay attention.
+
+![](../../.gitbook/assets/graficos79%20%286%29.png)
+
+_Illustration: Administration - Users creation_
+
+The password can be automatically generated or can be assigned by the administrator. Depending on the needs of the situation, don't forget the option “Send an e-mail to the new user”.
+
+The profile \(or role\) of the user is very important. See chapter 5.1User roles on page 46 for more info.
+
+The user account can have an expiration date. In this case, one has to choose the end of the subscription period.
+
+Finally, the user account can be created active or inactive, waiting for example for the start of a new sessions.
+
+Three new fields have been added to Chamilo 1.8.8. These fields allow you to configure the frequency to which personal messages sent from the Chamilo social network to your account are sent to you by e-mail.
+
+If the user picks _No_, then no message will be sent to his e-mail to notify him. This option requires the configuration of a chronological script launch \(_cron_\).
+
diff --git a/admin-guide/users_management/add_groups.md b/admin-guide/users_management/add_groups.md
new file mode 100644
index 00000000..c3915b9a
--- /dev/null
+++ b/admin-guide/users_management/add_groups.md
@@ -0,0 +1,9 @@
+# Add groups
+
+Chamilo integrates a _Social network_ tool which allows you to create common interest groups where users will be able to discuss between themselves as on a forum. You can choose to create groups which can be either opened or closed.
+
+Through the configuration settings, you can also decide to let users create their own interest groups.
+
+![](../../.gitbook/assets/groupesajouter%20%283%29.png)
+
+_Illustration: Administration – Social groups creation_
diff --git a/admin-guide/users_management/export_users_list.md b/admin-guide/users_management/export_users_list.md
new file mode 100644
index 00000000..f11a4920
--- /dev/null
+++ b/admin-guide/users_management/export_users_list.md
@@ -0,0 +1,14 @@
+# Export users list
+
+In Chamilo, it is possible to export all or only some of the users.
+
+![](../../.gitbook/assets/exporterliste_-utilisateurs%20%283%29.png)
+
+_Illustration: Administration – Users export_
+
+You can choose between two output save file formats: [XML](http://fr.wikipedia.org/wiki/Extensible_Markup_Language) or [CSV](http://fr.wikipedia.org/wiki/Comma-separated_values). Most users will use CSV, which can be read by MS-Excel® and OpenOffice.org Calc®.
+
+Once you chose the format, it is recommended to check the “_Yes, add the CSV header”_ option. Then you can pick a limited list of students to export \(by course\) or leave it as is to export all students of the platform. Click on _Export_ to launch the export.
+
+A new window opens to let you decide what to do with the file.
+
diff --git a/admin-guide/users_management/groups_list.md b/admin-guide/users_management/groups_list.md
new file mode 100644
index 00000000..17277215
--- /dev/null
+++ b/admin-guide/users_management/groups_list.md
@@ -0,0 +1,10 @@
+# Groups list
+
+In this section, you can update or remove groups, and add users to a group thanks to icons we have already used previously.
+
+![](../../.gitbook/assets/groupeliste%20%283%29.png)
+
+_Illustration: Administration – Social groups list_
+
+If you click the link of the group name, you'll be redirected to the _Social network_ tab and the group page.
+
diff --git a/admin-guide/users_management/import_users_list.md b/admin-guide/users_management/import_users_list.md
new file mode 100644
index 00000000..2e373374
--- /dev/null
+++ b/admin-guide/users_management/import_users_list.md
@@ -0,0 +1,32 @@
+# Import users list
+
+Whether you have exported a list of users or not, you might want to import users into the platform...
+
+Chamilo allows you to import the users using the same format in which it exported them, obviously, but you can also download two example files by clicking on the link \(blue link in the following screen-shot\). If you'd like to import users from an external source, the CSV format is generally an easy option as you can generate them with a simple spreadsheet tool.
+
+Just
+
+* download the example CSV file,
+* open it with MS-Excel® and OpenOffice.org \(or LibreOffice\) Calc® as a CSV file
+* choose the semi-column as a fields separator
+* adjust your users list to the spreadsheet format to match the CSV example
+* save in CSV format
+* send it to the server using the form where you found the example files
+
+To import a CSV/XML file, follow these steps:
+
+![](../../.gitbook/assets/importerliste_-utilisateurs%20%283%29.png)
+
+_Illustration: Administration – Users import_
+
+* in _Browse_, search for the file,
+* choose the file format \(CSV or XML\),
+* choose whether to send a welcome mail to new users created through this import,
+* click on _Import_
+
+![](../../.gitbook/assets/importerliste_-utilisateurs2%20%283%29.png)
+
+_Illustration: Administration – Users import report_
+
+The report message shows conflicts that might have occurred, and the list of users that might not have been imported.
+
diff --git a/admin-guide/users_management/profiling.md b/admin-guide/users_management/profiling.md
new file mode 100644
index 00000000..0e4fcb95
--- /dev/null
+++ b/admin-guide/users_management/profiling.md
@@ -0,0 +1,26 @@
+# Profiling
+
+This tool allows you to add extensions to the profile of all users. Each field created through this tool gives you a series of options:
+
+* _Visibility_ allows you to decide whether the field must appear on the _extended profile_ page of the user \(so that he can see – and maybe update - it himself\)
+* _Modifiable_ lets you decide if the field can be updated by the user himself, or if the admin will assign a specific value for this field for all users
+* _Filter_ allows you to decide whether the field can be used as a filter and if it can be exported through exercises results exports
+* _Order_ allows you to define an order of appearance of those fields, both in the application screens and in the CSV/XLS/XML exports. Note that not setting the field order can bring `title` vs `value` consistency issues in user exports.
+
+Usually, you can create fields of which the user has no knowledge but which are useful administratively to organise or synchronise the system with other systems \(common unique identifier, for example\). Other fields are submitted to the user, like his date of birth, country, mother tongue, etc., which will later allow you to generate better statistics depending on the age, culture, previous knowledges, etc.
+
+For users familiar with Drupal, this is equivalent to a mini CCK module for Chamilo.
+
+![](../../.gitbook/assets/profil%20%283%29.png)
+
+_Illustration: Administration – User profile fields list_
+
+| Icons | Features |
+| :--- | :--- |
+| ![](../../.gitbook/assets/graficos26%20%285%29.png)![](../../.gitbook/assets/graficos27%20%286%29.png) | Update/Delete field |
+| ![](../../.gitbook/assets/images54%20%284%29.png)![](../../.gitbook/assets/images55%20%284%29.png) | Make modifiable / non modifiable or enable/disable filter |
+| ![](../../.gitbook/assets/images56%20%284%29.png) | Organise the fields |
+| ![](../../.gitbook/assets/images57%20%283%29.png)![](../../.gitbook/assets/images58%20%283%29.png) | Show/hide a field to the user |
+
+Tableau 2: Administration – Profile fields management icons
+
diff --git a/admin-guide/users_management/readme.2/README.md b/admin-guide/users_management/readme.2/README.md
new file mode 100644
index 00000000..e3f67357
--- /dev/null
+++ b/admin-guide/users_management/readme.2/README.md
@@ -0,0 +1,14 @@
+# Users list
+
+Here the administrator can manage all users in a simple click on an icon that we have seen previously.
+
+![](../../../.gitbook/assets/images40%20%286%29.png)
+
+_Illustration: Administration – Users list_
+
+In order to visualise the users list in a clearer way, here is a reduced list of roles and types of options of which the administrator has access to regarding each of these roles.
+
+![](../../../.gitbook/assets/images41%20%286%29.png)
+
+_Illustration: Administration – Users – Options by role_
+
diff --git a/admin-guide/users_management/readme.2/administrator.md b/admin-guide/users_management/readme.2/administrator.md
new file mode 100644
index 00000000..3e962f44
--- /dev/null
+++ b/admin-guide/users_management/readme.2/administrator.md
@@ -0,0 +1,13 @@
+# Administrator
+
+* ![](../../../.gitbook/assets/images46%20%284%29.png)**Active/Inactive** : an administrator cannot be disabled
+* ![](../../../.gitbook/assets/graficos62%20%286%29.png)![](../../../.gitbook/assets/graficos63%20%286%29.png)**Courses list** : an administrator can be subscribed to several courses
+* **Login as...** disabled for an admin
+* ![](../../../.gitbook/assets/graficos67%20%284%29.png)**Statistics** : the administrator cannot be “tracked” apart from the control panel
+* ![](../../../.gitbook/assets/graficos64%20%285%29.png)**Edition** : the administrator account cannot be edited apart by the same administrator
+* ![](../../../.gitbook/assets/graficos65%20%286%29.png)**Administration** : this user is administrator, as his star colour shows
+* ![](../../../.gitbook/assets/graficos68%20%286%29.png)**Follow users** : only administrator-type users can follow the users progress \(learners, teachers or administrator\) through the control panel
+* ![](../../../.gitbook/assets/graficos69%20%285%29.png)**Follow courses** : only the administrators can track the progress of a course through the control panel
+* ![](../../../.gitbook/assets/graficos70%20%285%29.png)**Follow sessions** : only administrators can follow the sessions progress through the control panel
+* ![](../../../.gitbook/assets/graficos66%20%284%29.png)**Free/busy calendar** : shows the availability of the administrator
+
diff --git a/admin-guide/users_management/readme.2/anonymous.md b/admin-guide/users_management/readme.2/anonymous.md
new file mode 100644
index 00000000..7bc036f7
--- /dev/null
+++ b/admin-guide/users_management/readme.2/anonymous.md
@@ -0,0 +1,15 @@
+# Anonymous
+
+The anonymous user is a particular case which only serves the purpose of allowing one of the non-subscribed users to benefit from the courses publicly made available. The number of tracking opportunities is thus reduced. Note that if no course is made public, this user account is useless and could be disabled \(although this feature is not officially supported\).
+
+* ![](../../../.gitbook/assets/images47%20%283%29.png)**Active/Inactive** : the anonymous user can be enabled/disabled at wish
+* ![](../../../.gitbook/assets/graficos72%20%284%29.png)![](../../../.gitbook/assets/graficos73%20%284%29.png)**Courses list** : the anonymous user cannot be subscribed to courses
+* **Login as...** disabled for the anonymous user
+* ![](../../../.gitbook/assets/graficos74%20%286%29.png)**Statistics** : the anonymous user doesn't show statistics
+* ![](../../../.gitbook/assets/graficos75%20%286%29.png)![](../../../.gitbook/assets/graficos77%20%286%29.png)**Edition** : the anonymous user cannot be edited
+* **Administration** : the anonymous user can never be an administrator
+* ![](../../../.gitbook/assets/graficos76%20%285%29.png)**Free/busy calendar** : the anonymous user doesn't have a free/busy calendar
+* ![](../../../.gitbook/assets/graficos78%20%286%29.png)**Removal** : the anonymous user account cannot be removed \(to avoid system incoherences\)
+
+Additionally to these management options, it is possible to remove all or part of the users by selecting the check-box on the left of the user and removing him below, as in the users management of a course for a teacher.
+
diff --git a/admin-guide/users_management/readme.2/learner.md b/admin-guide/users_management/readme.2/learner.md
new file mode 100644
index 00000000..c3e00f8e
--- /dev/null
+++ b/admin-guide/users_management/readme.2/learner.md
@@ -0,0 +1,11 @@
+# Learner
+
+* ![](../../../.gitbook/assets/images44%20%286%29.png)**Active/Inactive** : a learner can be enabled/disabled at wish
+* ![](../../../.gitbook/assets/graficos46%20%285%29.png)![](../../../.gitbook/assets/graficos47%20%285%29.png)**Courses list** : a learner can be subscribed to several courses
+* **Login as...** enabled for the learner
+* ![](../../../.gitbook/assets/graficos48%20%285%29.png)**Statistics** : the learner is the only user role that can be tracked
+* ![](../../../.gitbook/assets/graficos50%20%285%29.png)![](../../../.gitbook/assets/graficos51%20%285%29.png)**Edition** : the learner account can be edited by the admin
+* **Administration** : the learner can never be the administrator
+* ![](../../../.gitbook/assets/graficos52%20%285%29.png)**Free/busy calendar** : shows the availability of the learner
+* ![](../../../.gitbook/assets/graficos60%20%286%29.png)**Removal** : the learner account can be removed
+
diff --git a/admin-guide/users_management/readme.2/teacher.md b/admin-guide/users_management/readme.2/teacher.md
new file mode 100644
index 00000000..9ccadfd2
--- /dev/null
+++ b/admin-guide/users_management/readme.2/teacher.md
@@ -0,0 +1,11 @@
+# Teacher
+
+* ![](../../../.gitbook/assets/images45%20%286%29.png)**Active/Inactive** : a teacher can be enabled/disabled at wish
+* ![](../../../.gitbook/assets/graficos54%20%284%29.png)![](../../../.gitbook/assets/graficos55%20%286%29.png)**Courses list** : a teacher can be subscribed to several courses
+* **Login as...** enabled for the teacher
+* ![](../../../.gitbook/assets/graficos56%20%286%29.png)**Statistics** : the teacher cannot be “followed” any other way than through the control panel
+* ![](../../../.gitbook/assets/graficos57%20%286%29.png)![](../../../.gitbook/assets/graficos58%20%285%29.png)**Edition** : the teacher account can be edited by the administrator
+* **Administration** : the teacher who would be administrator is administrator before anything else
+* ![](../../../.gitbook/assets/graficos59%20%286%29.png)**Free/busy calendar** : shows the availability of the teacher
+* ![](../../../.gitbook/assets/graficos61%20%285%29.png)**Removal** : the teacher account can be removed
+
diff --git a/admin-guide/users_management/user_roles/README.md b/admin-guide/users_management/user_roles/README.md
new file mode 100644
index 00000000..c0b09e86
--- /dev/null
+++ b/admin-guide/users_management/user_roles/README.md
@@ -0,0 +1,16 @@
+# User roles
+
+User roles are a fundamental part in the users management of a Chamilo portal, and their deep understanding allows you to go further than a private use, into a complete academical management where every person has its place and responsibility.
+
+For the common administrator, it will seem there are only four roles in Chamilo: the ones which appear directly in the users creation form in the administration section. However, some roles actually offer sub-roles, of which one can only gain knowledge after a deeper use of the platform.
+
+In order to guide you in the discovery of these roles, we will use the following schema as a reference, as it represents most of the roles and also the notion of sessions \(as we will see it in chapter Chapter 7. Sessions management on page 64\).
+
+![](../../../.gitbook/assets/graficos80%20%285%29.png)
+
+_Illustration: Roles and sessions_
+
+In this schema, we can see the main administrator \(on top\), the sessions administrator \(on the right\), the session coach \(on top of the session block\), the courses coaches \(on top of the courses\), the teacher \(on the left of a course\), the students \(connected to the session\) and the human resources manager \(connected to the students\).
+
+Let's review these roles together, going from the less powerful up to the most powerful.
+
diff --git a/admin-guide/users_management/user_roles/global_administrator.md b/admin-guide/users_management/user_roles/global_administrator.md
new file mode 100644
index 00000000..3ae48402
--- /dev/null
+++ b/admin-guide/users_management/user_roles/global_administrator.md
@@ -0,0 +1,7 @@
+# Global administrator
+
+| Description | The global administrator is the all-mighty user. He can simply do anything. He has access to all interfaces. |
+| :--- | :--- |
+| Permissions in a course | By default, he can do anything. |
+| Global permissions | By default, he can do anything \(on all portals in the case of multi-url\), including create other users, courses, sessions and... other portals. |
+
diff --git a/admin-guide/users_management/user_roles/learner-admin-or-student.md b/admin-guide/users_management/user_roles/learner-admin-or-student.md
new file mode 100644
index 00000000..a29d7b2f
--- /dev/null
+++ b/admin-guide/users_management/user_roles/learner-admin-or-student.md
@@ -0,0 +1,2 @@
+# Learner \(admin/or student\)
+
diff --git a/admin-guide/users_management/user_roles/portal_administrator.md b/admin-guide/users_management/user_roles/portal_administrator.md
new file mode 100644
index 00000000..9e717637
--- /dev/null
+++ b/admin-guide/users_management/user_roles/portal_administrator.md
@@ -0,0 +1,7 @@
+# Portal administrator
+
+| Description | The portal administrator only makes sense if we use the multi-url mode \(see 9.1Multi-URL on page 80\). In this case, the administrator not authorized to modify all the portals is a portal administrator \(as opposed to global administrator\) |
+| :--- | :--- |
+| Permissions in a course | All permissions |
+| Global permissions | By default, he can : |
+
diff --git a/admin-guide/users_management/user_roles/sessions_administrator.md b/admin-guide/users_management/user_roles/sessions_administrator.md
new file mode 100644
index 00000000..2c9f5e57
--- /dev/null
+++ b/admin-guide/users_management/user_roles/sessions_administrator.md
@@ -0,0 +1,7 @@
+# Sessions administrator
+
+| Description | The sessions administrator is an exclusive role \(it cannot be combined with any other role\) and is determined during the user creation or its later edition from the administration interface. This role is dedicated to the academical management of sessions of courses: he sets who will teach which course, at what time and to which learners. |
+| :--- | :--- |
+| Permissions in a course | Same permissions as a session coach |
+| Global permissions | By default, he can: |
+
diff --git a/admin-guide/users_management/user_roles/special_case_the_anonymous_user.md b/admin-guide/users_management/user_roles/special_case_the_anonymous_user.md
new file mode 100644
index 00000000..95b17f41
--- /dev/null
+++ b/admin-guide/users_management/user_roles/special_case_the_anonymous_user.md
@@ -0,0 +1,13 @@
+# Special case: the anonymous user
+
+| Description | The anonymous user is a very particular case: this user only exists to make the tracking possible for users who do not hold an account on the Chamilo portal. Thanks to this mechanism, the _anonymous_ user can do most operations a learner can do, but only within courses marked as _public._ |
+| :--- | :--- |
+| Permissions in a public course | By default, he can : |
+| Global permissions | By default, he can : |
+
+There are a few special things you should also know about the aonymous user:
+
+* it is the only role with an ID of 6 \(if you search for anonymous users in your database, it's easy to find\)
+* anonymous users are shared by the anonymous people connecting to your portal.
+* if you need public courses with tracking and it seems all your users are seeing weird live results when taking tests, this might be due to many anonymous users using the same entry in the database. You can reduce the impact of the number of users upon that tracking by creating more anonymous users. Just create them as student through the admin interface and set status=6 in the database
+
diff --git a/admin-guide/users_management/user_roles/teacher-admin-or-trainer.md b/admin-guide/users_management/user_roles/teacher-admin-or-trainer.md
new file mode 100644
index 00000000..fabb2522
--- /dev/null
+++ b/admin-guide/users_management/user_roles/teacher-admin-or-trainer.md
@@ -0,0 +1,2 @@
+# Teacher \(admin/or trainer\)
+
diff --git a/admin-guide/users_management/user_roles/the-human-resources-manager-admin-or-supervisor.md b/admin-guide/users_management/user_roles/the-human-resources-manager-admin-or-supervisor.md
new file mode 100644
index 00000000..d4a41773
--- /dev/null
+++ b/admin-guide/users_management/user_roles/the-human-resources-manager-admin-or-supervisor.md
@@ -0,0 +1,2 @@
+# The human resources manager \(admin/or supervisor\)
+
diff --git a/admin-guide/users_management/user_roles/the-session-coach-admin-or-session-tutor.md b/admin-guide/users_management/user_roles/the-session-coach-admin-or-session-tutor.md
new file mode 100644
index 00000000..881bfcc1
--- /dev/null
+++ b/admin-guide/users_management/user_roles/the-session-coach-admin-or-session-tutor.md
@@ -0,0 +1,2 @@
+# The session coach \(admin/or session tutor\)
+
diff --git a/admin-guide/users_management/user_roles/the_course_assistant.md b/admin-guide/users_management/user_roles/the_course_assistant.md
new file mode 100644
index 00000000..813ebf37
--- /dev/null
+++ b/admin-guide/users_management/user_roles/the_course_assistant.md
@@ -0,0 +1,7 @@
+# The course assistant
+
+| Description | The assistant is an extended learner role. It is normally a learner, but the teacher can assign him the role of assistant in one of his courses through the user edition, through the list of users in the users tool in the course \(check-box « Assistant »\). |
+| :--- | :--- |
+| Permissions in a course | By default, he can: |
+| Global permissions | By default, he can : |
+
diff --git a/admin-guide/users_management/user_roles/the_course_coach.md b/admin-guide/users_management/user_roles/the_course_coach.md
new file mode 100644
index 00000000..34cfb7ed
--- /dev/null
+++ b/admin-guide/users_management/user_roles/the_course_coach.md
@@ -0,0 +1,7 @@
+# The course coach
+
+| Description | The course coach is a teacher who gives a course on the basis of a generic content that others have prepared for him, but on which he can extend with his own content. |
+| :--- | :--- |
+| Permissions in a course | By default, he can : |
+| Global permissions | By default, he can: |
+
diff --git a/book.json b/book.json
new file mode 100644
index 00000000..19ab683f
--- /dev/null
+++ b/book.json
@@ -0,0 +1,10 @@
+{
+  "title": "Chamilo LMS",
+  "description": "Official documentation for the Free Software Chamilo Learning Management System project",
+  "author": "Chamilo Association members and community contributors",
+  "pdf": {
+    "pageNumbers": true,
+    "fontSize": 12,
+    "fontFamily": "Arial"
+  }
+}
diff --git a/developer-guide/clear_the_template_cache.md b/developer-guide/clear_the_template_cache.md
new file mode 100644
index 00000000..73e6b596
--- /dev/null
+++ b/developer-guide/clear_the_template_cache.md
@@ -0,0 +1,10 @@
+# Clear the template cache
+
+## Composer install
+
+Using composer to process the new stylesheets and templates is a simple matter of getting to the root of your Chamilo code folder \(where composer.json lies\) and launching `composer install`. That is, if you have composer. If you don't, then you can also use the "Clean cache" option from the administration page's "System" block.
+
+## Clearing the template cache
+
+Clearing the template cache should not be necessary if you have set your portal in « testing mode », but if you haven't, you'll have to clean the « app/cache/twig/ » folder.
+
diff --git a/developer-guide/coding_conventions.md b/developer-guide/coding_conventions.md
new file mode 100644
index 00000000..7ff8b5cb
--- /dev/null
+++ b/developer-guide/coding_conventions.md
@@ -0,0 +1,8 @@
+# Coding conventions
+
+Coding conventions available here :
+
+[https://github.com/chamilo/chamilo-lms/wiki/Coding-conventions](https://github.com/chamilo/chamilo-lms/wiki/Coding-conventions)
+
+We have recently decided to go in the direction of [PSR-2](http://www.php-fig.org/psr/psr-2/), including [PSR-1](http://www.php-fig.org/psr/psr-1/) and [PSR-0](http://www.php-fig.org/psr/psr-0/) so, if in doubt, follow PSR, with some exceptions to respect Chamilo conventions first.
+
diff --git a/developer-guide/customizing_the_online_editor.md b/developer-guide/customizing_the_online_editor.md
new file mode 100644
index 00000000..e570a181
--- /dev/null
+++ b/developer-guide/customizing_the_online_editor.md
@@ -0,0 +1,112 @@
+# Customizing the online editor
+
+In Chamilo 1.10 and later, we use CKeditor as a WYSIWYG \(What You See Is What You Get\) or “online” HTML editor. This was not the case with Chamilo 1.9, which still used the now-dead FCKeditor.
+
+Sometimes, you might want to customize the editor for some particular item in Chamilo. This can be done, for existing custom element types, in the src/Chamilo/CoreBundle/Component/Editor/CkEditor/Toolbar/ directory.
+
+There, you’ll find a series of files of the following form:
+
+```text
+/* For licensing terms, see /license.txt */
+
+namespace Chamilo\CoreBundle\Component\Editor\CkEditor\Toolbar;
+
+/**
+ * Messages toolbar configuration
+ *
+ * @package Chamilo\CoreBundle\Component\Editor\CkEditor\Toolbar
+ */
+class Messages extends Basic
+{ 
+    /**
+     * Get the toolbar config
+     * @return array
+     */
+    public function getConfig()
+    {
+        if (api_get_setting('more_buttons_maximized_mode') != 'true') {
+            $config['toolbar'] = $this→getNormalToolbar();
+        } else {
+            $config['toolbar_minToolbar'] = $this→getMinimizedToolbar();
+            $config['toolbar_maxToolbar'] = $this→getMaximizedToolbar();
+        }
+
+        $config['fullPage'] = true;
+        //$config['height'] = '200';
+        return $config;
+    }
+
+    /**
+     * Get the toolbar configuration when CKEditor is maximized
+     * @return array
+     */
+    protected function getMaximizedToolbar()
+    {
+        return [
+            ['NewPage', 'Templates', '-', 'Preview', 'Print'],
+            ['Cut', 'Copy', 'Paste', 'PasteText', 'PasteFromWord'],
+            ['Undo', 'Redo', '-', 'SelectAll', 'Find', '-','RemoveFormat'],
+            ['Link', 'Unlink', 'Anchor', 'Glossary'],
+            [ 'Image', 'Mapping', 'Video', 'Oembed', 'Youtube', 'Flash', 'Audio', 'leaflet', 'Smiley', 'SpecialChar', 'Inserthtml', 'Asciimath', 'Asciisvg' ],
+            '/',
+            ['Table', '-', 'CreateDiv'],
+            ['BulletedList', 'NumberedList', 'HorizontalRule', '-','Outdent', 'Indent', 'Blockquote'],
+            ['JustifyLeft', 'JustifyCenter', 'JustifyRight', 'JustifyBlock'],
+            ['Bold', 'Italic', 'Underline', 'Strike', '-', 'Subscript', 'Superscript', '-', 'TextColor', 'BGColor'],
+            [api_get_setting('allow_spellcheck') == 'true' ? 'Scayt' : ''],
+            ['Styles', 'Format', 'Font', 'FontSize'],
+            ['PageBreak', 'ShowBlocks', 'Source'],
+            ['Toolbarswitch']
+        ];
+    }
+
+    /**
+     * Get the default toolbar configuration when the setting
+     * more_buttons_maximized_mode is false
+     * @return array
+     */
+    protected function getNormalToolbar()
+    {
+        return [
+            ['Link', 'Unlink'],
+            ['Image', 'Video', 'Flash', 'Oembed', 'Youtube', 'Audio'],
+            ['Table', 'Smiley'],
+            ['TextColor', 'BGColor'],
+            ['Source'],
+            '/',
+            ['Font', 'FontSize'],
+            ['Bold', 'Italic', 'Underline'],
+            ['JustifyLeft', 'JustifyCenter', '-', 'NumberedList', 'BulletedList']
+        ];
+    }
+    /**
+     * Get the toolbar configuration when CKEditor is minimized
+     * @return array
+     */
+    protected function getMinimizedToolbar()
+    {
+        return [
+            $this→getNewPageBlock(),
+            ['Undo', 'Redo'],
+            ['Link', 'Image', 'Video', 'Flash', 'Audio', 'Table','Asciimath', 'Asciisvg'],
+            ['BulletedList', 'NumberedList', 'HorizontalRule'],
+            ['JustifyLeft', 'JustifyCenter'],
+            ['Format', 'Font', 'Bold', 'Italic', 'Underline', 'TextColor', 'BGColor'],
+            ['Toolbarswitch']
+        ];
+    }
+}
+```
+
+As you can probably appreciate, the structure is simply:
+
+* a class extending the “Basic” class for the editor
+* a getConfig\(\) method to get some global configuration \(like size of the area\)
+* a getMaximizedToolbar\(\) method that defines the options to be shown when maximized
+* a getNormalToolbar\(\) method that defines the options to be shown when normal
+* a getMinimizedToolbar\(\) method that defines the options to be shown when minimized
+
+If you want to change one of the tools offered in the toolbars for a specific case, just change it here.
+
+Note, however, that this customization is not part of the normally-accepted customizations, so you will have to keep it on record somewhere to be able to apply it again when the next version comes out.
+
diff --git a/developer-guide/document_templates/README.md b/developer-guide/document_templates/README.md
new file mode 100644
index 00000000..b6ffe501
--- /dev/null
+++ b/developer-guide/document_templates/README.md
@@ -0,0 +1,12 @@
+# Document templates
+
+When creating new documents in courses \(in the Documents tool\), you will see a left column showing a series of document templates.
+
+Those templates can be extended inside the course itself. In this case, they remain specific to the course.
+
+But an administrator can also create \(or update\) global templates. Go to Administration -&gt; Platform settings -&gt; Templates for that.
+
+However, this feature is relatively limited in Chamilo 1.9-1.11. Even if you can place new templates there, they cannot easily, for example, include new media \(there is no way to upload the corresponding files\) and you will need to use specific variables to avoid Chamilo to transform erroneously the links to the CSS and JS files you might want to include.
+
+So there is an alternative way, but it takes a bit of effort. That is what we explain in the following section.
+
diff --git a/developer-guide/document_templates/structure.md b/developer-guide/document_templates/structure.md
new file mode 100644
index 00000000..c062836f
--- /dev/null
+++ b/developer-guide/document_templates/structure.md
@@ -0,0 +1,12 @@
+# Structure
+
+To allow us to modify the templates, let us understand how they work.
+
+Each template has an entry in the _system\_template_ table in the database. Let's look at one existing record:
+
+* id: 1: an automatic ID generated by the database
+* title: TemplateTitleCourseTitle: a language variable name for the title to be shown, can be found in main/lang/\[language\]/trad4all.inc.php. Can also be a plain title for single-language portals
+* comment: TemplateTitleCourseTitleDescription: a language variable for the description
+* image: coursetitle.gif: an image to represent the template in the left column. This image is located in app/home/default\_platform\_document/template\_thumb/
+* content: ... the HTML content ... \(the template itself\)
+
diff --git a/developer-guide/extra_chamilo_fields.md b/developer-guide/extra_chamilo_fields.md
new file mode 100644
index 00000000..caa6e936
--- /dev/null
+++ b/developer-guide/extra_chamilo_fields.md
@@ -0,0 +1,18 @@
+# Extra Chamilo fields
+
+![](../.gitbook/assets/images29%20%288%29.png)
+
+If you ever wonder where those « original\_user\_id » values we saw in the webservices chapter were stored, have a look at the « extra\_field » table. You'll find that users, courses and even sessions all use two « extra » tables that allow us to store a virtually-unlimited amount of additional information and links to other systems.
+
+For users, it's easy : you can define fields through the administration panel. Just click the last link of the users block : « Profiling » and follow the instructions to define a new field.
+
+Since 1.10.0, the admin panel offers the possibility to configure additional course and session fields, and since 1.11.0, you can do that with any supported element through a link at the end of the platform block.
+
+For users, courses and sessions, however, the fields were already available in the Chamilo 1.9 database, so you **could** use them if you wanted. Web services already used them when creating a new course or a new session through them : they create \(or insert data into it if it exists\) a field by the name of the value you gave in the « original\_course\_id\_name » parameter to the WSCreateCourse\(\) method, for example.
+
+Either way, you can define new fields manually directly from your database client and use these through plugins, if you want.
+
+Fields definitions are stored in the extra\_field table. Values of each user, course or session for these fields are stored in the extra\_field\_values table.
+
+Check them out, they're a great resource to work with !
+
diff --git a/developer-guide/fixing_bugs.md b/developer-guide/fixing_bugs.md
new file mode 100644
index 00000000..5b805dbc
--- /dev/null
+++ b/developer-guide/fixing_bugs.md
@@ -0,0 +1,16 @@
+# Fixing bugs
+
+Your contribution fixing bugs is much appreciated.
+
+To enable the right level of tracking of any bug, we first ask you to report it in the [Github issues page](https://github.com/chamilo/chamilo-lms/issues) and follow the contributions guide to report it.
+
+If you can fix it, that is even more appreciated. To do that, the requested procedure is to:
+
+* clone the repository \(in your Github account\)
+* create a new branch in your repository \(preferably with a name that matches the issue ID number\)
+* develop your patch and write a few comments helping us understand it
+* send it to your branch
+* in your branch, submit the whole branch as a Pull Request with additional explanations \(ideally, add a screenshot of the issue and its resolution to your Pull Request\)
+
+If you have followed these steps carefully, there's a big chance we will attend your Pull Request very quickly, and your name will remain as a contributor of Chamilo for the years to come! \(through Github's history\)
+
diff --git a/developer-guide/global_settings/README.md b/developer-guide/global_settings/README.md
new file mode 100644
index 00000000..844c67fa
--- /dev/null
+++ b/developer-guide/global_settings/README.md
@@ -0,0 +1,15 @@
+# Global settings
+
+![](../../.gitbook/assets/images26%20%289%29.png)
+
+Global settings in Chamilo are a way to configure some kind of system behaviour at the platform level, which will affect all courses and all users, if relevant.
+
+All these settings are kept in one of 2 locations :
+
+1. the configuration file, if we think this setting must be controlled by the system administrator but not by the Chamilo administrator \(a very small number of settings are kept there\)
+2. the settings\_current \(and settings\_option\) table\(s\), when we want those settings to appear inside the platform settings page
+
+As indicated in the first chapters, the database cannot change between minor versions of Chamilo, so when we develop an optional feature in a minor version, we often use the configuration file to store the setting until we get to the next major version.
+
+To be completed…
+
diff --git a/developer-guide/global_settings/sub-languages.md b/developer-guide/global_settings/sub-languages.md
new file mode 100644
index 00000000..ac7e2023
--- /dev/null
+++ b/developer-guide/global_settings/sub-languages.md
@@ -0,0 +1,17 @@
+# Sub-languages
+
+Sub-languages are summarily defined in the Administrator Guide and can be defined following the procedure below:
+
+1. Go to platform settings
+2. Pick the “languages” section
+3. Enable the sub-languages feature
+4. Click the “Platform languages” link in the first setting of this section to get to the languages list
+5. Click the U.N. flag with a yellow star icon next to the parent language to define a new sub-language
+6. Return to the languages list
+7. Click the double arrow icon to redefine some specific terms \(and redefine some\)
+8. Change the language for one of the platform users \(can be yourself\)
+9. Disconnect and connect as the changed user
+10. You should see the transformed terms
+
+Of course, once these 10 steps have been followed, changing new terms is just a matter of 3-4 steps.
+
diff --git a/developer-guide/introduction/README.md b/developer-guide/introduction/README.md
new file mode 100644
index 00000000..6ce1d6e6
--- /dev/null
+++ b/developer-guide/introduction/README.md
@@ -0,0 +1,14 @@
+# Introduction
+
+Chamilo LMS is a _Learning Management System_ designed to support effective online education \(often referred to as _e-learning_\). It is “free” software which has been developed through the collaboration of various companies, organizations and individuals according to a model known as _open-source_, but with stricter ethical values.
+
+This means that you are free to download and use Chamilo, provided you accept its license terms, \(detailed under the [GNU/GPLv3 license](http://www.gnu.org/licenses/quick-guide-gplv3.html)\). As long as you undertake to maintain them, this confers four essential freedoms to you: the freedom to **use**, **study**, **modify** and **distribute** the software.
+
+![](../../.gitbook/assets/images268%20%287%29.png)
+
+Right to use, study and modify, share and distribute the software
+
+In addition to having been developed collaboratively by dozens of people across the world ; Chamilo is also supported by _The Chamilo Association_, a non-profit organization whose key objective is to support the platform and ensure its continuity. Such guarantees of continuing open access make Chamilo LMS unique as an e-learning system.
+
+Please feel free to contribute to Chamilo too! You can do this by promoting its use, reporting errors, suggesting improvements, translating it \(or its manuals\) into your native language, or even developing extensions or fixes by yourself.
+
diff --git a/developer-guide/introduction/about_this_guide.md b/developer-guide/introduction/about_this_guide.md
new file mode 100644
index 00000000..ac7a48c9
--- /dev/null
+++ b/developer-guide/introduction/about_this_guide.md
@@ -0,0 +1,10 @@
+# About this guide
+
+This guide has been written by members of the core team of developers behind the Chamilo LMS development. If you think you found a typing mistake or a missing feature, you can contribute to the writing and improvement of this guide too. All you need to do is drop us an e-mail at info@chamilo.org with your suggestions for improvements – you could attach you own modified version of paragraphs, chapters, screen-shots or even the whole manual! It's that easy!
+
+You can also fork the documentation project on Github, at [https://github.com/chamilo/docs](https://github.com/chamilo/docs) and send us detailed pull requests using the [MarkDown markup language](https://github.com/adam-p/markdown-here/wiki/Markdown-Cheatsheet), if this is your preferred way to work \(we certainly prefer it to other methods\). Note that, if you fork this repository, the Github online editor actually supports MarkDown so you could see a preview of your changes directly in your browser before you send them.
+
+At the time of writing, the development of the 1.11 version of Chamilo LMS is still under way, but is literally slowing down, as we are now working on Chamilo LMS 2.0, which will bring vast improvements in terms of flexibility and structure.
+
+However, it is likely that new installations of Chamilo LMS 1.11 will still be made until late 2018 and maintained until at least the end of 2019, so this manual will remain relevant until then.
+
diff --git a/developer-guide/introduction/general_usability.md b/developer-guide/introduction/general_usability.md
new file mode 100644
index 00000000..108ecbc7
--- /dev/null
+++ b/developer-guide/introduction/general_usability.md
@@ -0,0 +1,32 @@
+# General usability
+
+![](../../.gitbook/assets/images20%20%289%29.png) ![](../../.gitbook/assets/images23%20%286%29.png)
+
+In order to start working on Chamilo, it is important to understand its fundamental goals.
+
+Chamilo has been designed to provide help and support within the application. The icons are intended to symbolize what they represent, independently of any particular language or culture. Furthermore, each icon has a “mouse-over” description. If you allow your mouse to “hover” over an icon for one second \(without clicking\), you will see a simple pop-up description of the icon's function \(Illustration _Icons label_\).
+
+![](../../.gitbook/assets/images2%20%288%29.png) Icons label
+
+There is also an online _help_ facility on most pages which appears as a partially hidden lifebuoy ring on the top right side of your screen \(see Illustration _Folded help_\) and clicking it will open a window explaining the feature you're in and how to use it \(see Illustration _Unfolded help_\).It remains in place when you scroll the screen so that it's constantly available and you can open and close it without affecting your current work. When you click the buoy, a small guide will open up, explaining the tool you're in and how to use it \(see Illustration _Contextual help pop-up_\).
+
+\| ![](../../.gitbook/assets/images3%20%289%29.png) \| ![](../../.gitbook/assets/illustration_4%20%285%29.png) \| \| Folded help \| Unfolded help \|
+
+![](../../.gitbook/assets/images5%20%289%29.png)\| \|Contextual help pop-up\|
+
+## Terminology <a id="terminology"></a>
+
+At the time of writing, Chamilo is being used by almost six thousand organizations around the world, in many different languages, including primary schools, colleges, higher education institutes, universities, NGOs, small, medium and large companies.
+
+Obviously, all these bodies and institutions tend to use slightly differing terminologies. For example, some institutions will call their courses “Training sessions”, others will call them “Learning spaces” and others simply “Courses”. This presents challenges for the design of a “one-size-fits-all” e-learning platform \(or even user guide\), so we have sought the middle road, and employ a simple, universal terminology which we trust will make sense to all our users.
+
+![](../../.gitbook/assets/images4%20%287%29.png) History of Chamilo installations around the world, up to August 2015
+
+Of course, because we understand your organization may prefer a specific terminology, we have equipped Chamilo with a way to edit any interface term from within the platform administration. \(this requires administration skills and is thus described in the _Chamilo Administration Guide_\). Should you urgently require a customization, you can ask one of our [official providers](http://www.chamilo.org/en/providers) for a customized language pack to be imported into your platform.
+
+In this guide, we have endeavored to employ a universal terminology so, for example, the common education term “**student**” has been replaced by more neutral terms like “**learner**” which applies equally well in the business world. When referring to all kinds of users collectively, we have decided to use the term “**user**”.
+
+This manual is available in web format and as source \(see _About this guide_\), so you can always do a quick search & replace operation to make it fit your needs. Don't hesitate to send us the updated version back for sharing with others at info@chamilo.org. You'll be amazed at how this can benefit you in return, as other communities build up on your work to make things even better.
+
+The somewhat ambivalent term “**training**” which had been employed in previous versions of the software has now been replaced by the more understandable term “**course**”, while the previously ousted term “**learning path**” has now been reinstated after a short and unpopular change to “**course**”. You will find all these terms defined and explained in the following guide. If in any doubt, make sure you check our Erreur : source de la référence non trouvée on page Erreur : source de la référence non trouvée Don't forget: you can customize these terms with the help of your Chamilo administrator \(if that's you, check the _Chamilo Administration Guide_\).
+
diff --git a/developer-guide/introduction/how_to_use_this_guide.md b/developer-guide/introduction/how_to_use_this_guide.md
new file mode 100644
index 00000000..bfe7f120
--- /dev/null
+++ b/developer-guide/introduction/how_to_use_this_guide.md
@@ -0,0 +1,10 @@
+# How to use this guide
+
+This reference guide is designed to be progressively complex, only reaching mind-boggingly complex topics at the very end. It is assumed that the last chapters will only wake the interest of a few, but we're not worried about that. What is important to us is that YOU find the relevant information quickly. This is why you also have a general index at the end of the guide \(at least in the ODT and PDF versions\) that will allow you to find a term and quickly find on which page we used it.
+
+If you have further questions about using Chamilo. you can visit the Chamilo forum \([http://www.chamilo.org/forum](http://www.chamilo.org/forum)\), where numerous other users, teachers, administrators and software developers will be happy to help you find the answers.
+
+If you have technical questions on how to contribute to Chamilo, you can use our [Slack channel](https://chamilo.slack.com). You need to get invited \(there is no other way for you to get accepted\), so please send an e-mail to ywarnier -at- chamilo _dot_ org asking for an invite.
+
+If you have more complex requirements, you might consider contacting one of our official providers \([http://www.chamilo.org/en/providers](http://www.chamilo.org/en/providers)\), a group of companies and institutions which offer professional services supporting Chamilo. The official providers have a record of tried and proven serious involvement in the project and are committed to sustaining its collaborative model. By hiring them, you already support the Chamilo project.
+
diff --git a/developer-guide/introduction/who_is_this_guide_for.md b/developer-guide/introduction/who_is_this_guide_for.md
new file mode 100644
index 00000000..aae1ad7e
--- /dev/null
+++ b/developer-guide/introduction/who_is_this_guide_for.md
@@ -0,0 +1,19 @@
+# Who is this guide for?
+
+This guide has been written with developers and e-learning implementors in mind: the many technical professionals involved in installing, fine-tuning or customizing a Chamilo LMS portal should find this manual a useful resource for any modification they want to undertake and that is not feasable through the web interface of Chamilo LMS.
+
+In short, the people to which we are directing this manual are :
+
+\| Icon \| Role \| Description \|
+
+| ![](../../.gitbook/assets/images1%20%286%29.png) | IT Managers | IT Managers \(they will probably only need to « scan » this document to get an idea of the reliability and seriousness of Chamilo LMS\) |
+| :--- | :--- | :--- |
+| ![](../../.gitbook/assets/images6%20%286%29.png) | Web designers | Web designers |
+| ![](../../.gitbook/assets/images10%20%284%29.png) | Themers | Themers \(web designers with some technical background\) |
+| ![](../../.gitbook/assets/images11%20%289%29.png) | Web developers | Web developers |
+| ![](../../.gitbook/assets/images12%20%287%29.png) | System admins | System administrators |
+
+Not all sections are meant for all these people, so we havetried to mark sections with a specific coloured tag, as shown above, to mark the relevance of each chapter to these specific profiles.
+
+Inside this guide, you will find a series of markers in the left colums for each chapter, so you can easily find if this is applicable to you.
+
diff --git a/developer-guide/participating_to_the_development/README.md b/developer-guide/participating_to_the_development/README.md
new file mode 100644
index 00000000..4295e472
--- /dev/null
+++ b/developer-guide/participating_to_the_development/README.md
@@ -0,0 +1,4 @@
+# Participating to the development
+
+If you have the capabilities to contribute patches and new code to Chamilo, we're happy to help you get started. We understanding the task might feel daunting at first.
+
diff --git a/developer-guide/participating_to_the_development/updating_you_code.md b/developer-guide/participating_to_the_development/updating_you_code.md
new file mode 100644
index 00000000..01343265
--- /dev/null
+++ b/developer-guide/participating_to_the_development/updating_you_code.md
@@ -0,0 +1,12 @@
+# Updating you code
+
+Because we use autoloading mechanisms, and because we use templates, there is one little step you will have to take **every single time** right after you pull the last changes from our repository:
+
+```text
+composer update
+```
+
+This will ensure that all dependencies are up to date and that the autoloading mechanism is updated to find all its classes in the right places.
+
+Sadly, composer is a very slow and memory-hungry process with Chamilo, so make sure you have at least 2GB of RAM available just for that process, and that you work on something else in the meantime...
+
diff --git a/developer-guide/participating_to_the_development/using_git.md b/developer-guide/participating_to_the_development/using_git.md
new file mode 100644
index 00000000..ffb6425f
--- /dev/null
+++ b/developer-guide/participating_to_the_development/using_git.md
@@ -0,0 +1,10 @@
+# Using Git
+
+...basics… clone, --track, pull, checkout, commit, push
+
+## Branches
+
+… make sure your code is up to date…
+
+## Forks
+
diff --git a/developer-guide/passwords.md b/developer-guide/passwords.md
new file mode 100644
index 00000000..29e683ad
--- /dev/null
+++ b/developer-guide/passwords.md
@@ -0,0 +1,48 @@
+# Passwords generation
+
+The mechanism to generate passwords in Chamilo is a bit complex, in particular with the bcrypt method, as it diverges completely from the other methods.
+
+For all the first options: 'none', 'md5' and 'sha1' \(all now considered insecure methods\), the procedure was relatively easy initially: we get the plain password, we transform it using the given algorithm and... done.
+
+But at the time we considered adding an extra layer of security with bcrypt passwords, we decided to do it through a Symfony bundle called Sonata \(which helps with CMS-style features\) and so the password generation was delegated to that bundle.
+
+This can be found \(in Chamilo 1.11\) in vendor/sonata-project/user-bundle/Model/UserManager.php, in the updatePassword\(\) method, which checks the encoder \(bcrypt in this case\) and calls its class in vendor/symfony/security/Core/Encoder/BCryptPasswordEncoder.php
+
+This translates into something like this \(might change with time and the implementation of the security bundle\):
+
+```text
+public function encodePassword($raw, $salt)
+{
+    if ($this->isPasswordTooLong($raw)) {
+        throw new BadCredentialsException('Invalid password.');
+    }
+
+    $options = array('cost' => $this->cost);
+
+    if ($salt) {
+        @trigger_error('Passing a $salt to '.__METHOD__.'() is deprecated since Symfony 2.8 and will be ignored in 3.0.', E_USER_DEPRECATED);
+
+        $options['salt'] = $salt;
+    }
+
+    return password_hash($raw, PASSWORD_BCRYPT, $options);
+}
+```
+
+As you can see, the end process is simply to use the password\_hash\(\) function, but with the password and a set of options. These options are basically a "cost" parameter, that represents the amount of times we want to "super-encrypt" the password.
+
+This number has to be traced back to the constructor of the src/Chamilo/UserBundle/Security/Encoder.php class: \`\`\` public function \_\_construct\($method\) { $this-&gt;method = $method; switch \($this-&gt;method\) { case 'none': $defaultEncoder = new PlaintextPasswordEncoder\(\); break; case 'bcrypt': $defaultEncoder = new BCryptPasswordEncoder\(4\); break; case 'sha1': case 'md5': $defaultEncoder = new MessageDigestPasswordEncoder\($this-&gt;method, false, 1\); break; } $this-&gt;defaultEncoder = $defaultEncoder; }
+
+```text
+So now we know that, to generate the password, we simply need the number of times
+to pass it through password_hash(), and the salt, which is simply a sha1(unique_id(true, true))..
+
+So to "fake" the generation of the password "tomato", we would simply need to call:
+```
+
+$salt = sha1\(unique\_id\(true, true\)\); password\_hash\('tomato', PASSWORD\_BCRYPT, \['cost' =&gt; 4, 'salt' =&gt; $salt\]\);
+
+\`\`\` So whenever editing a user's password, you will also need to edit its "salt" column to the newly-generated salt.
+
+As you can see, other encryption methods use other paths in the Encoder constructor.
+
diff --git a/developer-guide/plugins/README.md b/developer-guide/plugins/README.md
new file mode 100644
index 00000000..3791c2c8
--- /dev/null
+++ b/developer-guide/plugins/README.md
@@ -0,0 +1,14 @@
+# Plugins
+
+![](../../.gitbook/assets/images33%20%288%29.png)
+
+Plugins in Chamilo exist to allow third party to \(relatively easily\) integrate new components in Chamilo, and are viewed either as a « staging » platform to include new features in the core of Chamilo in future versions, or as a « buffer » where we can make some code reside that we don't really **want** to integrate to Chamilo \(usually for ethical or licensing reasons\) but that we know might benefit our community at large.
+
+For integrators, it is a great way to insert new code into Chamilo without having to wait for the next major version in order to incorporate database changes, as the plugins can have their own installer/uninstaller.
+
+Plugins can be split in 2 categories : visual plugins, and back-end plugins. Back-end plugins act in the background \(you'd have guessed\) and require much less work \(usually\) from the visual design side. Visual plugins need to be crafted carefully so they integrate seamlessly into the Chamilo layout.
+
+Although this is the major division, we won't make any distinction in the following section between these. If you develop a back-end plugin, just ignore the display part.
+
+We will, however, differentiate between the general plugins \(all but one at this time\) and the dashboard plugin, as this last one represents a specific case that appears as a top menu tabulation entry and is only allowed to administrators.
+
diff --git a/developer-guide/plugins/general_plugins_development.md b/developer-guide/plugins/general_plugins_development.md
new file mode 100644
index 00000000..3bd0e367
--- /dev/null
+++ b/developer-guide/plugins/general_plugins_development.md
@@ -0,0 +1,19 @@
+# General plugins development
+
+## Hooks
+
+Plugins can use "hooks", which are similar to what can be found in the Drupal CMS: places in the normal workflow of Chamilo where plugins can intervene.
+
+It works in Chamilo by having the normal process, for example to delete a user, calling a special function that will look for any plugin installed and that implement a specific method.
+
+The hooks are defined in `main/inc/lib/hook/` and are instanciated in the normal workflow. For example, in `usermanager.lib.php`, we find that the `UserManager::create_user()` method actually instanciates the HookCreateUser object and then calls one of its method:
+
+```text
+        $hook = HookCreateUser::create();
+        if (!empty($hook)) {
+            $hook->notifyCreateUser(HOOK_EVENT_TYPE_PRE);
+        }
+```
+
+Hooks also have to be defined in all plugins. See [https://github.com/chamilo/chamilo-lms/issues/1767](https://github.com/chamilo/chamilo-lms/issues/1767) for a very short note on the issue of adding hooks halfway through a minor version, and on the existence of 3 functions \(`doWhenDeletingCourse`, `doWhenDeletingSession` and `doWhenDeletingUser`\) that are not implemented as hooks yet but that should be in 2.0.
+
diff --git a/developer-guide/plugins/general_workflow_of_plugins.md b/developer-guide/plugins/general_workflow_of_plugins.md
new file mode 100644
index 00000000..b79407c4
--- /dev/null
+++ b/developer-guide/plugins/general_workflow_of_plugins.md
@@ -0,0 +1,15 @@
+# General workflow of plugins
+
+The \(shortened\) plugins workflow as follow:
+
+* you create the plugin.php file and the index.php
+* you then configure where it will be seen \(in the plugins section of the administration panel\)
+* the main/inc/lib/template.lib.php class \(around line 140\) "loads" the plugins regions
+* regions are defined in main/inc/lib/plugin.lib.php and the method "get\_installed\_plugins\_by\_region" allows you to know which plugin should be enabled in a specific region of the user interface
+* \(back to template.lib.php ~140\) the template lib "loads" the plugins inside specific template variables called "plugin\_\[region\]"
+* the template variables defined are then shown by any .tpl that loads them
+
+  TPL \(template\) files inside the main/template/default/ directory \(see templates section above\).
+
+  For example, for the normal student "2-columns" view of the courses list \(like in user_portal.php\), you can check layout/layout\_2col.tpl, and in general they will load {{plugin_\[region\]}}variables depending on the region the plugin defines.At the moment, there is no "region" defined for the courses list, so if you want to make a plugin appear there, you should define a new region \(both inside one of the .tpl files and inside plugin.lib.php\), or you could use the menu\_top and menu\_bottom respectively \(I believe these are for the left/right menu\).
+
diff --git a/developer-guide/plugins/language_variables.md b/developer-guide/plugins/language_variables.md
new file mode 100644
index 00000000..7997c862
--- /dev/null
+++ b/developer-guide/plugins/language_variables.md
@@ -0,0 +1,22 @@
+# Language variables
+
+Plugins can also use the global get\_lang\(\) function available inside the rest of the code of Chamilo, but they have to use a variation : get\_plugin\_lang\(\), that requires you to give the name of the plugin in which it is used.
+
+Language variables have to be located in a lang/\[language\].php file. E.g, the basic plugin language file for plugin « abc » will reside inside the plugin's subfolder « lang »: /plugin/abc/lang/english.php
+
+The file itself has to use the following format :
+
+```text
+/* Plugin's language variables */
+
+$strings['plugin_title'] = 'ABC';
+$strings['plugin_comment'] = 'Plugin for managing the … website';
+$strings['SelectASession'] = 'Select a session';
+```
+
+As you can see, the format has to be set as an array called « $strings ».
+
+The two first array elements are mandatory. They will allow administrators to see the plugin name and a short description in their own language.
+
+To use the variables from inside the plugin, inside a template file \(.tpl\)... \(to be completed\)
+
diff --git a/developer-guide/plugins/the_dashboard.md b/developer-guide/plugins/the_dashboard.md
new file mode 100644
index 00000000..0d0ec33c
--- /dev/null
+++ b/developer-guide/plugins/the_dashboard.md
@@ -0,0 +1,6 @@
+# The Dashboard
+
+At the moment we removed the dashboard from the teacher/student view because _some_ of the charts that show there are _very_ slow when you have a lot of data, and we believe it would be a bad idea to show it to all users.Recently, however, we started doing a small change to allow the platform admin to see one more chart than the other admins, so there is a start for doing role-based changes.
+
+If you want to unlock completely the dashboard for all users, you can unlock the permissions at main/inc/lib/banner.lib.php, around line 319, where you have checks on api\_is\_platform\_admin\(\), api\_is\_drh\(\) and api\_is\_session\_admin\(\). Remove this line and you'll get it for students and teachers indifferently.
+
diff --git a/developer-guide/system_administratorsauthentication_methods/README.md b/developer-guide/system_administratorsauthentication_methods/README.md
new file mode 100644
index 00000000..5262b538
--- /dev/null
+++ b/developer-guide/system_administratorsauthentication_methods/README.md
@@ -0,0 +1,8 @@
+# System AdministratorsAuthentication methods
+
+![](../../.gitbook/assets/image1%20%282%29.png)
+
+As a general rule of thumb, all configuration related to authentication methods can be found in a mix of the settings \(inside the portal administration or the settings\_current table\) and the main/inc/conf/auth.conf.php file.
+
+In order to keep track of who's identified through what, Chamilo usually keeps track of the user's authentication source through the **auth\_source** field in the **user** table. A user identified through LDAP will use « ldap » \(if synchronised automatically\) or « extldap » \(if first registered when logging in for the first time\).
+
diff --git a/developer-guide/system_administratorsauthentication_methods/cas.md b/developer-guide/system_administratorsauthentication_methods/cas.md
new file mode 100644
index 00000000..1bce35d1
--- /dev/null
+++ b/developer-guide/system_administratorsauthentication_methods/cas.md
@@ -0,0 +1,4 @@
+# CAS
+
+Coming soon...
+
diff --git a/developer-guide/system_administratorsauthentication_methods/custom_sso_methods.md b/developer-guide/system_administratorsauthentication_methods/custom_sso_methods.md
new file mode 100644
index 00000000..ab8ef2af
--- /dev/null
+++ b/developer-guide/system_administratorsauthentication_methods/custom_sso_methods.md
@@ -0,0 +1,10 @@
+# Custom SSO methods
+
+Whenever connecting Chamilo for Single Sign On to a third-party solution that doesn't offer compatibility with any of the supported methods, you will want to check main/auth/sso/ and "extend" \(in PHP\) the sso.class.php \(like the example for Drupal\).
+
+These files contain explanations of what you need to add to your database to support the custom method, and how you need to call it.
+
+If you miss inspiration for your side of the SSO \(third-party solution\), you can check the [Drupal-Chamilo project](https://www.drupal.org/project/chamilo) code here: [http://cgit.drupalcode.org/chamilo/tree/chamilo.module\#n42](http://cgit.drupalcode.org/chamilo/tree/chamilo.module#n42)
+
+Finally, you might need to check in main/inc/local.inc.php for the "sso" term to find where it all gets managed in the Chamilo login process.
+
diff --git a/developer-guide/system_administratorsauthentication_methods/facebook.md b/developer-guide/system_administratorsauthentication_methods/facebook.md
new file mode 100644
index 00000000..0c049877
--- /dev/null
+++ b/developer-guide/system_administratorsauthentication_methods/facebook.md
@@ -0,0 +1,4 @@
+# Facebook
+
+Coming soon...
+
diff --git a/developer-guide/system_administratorsauthentication_methods/ldap.md b/developer-guide/system_administratorsauthentication_methods/ldap.md
new file mode 100644
index 00000000..4b6b5466
--- /dev/null
+++ b/developer-guide/system_administratorsauthentication_methods/ldap.md
@@ -0,0 +1,120 @@
+# LDAP
+
+The LDAP authentication system in Chamilo has been submitted to various deep changes over time, and the current situation is somewhat confusing and always require some kind of manual update.
+
+A patch by Eric Marguin in version 1.10.0 fixed a series of issues from previous versions, related to import scripts not using the configuration file for LDAP \(main/inc/conf/auth.conf.php\).
+
+## Configuring LDAP
+
+To configure LDAP, check the LDAP variables in main/inc/conf/auth.conf.php.
+
+By default, it will come like this \(more or less\), where elements to be adapted to your own LDAP server and configuration have been coloured in red :
+
+```text
+/**
+ * LDAP
+ */
+/**
+ * Array of connection parameters
+ **/
+$extldap_config = array(
+    //base dommain string
+    'base_dn' => 'DC=cblue,DC=be',
+    //admin distinguished name
+    'admin_dn' => 'CN=admin,dc=cblue,dc=be',
+    //admin password
+    'admin_password' => 'pass',
+    //ldap host
+    'host' => array('1.2.3.4', '2.3.4.5', '3.4.5.6'),
+    // filter
+    // 'filter' => '',
+    // no () arround the string
+    //'port' => ,default on 389
+    //protocol version (2 or 3)
+    'protocol_version' => 3,
+    // set this to 0 to connect to AD server
+    'referrals' => 0,
+    //String used to search the user in ldap. %username will ber replaced
+    // by the username.
+    //See extldap_get_user_search_string() function below
+    // 'user_search' => 'sAMAccountName=%username%',
+    // no () arround the string
+    'user_search' => 'uid=%username%',
+    // no () arround the string
+    //encoding used in ldap (most common are UTF-8 and ISO-8859-1
+    'encoding' => 'UTF-8',
+    //Set to true if user info have to be update at each login
+    'update_userinfo' => true
+);
+/**
+ * Correspondance array between chamilo user info and ldap user info
+ * This array is of this form :
+ * '<ldap_>' =><ldap_field>
+ *
+ * If <ldap_field>is "func", then the value of <chamilo_field>will be
+ * the return value of the function
+ * extldap_get_<chamilo_field>($ldap_array)
+ * In this cas you will have to declare the extldap_get_<chamilo_field>
+ * function
+ *
+ * If <ldap_field>is a string beginning with "!", then the value will be
+ * this string without "!"
+ *
+ * If <ldap_field>is any other string then the value of<chamilo_field>
+ * will be
+ * $ldap_array[<ldap_field>][0]
+ *
+ * If <ldap_field>is an array then its value will be an array of values
+ * with the same rules as above
+ **/
+$extldap_user_correspondance = array(
+    'firstname' => 'givenName',
+    'lastname' => 'sn',
+    'status' => 'func',
+    'admin' => 'func',
+    'email' => 'mail',
+    'auth_source' => '!extldap',
+    //'username' => ,
+    'language' => '!english',
+    'password' => '!PLACEHOLDER',
+    'extra' => array(
+        'title' => 'title',
+        'globalid' => 'employeeID',
+        'department' => 'department',
+        'country' => 'co',
+        'bu' => 'Company'
+    )
+);
+```
+
+Once you've got that file setup, you'll have to change configuration.php before a few things are added to your administration interface.
+
+If you look at app/config/configuration.php and search for « ldap », you'll find these 3 lines:
+
+```text
+// -> Uncomment the two lines bellow to activate LDAP AND edit main/auth/external_login/ldap.conf.php 
+// for configuration
+// $extAuthSource["extldap"]["login"] = $_configuration['root_sys']. $_configuration['code_append']."auth/external_login/login.ldap.php";
+// $extAuthSource["extldap"]["newUser"] = $_configuration['root_sys'].$_configuration['code_append']."auth/external_login/newUser.ldap.php";
+```
+
+Uncomment them to enable a few additional scripts.
+
+When uncommenting, you'll see the following item appear in the administration panel.
+
+![](../../.gitbook/assets/image2%20%2810%29.png)
+
+This will give you access to a search list for users on the LDAP server, and options to import those users. Versions 1.9.x of Chamilo LMS, however, might have had a little issue with that, making it actually impossible to search from this screen.
+
+![](../../.gitbook/assets/image3%20%2810%29.png)
+
+To fix that, you should go and edit the ldap_get\_users functions in main/auth/external\_login/ldap.inc.php. There, you'll see that no matter what mapping you gave in the_ $extldap\_user\_correspondance\_variable in auth.conf.php, it isn't taken into account. Update that to get the search working.
+
+Note that this should be fixed in Chamilo LMS 1.10.x.
+
+## Running synchronisations
+
+Some synchronization mechanisms are made to be run automatically \(through CRON\). To find these, look deeper into the main/auth/external\_login/ folder.
+
+The _ldap\_import\_all\_users.php_ script, for example, can be executed to automatically insert all users from LDAP \(following specific criterias defined in ldap.inc.php\) into Chamilo. Please note that, once again, in version 1.9.x, this used to be slightly broken, requiring a review of the ldap.inc.php functions in order to work.
+
diff --git a/developer-guide/system_administratorsauthentication_methods/openid.md b/developer-guide/system_administratorsauthentication_methods/openid.md
new file mode 100644
index 00000000..28333e36
--- /dev/null
+++ b/developer-guide/system_administratorsauthentication_methods/openid.md
@@ -0,0 +1,4 @@
+# OpenID
+
+Coming soon...
+
diff --git a/developer-guide/system_administratorsauthentication_methods/shibboleth.md b/developer-guide/system_administratorsauthentication_methods/shibboleth.md
new file mode 100644
index 00000000..6d5e0d6b
--- /dev/null
+++ b/developer-guide/system_administratorsauthentication_methods/shibboleth.md
@@ -0,0 +1,4 @@
+# Shibboleth
+
+Coming soon...
+
diff --git a/developer-guide/system_administratorsweb_services/README.md b/developer-guide/system_administratorsweb_services/README.md
new file mode 100644
index 00000000..f2911df7
--- /dev/null
+++ b/developer-guide/system_administratorsweb_services/README.md
@@ -0,0 +1,8 @@
+# System Administrators: Web services
+
+![](../../.gitbook/assets/images27%20%288%29.png) ![](../../.gitbook/assets/images28%20%288%29.png)
+
+Basic information about web services in Chamilo LMS 1.11.* can always be found here: [Chamilo REST Web Services](https://github.com/chamilo/chamilo-lms/wiki/Rest-WebServices).
+
+The most reliable source is always the code, which can be found inside the main/webservices/api/ folder.
+
diff --git a/developer-guide/the_chamilo_files_and_database_structure/README.md b/developer-guide/the_chamilo_files_and_database_structure/README.md
new file mode 100644
index 00000000..3bf8d2e8
--- /dev/null
+++ b/developer-guide/the_chamilo_files_and_database_structure/README.md
@@ -0,0 +1,2 @@
+# The Chamilo files & database structure
+
diff --git a/developer-guide/the_chamilo_files_and_database_structure/database_structure__fixed_in_all_minor_versions.md b/developer-guide/the_chamilo_files_and_database_structure/database_structure__fixed_in_all_minor_versions.md
new file mode 100644
index 00000000..b21ea95a
--- /dev/null
+++ b/developer-guide/the_chamilo_files_and_database_structure/database_structure__fixed_in_all_minor_versions.md
@@ -0,0 +1,8 @@
+# Database structure : fixed in all minor versions
+
+One important change in Chamilo \(in comparison with its ancestors\) is that we do **not allow neither database nor file structure changes** between minor versions. On the developer side, this means that, if you have to develop a new feature with new data to be stored, you will have to work through plugins or extra fields \(more about these later\) until they can be included in the next major version.
+
+If a major version \(1.9.0, 1.10.0, 1.11.0, etc\) is released without your changes in it, then they will not be included until the next major version. This is why you **have to** ensure that you contact us \(info@chamilo.org or through a Pull Request on [https://github.com/chamilo/chamilo-lms](https://github.com/chamilo/chamilo-lms)\) for inclusion before we enter the alpha stage of a new major version if you want your code to be included.
+
+On the administrator's side, this means that all upgrades will be done smoothly, without change to their data, meaning they can rest assured that no issue will appear that would require moving back to a previous backup. In fact, if the upgrade from 1.9.2 to 1.9.4 were to fail, he could simply overwrite the new files with files from version 1.9.2 again, and things will start working again \(the only directory to save is the `home/` directory if everything has been done according to the installation manual\).
+
diff --git a/developer-guide/the_chamilo_files_and_database_structure/general_conventions_for_future_database_structure.md b/developer-guide/the_chamilo_files_and_database_structure/general_conventions_for_future_database_structure.md
new file mode 100644
index 00000000..71d55dbd
--- /dev/null
+++ b/developer-guide/the_chamilo_files_and_database_structure/general_conventions_for_future_database_structure.md
@@ -0,0 +1,11 @@
+# General conventions for future database structure
+
+If you are starting a new plugin or some kind of feature that requires database modifications, and although you can find most of this information in the coding conventions \(next section\), please keep the following rules in mind :
+
+* All tables MUST have a unique identifier based on one single columns. If the table already contains an `id` that is dependent on a `c_id` column, the new column MUST be named `iid`
+* All tables referring to courses MUST use the integer ID of the course and call the corresponding column `c_id`
+* All tables referring to sessions MUST use the integer ID of the session and call the corresponding column `session_id` \(and NOT `id_session`\)
+* All tables representing the relationship between to other tables \(namely a n-m or 1-n relationship\) SHOULD bear a name with a central « rel » term, where the two table names are expressed in alphabetical order, unless this is counter intuitive. For example, linking users with courses bears the table name `course_rel_user`.
+* If specifically defining a table index to speed things up, this index SHOULD follow the order of the fields that is used in the corresponding queries. For example, for a table containing at least the three fields `user_id`, `c_id` and `session_id`, an index on those three fields should be based on the queries that are made to this table. If a query works like this : `SELECT id FROM table WHERE c_id = 3 AND user_id = 872 AND session_id = 32` then the index should be created in this order: `ALTER TABLE table ADD INDEX idx_tcus (c_id, user_id, session_id)`
+* Translations of terms are managed outside of the database. All table, column and index names MUST be written in CORRECT English language for better understandability by other developers around the world.
+
diff --git a/developer-guide/the_chamilo_files_and_database_structure/history.md b/developer-guide/the_chamilo_files_and_database_structure/history.md
new file mode 100644
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--- /dev/null
+++ b/developer-guide/the_chamilo_files_and_database_structure/history.md
@@ -0,0 +1,136 @@
+# History
+
+![](../../.gitbook/assets/images19%20%2810%29.png)![](../../.gitbook/assets/images22%20%289%29.png)
+
+To understand the Chamilo LMS files structure today, you need a bit of history.
+
+The Chamilo code kind of started, actually, in 2001, as a project called _Claroline_. Claroline grew to be a popular free software project, in particular in the academical world, and distinguished itself from other projects like _Moodle_, _WebCT_ and _Ilias_ \(between others\) by its ease of use, a characteristic tha Chamilo maintained throughout the years.
+
+In 2004, the Claroline project suffered a _fork_ \(a disturbance in _the force_\) between the initial project \(which later died in 2014 and gave birth to the _Claroline Connect_ project\) and the _Dokeos_ project, more focused on bringing the tool to the corporate world.
+
+In 2010, the Dokeos project suffered another fork, between Dokeos \(still exists today\) and Chamilo, provoked by the very unsensitive behaviour of the Dokeos company manager, with little understanding of the value of the community in such a project.
+
+These 2 large project splits were mostly philosophical in the _Chamilo_ project history, but they did come with their amount of changes in structure \(both at the database level and at the files level\), and we'll try to cover these shortly here.
+
+An important note to conclude this short time-travel with, is that Chamilo LMS 1.10 and 1.11 came with additional critical new changes that greatly improved readability and reusability of the Chamilo system. Chamilo 2.0, currently under development, will bring some more changes mostly focused on extensibility.
+
+So, let's see what notable changes have happened in Chamilo over the years...
+
+## 2001-2003
+
+During this period, _Claroline_ starts as an aggregate of simple teacher tools and a relatively loose central core. The project developers earned our respect for drawing the first draft of what didn't exist in the free software world, using nothing but the PHP basis to build a cathedral, but they did a considerable amount of technical errors as well, which still have an impact on Chamilo today.
+
+### Separation of courses databases
+
+Arguably the biggest mistake in the whole structure of the system was to separate the data of each course into its individual database.
+
+This meant that, to have 20 active courses in your platform, you had to have 20 databases + 1 main database + 1 users database + 1 tracking database. And if you wanted more courses, you had to create more databases, forcing your MySQL user to have weird permissions on all databases with the same prefix, like so :
+
+```text
+GRANT ALL PRIVILEGES ON `clarodb\_ %`.* to 'clarodb'@'localhost' identified by 'abcde' ;
+```
+
+Where '%' means any character string.
+
+This had the direct impact that users wanting to install Claroline on a shared hosting services couldn't, because they had to get permissions on more than one database, which usually hosting services at this time didn't allow.
+
+An attempt at mildly reducing the impact of this measure made things even worst, as the idea went from having one database per course \(with ~50 tables each\) to having one single database but maintaining the prefix system \(this time for tables\), which caused a 20-courses platform to actually require one database with 1,000 tables. You then had a clarodb\_course1\_document, a clarodb\_course2\_document, etc just to manage the documents tool for all courses.
+
+### Separation of responsibilities : one developer per tool
+
+Somehow, this is not as much of a design mistake than an open-contributions-with-limited-management problem. The problem was that, after a few years of development, each tool had developed a different standard. The coding conventions were not respected strictly enough, no template was provided to develop new tools, and the dropbox tool ended up being completely different in code styling and name conventions than the documents tool, for example.
+
+This had dramatic consequences, which were somehow found later, in _Dokeos_, as well : security flaws were found in one tool for a feature that was pretty similar to another, unflawed, feature in another tool.
+
+Furthermore, the development of separate tools in a relatively uncontrolled manner generate code replication. A lot of code was found in different tools at the same time, generating more work to maintain and less traceability of changes.
+
+### Course code as literal
+
+A final issue was the use of a literal \(string\) as a course identifier. This means that, for all joins between tables where the course is important, we have several searches on the course code, meaning we need expensive indexes in place to speed up the searches, while an integer would make things much faster.
+
+It also reduces portability a little, as querying a string comes with uppercase vs lowercase issues as well as escaping characters \(' vs " vs integer\) which are not always similar between different database systems.
+
+To date, in 2017 \(16 years later\) we still didn't get rid of this issue completely as some tables \(very few actually, mostly gradebook stuff\) still make use of the litteral course code. This will be \(finally\) completely gone in Chamilo 2.0.
+
+### Multiple writeable folders
+
+An issue starting to appear right before 2004, and after that, was the multiplication of writeable folders. A writeable folder is a folder to which the web server requires write access in order to provide the complete features of Chamilo. Having several folders like this implies changing permissions **and** watching for security attacks in all of these, as well as taking backups of only part of these, etc. In short : a series of complications for such a small interest point for final users.
+
+In 1.11.x, this has been significantly improved by moving _most_ of these writeable directories into the _app/_ folder. However, a few additional "optional" directories remain, like _web/css/_ and _main/lang/_ \(and in some cases some plugin folders\). A list of these folders can be found in the _documentation/security.html_ file in any Chamilo installation.
+
+## 2004-2010
+
+The split between Claroline and Dokeos could have been handled in a smarter way, to say the least. The main issue here was that the separation did not separate the development team \(the Claroline team remained while a new team was created for Dokeos\). It mainly was a management split.
+
+This meant that Dokeos, while being a great innovative view of how an e-learning platform could also help the business world, did not maintain its technical lineage and lost a lot of know-how in the process. The separation was rather brutal as well \(with very little preventing a legal battle\), so communication with the previous technical team was not really welcome, and the new developers starting to work on Dokeos had to fill the gaps as well as possible, with a market that was clearly different and a lot of technical changes to be done.
+
+Nevertheless, the Dokeos team maintained, improved and extended the software in an impressive way. But the structure issues from Claroline were maintained, never reaching a point with sufficient \(economical\) ressources to fix the flaws, but working slowly on getting them fixed progressively.
+
+### Tracking for learning paths
+
+One mistake increased the damage a little, though, and was mostly due to a lack of experience of the original author of this guide \(i.e. me\): the tracking for the learning path tool \(completely re-written in Dokeos to support SCORM 1.2\) was stored inside the main database \(which is alright thinking in the long-term of bringing all data under the same database, but not in comparison with all other tracking tables\), provoking some confusion within the developers team as all other tracking ressources are generally located in tables prefixed with _track\_e\__. This is still a bit confusing today, as `lp_view` and `lp_item_view` tables contain user tracking information, but it will remain like that until a proper renaming and re-structuring of the tracking tables can be executed without risking our users' data.
+
+Some tracking is also kept in gradebook and student\_publication tables.
+
+### The item\_property table
+
+Another mistake, which we're not clear whether it was already present in Claroline or appeared in the very early stages of Dokeos, is that there is an item\_property tool which holds some item properties \(as the name suggests\) but **also** stores time information of when these properties have changed.
+
+The practicality of this meant that some developers started using this table as a **tracking** table \(for reporting of who deleted or created this or that\), which meant that we also started keeping stale \(old\) data of objects already deleted there which, in turn, meant that this table kept growing and growing until it became clogged with data that is very hard to parse.
+
+At the moment, for example, it might be necessary to go through all records for a specific item to know what its current visibility is, which requires a lot of unnecessary resources to execute.
+
+Furthermore, the item\_property table keeps a reference to object of many other tables. And this reference is using a literal tool code as a discriminator instead of an integer number, which has further performance impact.
+
+## 2010-2014
+
+### Single database and InnoDB
+
+At the very beginning of the Chamilo project, a major labour was undertaken to get rid of the multiple-databases issue.
+
+The first stable version to come with a single database was version 1.9.0, released in 2012. It came shipped with a fully-automated upgrade process from earlier versions, which changes the database structure from multiple-databases to a single database on-the-fly and leaves you with an upgraded and much more efficient.
+
+This issue was now completely solved as of Chamilo 1.9.4, as the little remaining details were progressively fixed in the versions following directly 1.9.0.
+
+However, the change to a single database was made with little performance details to be improved. For example, the \(relatively quick\) mixing of several tables implied the discrimination of elements through a course code or a course ID combined with the original element ID, instead of redefining a new global ID.
+
+For example, for an `id` field in the `document` table in database `chamilodb_course1`, we now have \(whenever a global ID has not been set yet\) a `c_id` **and** an `id` field in the `c_document` table in the single `chamilodb` database. Or to put it in SQL terms, two queries like these :
+
+```text
+select * from chamilodb_course1.document where id = 5;
+select * from chamilodb_course2.document where id = 5;
+```
+
+Now become:
+
+```text
+select * from chamilodb.c_document where id = 5 and c_id = 1;
+select * from chamilodb.c_document where id = 5 and c_id = 2;
+```
+
+As such, the primary key for table `c_document` is not `id` anymore, but rather a combination of `c_id+id`, which prevented the tables still using this structure to use the InnoDB engine in MySQL, which prevented further database efficiency improvements.
+
+Fixing these meant adding an additional, global, ID that is worth for all courses combined, which has been implementeded for all tables in version 1.10 of Chamilo LMS, released in 2015. However, the `cid+id` fields were maintained to guarantee maximum stability for a while. These are still present in Chamilo 1.11, but are scheduled for removal in 2.0 \(the `id` field, not necessarily the `c_id` field\).
+
+Once this step is completed, Chamilo will be completely optimized for very high load portals. In the meantime, handling thousands of transactions per second on several database servers in a load balanced infrastructure should be done with care, possibly using only a few tools \(like the exercises tool in Chamilo 1.11, which has already been implemented in such a structure in production\).
+
+### Multiple databases layer
+
+Considerable efforts have been executed on centralizing all SQL and making sure we could move more easily to other database server management systems \(PostgreSQL, Oracle, etc\). At the time of 1.11.0, this work was not yet complete, but is reaching completion slowly \(but surely\) and we hope to have a first version available in 3.0 \(not 2.0 as initially planned as this has become a lower priority with time with Oracle being the owner of MySQL and MariaDB launching on its own\).
+
+However, a series of queries are still located in different Chamilo scripts, which prevent us from making sure it's completely portable without reviewing all of them.
+
+When developing inside Chamilo now, try using the entities \(and their ORM relationship\) put at your disposal for all new queries. Check the select\(\) and update\(\) functions on these entities in `src/Chamilo/*/Entity/`.
+
+### Packaging for inclusion in other software
+
+Considerable efforts of re-structuring have been made and are still being made to improve the structure of Chamilo files in view of integrating it into other software, such as Linux distributions like Debian and others.
+
+To do this, one important issue was the multiplication of directories with specific privileges, where the web server has to have different privileges than for other directories. For example, the `app/upload/users/` folder is where the users pictures go, while the `main/default_course_documents/images/` folder has default files for courses but at the same time needs to accept new default files \(and as such requires write access for the web server\).
+
+In both Claroline and Dokeos, these particular directories increased in number, and you now had to authorize writing for the web server in around 9 folders in total to get all the features of Chamilo.
+
+This has been fixed in 1.10 by unifying many under the `app/` directory and its subdirectories \(for all data related to courses and users\).
+
+As such, the `app/` folder must be included in all system backups. The rest of the Chamilo application should remain stable inside the other folders.
+
diff --git a/developer-guide/the_chamilo_files_and_database_structure/the_chamilo_lms_database_structure_today.md b/developer-guide/the_chamilo_files_and_database_structure/the_chamilo_lms_database_structure_today.md
new file mode 100644
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--- /dev/null
+++ b/developer-guide/the_chamilo_files_and_database_structure/the_chamilo_lms_database_structure_today.md
@@ -0,0 +1,10 @@
+# The Chamilo LMS database structure today
+
+You can access a full schema of Chamilo 1.9, 1.10 and 1.11 databases here : [https://github.com/chamilo/chamilo-lms/wiki/Database-structure](https://github.com/chamilo/chamilo-lms/wiki/Database-structure)
+
+![](https://github.com/chamilo/chamilo-lms/blob/1.11.x/tests/history/1.11.0/chamilo-1.11-db.png) High-level view of the Chamilo LMS 1.11 database structure
+
+In the schema, green represents key users-data, blue represents key courses-data and yellow represents key sessions-data. All tables linked to the orange table \(the `c_item_property` table\) are ressources that reside inside of a course \(forum, documents, assignments, exercises, etc\).
+
+We use the « Dia » free software to build those, so if you want to use it and make adjustements, feel free to download the editable model at [https://github.com/chamilo/chamilo-lms/blob/1.11.x/tests/history/1.11.0/chamilo-1.11-db.dia](https://github.com/chamilo/chamilo-lms/blob/1.11.x/tests/history/1.11.0/chamilo-1.11-db.dia)
+
diff --git a/developer-guide/the_chamilo_files_and_database_structure/the_chamilo_lms_files_structure_today.md b/developer-guide/the_chamilo_files_and_database_structure/the_chamilo_lms_files_structure_today.md
new file mode 100644
index 00000000..be438b16
--- /dev/null
+++ b/developer-guide/the_chamilo_files_and_database_structure/the_chamilo_lms_files_structure_today.md
@@ -0,0 +1,80 @@
+# The Chamilo LMS files structure today
+
+As of Chamilo LMS 1.11, the files structure looks like this \(not entering in the details of each folder\)\[5\] .
+
+* app
+* app/cache
+* app/config
+* app/courses
+* app/DoctrineExtensions
+* app/home
+* app/logs
+* app/Migrations
+* app/Resources
+* app/upload
+* bin
+* certificates
+* custompages
+* documentation
+* main
+* main/admin
+* main/announcements
+* main/attendance
+* main/auth
+* main/badge
+* main/blog
+* main/calendar
+* main/chat
+* main/course\_description
+* main/course\_home
+* main/course\_info
+* main/course\_progress
+* main/coursecopy
+* main/create\_course
+* main/cron
+* main/dashboard
+* main/default\_course\_document
+* main/document
+* main/dropbox
+* main/exercise
+* main/extrafield
+* main/fonts
+* main/forum
+* main/gamification
+* main/glossary
+* main/gradebook
+* main/group
+* main/help
+* main/img
+* main/inc
+* main/install
+* main/lang
+* main/link
+* main/lp
+* main/messages
+* main/mySpace
+* main/notebook
+* main/palettes
+* main/permissions
+* main/portfolio
+* main/search
+* main/session
+* main/social
+* main/survey
+* main/template
+* main/ticket
+* main/timeline
+* main/tracking
+* main/upload
+* main/user
+* main/webservices
+* main/wiki
+* main/work
+* plugin
+* src
+* tests
+* vendor
+* web
+
+\[5\]: Found through the « find . -type d -maxdepth 2 » command
+
diff --git a/developer-guide/the_chamilo_logo.md b/developer-guide/the_chamilo_logo.md
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--- /dev/null
+++ b/developer-guide/the_chamilo_logo.md
@@ -0,0 +1,30 @@
+# The Chamilo logo
+
+This section might not really fit here, but given we're discussing Chamilo design, we thought maybe this would prove useful to some.
+
+The Chamilo logo was originally \(pre-2013\) a chameleon in a semi-transparent cube.
+
+![](../.gitbook/assets/image4%20%289%29.png) After many issues printing the cube and explaining to people the bug inside was actually a chameleon, Blender artist Alex Aragon Calixto \(@aragcar\) proposed the following design as a variation for an event organized by the Peruvian community.
+
+![](../.gitbook/assets/image5%20%289%29.png)
+
+After careful consideration, the Chamilo Association's board decided that, given the fonts family was conserved \(URW Gothic L\), the colour was revived and the design was simplified \(so much it can almost be drawn on paper\), it would be a better logo for the overall Chamilo project.
+
+The logo belongs to the Chamilo Association but is released as Creative Commons BY-SA. The use of the logo is authorized but the use of the Chamilo trademark should not be abused, i.e. be illegitimately used to pretend someone or something is a representative or part of the association if he/she/it isn't.
+
+On a side note, Chamilo also has its own mascot, “Chamilito”, with the following derivations:
+
+![](../.gitbook/assets/image6%20%289%29.png)
+
+This first version was a sketch published on the internet and for which the Chamilo Association asked permission to make use of. It is also the same basic sketch that served as logo for the Free Software Notepad++.
+
+![](../.gitbook/assets/image7%20%289%29.png) ![](../.gitbook/assets/image8%20%289%29.png)
+
+This second version is simply a vectorized version of the first, with a colourized version with a mouth that followed shortly after \(the idea was to use it as a mascot inside Chamilo and make it speak, so it needed a mouth\).
+
+![](../.gitbook/assets/image10%20%281%29.jpg)
+
+The second version lead, thanks to the contribution of Mexican Blender artists \(Octavio Mendez, aka @octagesimal and Claudia Hernández, aka @casyopea\), to a 3rd version in 3D, called the “Chamilito 3D”, also available in source Blender files here [http://www.blendswap.com/blends/view/49816](http://www.blendswap.com/blends/view/49816)
+
+![](../.gitbook/assets/image9%20%289%29.png)Finally, @aragcar developed a series of variations for different events or articles, one of which you can see on the right and is the most likely \(to date\) to become the official in-page mascot of Chamilo LMS.
+
diff --git a/developer-guide/theming-certificates.md b/developer-guide/theming-certificates.md
new file mode 100644
index 00000000..fe612f4c
--- /dev/null
+++ b/developer-guide/theming-certificates.md
@@ -0,0 +1,2 @@
+# Theming certificates
+
diff --git a/developer-guide/theming_through_css/README.md b/developer-guide/theming_through_css/README.md
new file mode 100644
index 00000000..c5eb1916
--- /dev/null
+++ b/developer-guide/theming_through_css/README.md
@@ -0,0 +1,10 @@
+# Theming through CSS
+
+![](../../.gitbook/assets/images16%20%288%29.png)![](../../.gitbook/assets/images18%20%288%29.png)![](../../.gitbook/assets/images17%20%288%29.png)
+
+Cascading StyleSheets are a formidable tool to « brand » any web portal. Since Chamilo LMS 1.10.0, we have made considerable progress in comparison with earlier versions, in terms of CSS reuse.
+
+Notably, we use the Bootstrap framework \(version 3 in Chamilo &lt; 2.0, then Bootstrap version 4\), which is touted as a « mobile first » framework. This means that, if you extend it nicely \(which took us about 300h of work in total to migrate to\), your web application should respond very well to all kinds of devices dimensions changes.
+
+Chamilo uses the « cascading » concept extensively. For each theme used, we use a common basis and redefine specific elements locally.
+
diff --git a/developer-guide/theming_through_css/default_course_image.md b/developer-guide/theming_through_css/default_course_image.md
new file mode 100644
index 00000000..684c0800
--- /dev/null
+++ b/developer-guide/theming_through_css/default_course_image.md
@@ -0,0 +1,10 @@
+# Default course image
+
+Similarly to the default icons replacement described in the previous section, the default image for the course, which appears in the catalogue or in the courses grid view, can be replaced.
+
+To do this, you will have to take the main/img/session\_default.png \(400x224 in v1.11.10\) and main/img/session\_default\_small.png \(85x48 in v1.11.10\) images dimensions as a starting point, and develop a new image that fits in these.
+
+Then, instead of replacing the images directly in main/img/ \(which would remove the customization during each posterior Chamilo upgrade\), you can simply place those 2 new images in the root folder of your custom CSS.
+
+For example, if you have placed \(as suggested in previous sections\) your CSS in a folder called "myCustomCSS/", the two images would respectively be placed in "myCustomCSS/session\_default.png" and "myCustomCSS/session\_default\_small.png".
+
diff --git a/developer-guide/theming_through_css/example_procedure_for_new_design.md b/developer-guide/theming_through_css/example_procedure_for_new_design.md
new file mode 100644
index 00000000..40774311
--- /dev/null
+++ b/developer-guide/theming_through_css/example_procedure_for_new_design.md
@@ -0,0 +1,54 @@
+# Example procedure for new design
+
+With all the information you've gone through, how would you go ahead now and create a new design (based on an existing one) with new colors, including new course tool icons, a new logo and a default image for courses?
+
+This is a checklist of what you will need to do, step by step:
+
+ 1. Connect to Chamilo
+ 2. Go to Administration -> Platform -> Configuration settings -> Stylesheets
+ 3. Select the name of the style you want to use as a base (this is *much* easier than starting a new one from scratch)
+ 4. Click `Download`
+ 5. On your computer, unzip the file
+ 6. Rename the folder because you will not be able to upload it again under the same name
+ 7. Enter the folder and edit default.css
+ 8. With your browser (Firefox or Chrome), use the developer toolbar and the "Inspect" feature to locate elements you want to change the colors of
+ 9. Write down the current color code and the color you want to change it to (a good idea might be to create a table with the match between the old and the new color)
+ 10. Back to default.css, look for the color codes (search for lowercase and uppercase variants) and replace them everywhere with the new colors, respectively
+ 11. Save default.css
+ 12. In the `images/`, add your logo as header-logo.png. This image can be transparent and *has to* have a maximum height of 70px. In more recent versions, you can also use an SVG logo, but this is not covered here
+ 13. In the `icons/` folder, create a file called `session_default.png` of exactly 400x224 pixels to replace the default image of the courses
+ 14. Still in the `icons/` folder, create directories `22` and `64` to prepare for custom course tool icons
+ 15. You will need the following icons in *exactly* 64x64 pixels to replace the default tools of Chamilo: `agenda.png`, `attendance.png`, `chat.png`, `course_progress.png`, `dropbox.png`, `folder_documents.png`, `forum.png`, `glossary.png`, `gradebook.png`, `group.png`, `info.png`, `links.png`, `members.png`, `notebook.png`, `quiz.png`, `scorms.png`, `survey.png`, `valves.png`, `wiki.png`, `works.png`
+ 16. Because each tool can be disabled and a greyed-out version of the tool icon is shown, you will also need to add, for each of the previous icons, a greyed-out version with the same name appended by "_na" (for "not available"): e.g. `agenda_na.png`. You can do that in a software like Gimp by using the `Image`->`Mode`->`Greyscale` option then exporting it with the _na name. If your original icon uses very dark colors, you might need to increase the brightness of the greyscale version (`Colors`->'Brightness & Contrast`->Set brightness to +50%)
+ 17. Finally, because those icons (only in the active color version) will be used one the `My Courses` page to notify the user if anything has changed, you also need them in a 22x22 pixels version. To do that, copy all the images (except the _na.png versions) from 64/ to 22/, then edit each and resize it to 22x22
+ 18. Exit the stylesheet folder (which you had renamed in step 6)
+ 19. Generate a zip file
+ 20. Go to your Chamilo and upload the new zip file in the `New stylesheet file` tab
+ 21. Move back to the `Update` tab and select the new stylesheet (you can use the `Preview` button so that it doesn't affect all your users immediately)
+ 21. You might need to use CTRL+F5 to refresh some cache memory in your browser, but that shouldn't be the case
+ 
+That's it!
+ 
+## Forbidden file extensions
+ 
+For security reasons, we only allow a number of file extensions to be uploaded:
+
+  - css
+  - zip
+  - jpeg
+  - jpg
+  - png
+  - gif
+  - ico
+  - psd
+  - xcf
+  - svg
+  - webp
+  - woff
+  - woff2
+  - md
+  
+This list can change. You can find it in the getAllowedFileTypes() function around https://github.com/chamilo/chamilo-lms/blob/1.11.x/main/admin/settings.lib.php#L2072
+  
+If you want to avoid those restrictions, you can also upload the new style through SFTP directly in `app/Resources/public/css/themes/`, but you will *need* to use the `Cache clean-up` option in the administration page (block `System`), otherwise the stylesheet will not be spread to the final public folder `web/css/themes/`.
+  
diff --git a/developer-guide/theming_through_css/extending_the_icons_set.md b/developer-guide/theming_through_css/extending_the_icons_set.md
new file mode 100644
index 00000000..89296233
--- /dev/null
+++ b/developer-guide/theming_through_css/extending_the_icons_set.md
@@ -0,0 +1,30 @@
+# Extending the icons set
+
+Since version 1.9, Chamilo includes a little-known feature by which custom icons, placed inside your CSS theme, can replace the pre-defined icons of Chamilo.
+
+This, however, only works for icons that are normally loaded from the main/img/icons/ directory. Not the ones at the root of main/img/.
+
+To replace icons, you will have to create, inside your own CSS theme folder \(for example app/Resources/public/css/themes/chamili/\) a subfolder called “icons/”, inside which the structure of the normal _main/img/icons/_ folder is reproduced.
+
+For example, if you want to replace the edit\_profile.png icon on the left menu, normally located in
+
+* main/img/icons/22/edit\_profile.png
+
+you would have to create
+
+* app/Resources/public/css/themes/chamili/icons/22/edit\_profile.png
+
+![](../../.gitbook/assets/image11%20%289%29.png)
+
+![](../../.gitbook/assets/image12%20%289%29.png)
+
+This is a short example of what type of style change you could generate just by creating a new folder in your CSS.
+
+Remember that the new icons should have the same size as the previous one. This was not done in the above example, which is why the Inbox and Compose icons are a bit trimmed on the right side. Alternatively, you could also update the stylesheet to ensure the trimming does not happen, but this is likely to take a considerable amount of time.
+
+Remember that, to “flush” your style change, you either have to upload a new CSS folder in the ZIP format through the admin panel, OR to upload them directly to the server \(in app/Resources/public/css/themes/\[style\]/\). But if you do the latter, you will need to use the "Cache cleanup" option from the admin page, otherwise your style will remain into app/ and will not be “published” into web/css/ as it needs to.
+
+The real use of this feature is to avoid you having to modify the main/img/ folder in any way, considering this gets overwritten with each new version of the software.
+
+Using your own CSS folder ensures independence of the main Chamilo code.
+
diff --git a/developer-guide/theming_through_css/style_files_purposes.md b/developer-guide/theming_through_css/style_files_purposes.md
new file mode 100644
index 00000000..55eb5da4
--- /dev/null
+++ b/developer-guide/theming_through_css/style_files_purposes.md
@@ -0,0 +1,42 @@
+# Style files purposes
+
+## The bootstrap.min.css file
+
+Bootstrap is the infamous open CSS stylesheet from Twitter. It is a container for styling best practices and helps give your website a nice appearance with only including it.
+
+The bootstrap.min.css file is a minified \(compressed\) version of the library.
+
+You MUST NOT change the bootstrap.css file, as this is the original, as provided by Twitter, and as we might update it in the future with newer versions from Twitter.
+
+## The base.css file
+
+The base.css file defines a series of CSS elements that are the very basis for the rest \(although it is based itself on Bootstrap 3\). Everything that gives a portal that « Chamilo touch » is concentrated here, so it's a good idea to incluse \(import\) this file from a more specific CSS.
+
+You shouldn't change this file, as doing so might alter the appearance of other styles used in Chamilo.
+
+## The \[theme\]/default.css file
+
+This file is specific to your CSS theme, and defines elements very specific to the general appearance that you want for your portal.
+
+This is the file you will have to update to change the style of your Chamilo installation.
+
+It contains the styles for the header logos, the navigation bar, the footer, etc, on top of what has been defined in base.css.
+
+## The print.css file
+
+The print.css style is rarely used in Chamilo. It **should** be used a lot more, but we have some other things to catch-up on first.
+
+Normally, the print.css file contains all the specifics to make a web page printable \(like... on a printer or inside a PDF\). We'd love to get contributions on that side.
+
+## Other stylesheets in your style folder
+
+Some other files can be found in the app/Resources/public/css/themes/\[your-style\]/ folder, such as scorm.css, frames.css, dataTable.css and stuff like that. These are used only for specific parts of the application, and bear a name that is relatively representative of the feature they cover.
+
+## Feature-specific stylesheets
+
+Finally, there are a series of other files available outside of the app/Resources/public/css/ folder. These are feature-specific and generally come together with a new free software library or feature that we included inside Chamilo.
+
+This is the case, for example, with markdown.css.
+
+These files **shouldn't** be updated, as we are likely to overwrite them with newer versions in future versions of Chamilo. However, there is still something to be done at the system level to allow for a custom style to be loaded after these.
+
diff --git a/developer-guide/theming_through_css/the_cascading_structure.md b/developer-guide/theming_through_css/the_cascading_structure.md
new file mode 100644
index 00000000..6c152ffa
--- /dev/null
+++ b/developer-guide/theming_through_css/the_cascading_structure.md
@@ -0,0 +1,35 @@
+# The cascading structure
+
+As can be understood by looking at the **Illegal HTML tag removed :** section of any Chamilo page, CSS files are loaded like this \(we have intentionally replaced the domain name by the marker **\[.\]** for readability, and used the default active style of main/css/chamilo/ \) :
+
+Or, in short, we load them in this order :
+
+1. web/assets/bootstrap/dist/css/bootstrap.min.css
+2. web/assets/bootstrap-daterangepicker/daterangepicker-bs3.css
+3. web/assets/fontawesome/css/font-awesome.min.css
+4. jquery stuff
+5. \(minor-importance CSS here\)
+6. web/css/base.css \(the core of the Chamilo style on top of Bootstrap\)
+7. web/css/themes/chamilo/default.css \(customization of the CSS theme, changeable in Chamilo\)
+8. web/css/themes/chamilo/print.css \(a special version of the style for when you print it\)
+
+note: *The above directory structure wil get rewriten when cache is emptied. To make permanent modifications the location would be:  /app/Resources/public/*
+
+We will not look into the less-important CSS files here, but you should note that they are generally feature-specific, like chosen \(a JS, searchable, drop-down menu bar\).
+
+As CSS dictates, a CSS that appears first in the list will be loaded first, then the following ones will « overwrite » the previous settings if necessary.
+
+## Earlier versions
+
+You should also know that, in some cases in earlier versions of Chamilo, we used the @import url\(\) feature of CSS to load more « default » CSS. For example, for all Chamilo-type styles, you would have found a block like this at the beginning :
+
+```text
+/* Adding default style for the chamilo_X themes */
+
+@import url('../base_chamilo.css');
+```
+
+This has been removed from styles since 1.10.0, so you should not find \(nor use\) any of these anymore.
+
+With all this information in mind, we are ready to tackle the next section : analyzing the purpose of each file.
+
diff --git a/developer-guide/theming_through_css/the_stylesheets_inclusion_mechanism.md b/developer-guide/theming_through_css/the_stylesheets_inclusion_mechanism.md
new file mode 100644
index 00000000..c1db9712
--- /dev/null
+++ b/developer-guide/theming_through_css/the_stylesheets_inclusion_mechanism.md
@@ -0,0 +1,18 @@
+# The stylesheets inclusion mechanism
+
+If you ever want to include more stylesheets to the list, this is the complete flow :
+
+* a script starts \(e.g. /user\_portal.php\)
+* it includes global.inc.php
+* global.inc.php calls the method Display::display\_header\(\) \(in main/inc/lib/display.lib.php\)
+* display\_header calls the Template ::set\_css\_files\(\) methos
+* set_css\_files\(\) prepares an array with the CSS to load and prepares it as \_css\_file\_to\_string_
+* the initial script loads a template \(.tpl\) from main/template/default/
+* the template includes the main/template/default/layout/main\_header.tpl template
+* the main\_header.tpl load head.tpl \(in the same folder\)
+* head.tpl loads the _css\_file\_to\_string_ array to show the CSS in the
+
+If you want to configure a new stylesheet globally, or change the order in which they are loaded, and if you followed the previous flow, you'll now know that the best place to do so is int the Template::setCssFiles\(\) method.
+
+This is the best method so far in Chamilo 1.10, but in 2.0 with the full capability of templates unleashed, you should be able to add directly the new CSS to your template.
+
diff --git a/developer-guide/theming_through_templates/README.md b/developer-guide/theming_through_templates/README.md
new file mode 100644
index 00000000..68853e3b
--- /dev/null
+++ b/developer-guide/theming_through_templates/README.md
@@ -0,0 +1,44 @@
+# Theming through templates
+
+![](../../.gitbook/assets/images14%20%282%29.png) ![](../../.gitbook/assets/images13%20%282%29.png) ![](../../.gitbook/assets/images15%20%282%29.png) Chamilo, since version 1.10, uses the Twig templating engine for most \(and in the future all\) of its interface.
+
+To update the template in Chamilo, you can one of two things: redefine some template files in `main/template/override/` OR copy the `default` folder and modify a line in `app/config/configuration.php`, following this procedure :
+
+```text
+cd main/template/
+cp -r default newtemplate
+cd newtemplate
+// edit the new template to your heart's contempt
+vim ../../app/config/configuration.php
+// Find the $_configuration['default_template'] setting and replace
+// 'default' by 'newtemplate', then uncomment it (remove the // prefix)
+// Finally, refresh the archives (find the « Archive cleanup » option on
+// the admin page
+```
+
+This way, you can edit anything in your new template, while keeping the original template available, and you also avoid your template being overwritten during your next Chamilo upgrade.
+
+However, it is important to understand that any custom template will have to be maintained: if a new .tpl file is created in the default/ template in Chamilo, then this new .tpl file will have to be added to your custom template. In the case of the override/ folder, although it is not necessary to create the corresponding file, it is still necessary to make sure that no new information added to the default/ .tpl file that would otherwise not appear in the override. These changes can be tracked through the history of changes in the default/ directory on Github: [https://github.com/chamilo/chamilo-lms/commits/1.11.x/main/template/default](https://github.com/chamilo/chamilo-lms/commits/1.11.x/main/template/default)
+
+Inside the _default_ directory, you'll find the following directories, which we explain when needed \(most of them are self-explanatory\).
+
+* admin
+* agenda
+* auth → all stuff related to authentication forms and processes
+* course\_description
+* create\_course
+* export
+* form
+* glossary
+* index → homepage for anonymous users and announcements
+* layout → header, footer, banner and more are stored here
+* learnpath 
+* link 
+* mail\_editor
+* notebook
+* pages
+* social
+* skill
+* userportal → list courses in « My courses » tab
+* work
+
diff --git a/developer-guide/theming_through_templates/cleaning_the_cache.md b/developer-guide/theming_through_templates/cleaning_the_cache.md
new file mode 100644
index 00000000..85e0fa36
--- /dev/null
+++ b/developer-guide/theming_through_templates/cleaning_the_cache.md
@@ -0,0 +1,16 @@
+# Cleaning the cache
+
+If you're going to change templates, you need to know one thing and remember it: after writing your changes and before you test them, you will need to delete the contents of the `app/cache/twig/` directory.
+
+Otherwise, the cache will stick around and you won't see any \(or you'll see only some\) of your changes, which could make you believe they didn't take effect.
+
+This cleanup is also executed when using the "Archive/Cache cleanup" option on the main administration screen of your Chamilo portal \("System" block\).
+
+Alternatively, you can use Chash \(a command line tool for Chamilo\) with the command:
+
+```text
+chash files:clean_temp_folder
+```
+
+That is, if you have Chash[6](https://github.com/chamilo/chash) installed.
+
diff --git a/developer-guide/theming_through_templates/modifiers.md b/developer-guide/theming_through_templates/modifiers.md
new file mode 100644
index 00000000..4584fccc
--- /dev/null
+++ b/developer-guide/theming_through_templates/modifiers.md
@@ -0,0 +1,54 @@
+# Modifiers
+
+Finally, there might come opportunities where you'd like the template to do something for you, not very complicated but which relies on some kind of processing. That's what modifiers are for.
+
+For example, and probably the most common modifier inside existing tpl files : get\_lang, will take the given value and use the internal procedure from Chamilo to translate it and show the translation as the result, just where the tag was placed.
+
+For example, you could have a section like this, representing part of the header :
+
+```text
+{{"Home"|get_lang}}
+```
+
+In this case, the term « Home » will be translated by Chamilo's get\_lang\(\) function before it's shown on screen. The resulting code for this tpl block, taking into account previous examples, in French, would look something like this :
+
+```text
+Accueil
+```
+
+If you are using language terms with multiple variables to be inserted \(for example « DateFromXToY »\), you'll have to combine two modifiers, like so :
+
+```text
+{{ 'DateFromXToY' | get_lang | format(dateX, dateY) }}
+```
+
+Where dateX and dateY are variables you previously « assigned » to your template.
+
+You can find examples of this in main/template/default/skill/skill\_info.tpl.
+
+## Using the get\_lang modifier with plugins
+
+When developing plugins with .tpl \(which is recommended\), the use case is slightly different. If you use variables defined **only** in the plugin's lang/ folder \(see Language variables section on page 50\), and in order to ensure that parent languages will be taken into account as well \(in case the users of your plugin make use of a sub-language – see "Sub-languages" for related information\), you will have to use the get\_plugin\_lang modifier.
+
+However, this modifier takes an additional parameter, the name of the plugin **class**, so if we re-use one of the previous cases and say we are working on a plugin that has a folder called plugins/homepage-looks/ but inside it, the main class is called HomepageLooksPlugin:
+
+```text
+Accueil
+```
+
+… and decide that the French term “Accueil” \(“Home”, in a web context\) should be translated through plugin-specific translations, then our first reaction would be to do this:
+
+```text
+{{ “Home” | get_lang }}
+```
+
+However, this will not consider plugin-specific translations in the case of sub-languages. Instead, do this:
+
+```text
+{{ “Home” | get_plugin_lang('HomepageLooksPlugin') }}
+```
+
+This way, Chamilo will look specifically for a translation defined inside the plugin and, if no translation is found for the sub-language created by the user, it will look for a parent language that it can use, and finally default to English if none of those two steps work.
+
+In conclusion, all your plugins should make some use of the _get\_plugin\_lang_ modifier rather than the get\_lang modifier, whenever a translation is specifically defined in the plugin.
+
diff --git a/developer-guide/theming_through_templates/structure_of_a_page.md b/developer-guide/theming_through_templates/structure_of_a_page.md
new file mode 100644
index 00000000..b0949b5f
--- /dev/null
+++ b/developer-guide/theming_through_templates/structure_of_a_page.md
@@ -0,0 +1,44 @@
+# Structure of a page
+
+The structure of a typical page will thus be something close to the following. We are using a shortened version of `main/template/default/layout/layout_2_col.tpl` here, for the sake of documentation. `layout_2_col` means « layout for 2 colums page », and it is selected when we want to show things like the courses list, because on this screen we have two columns: the side menu and the list of courses.
+
+All normal HTML tag will appear as is. No need for any trick.
+
+```text
+{% extends template ~ "/layout/main.tpl" %} 
+{% block body %} 
+    {# Main content #} 
+    {#  Right column  #} 
+    <div class="span3 menu-column"> 
+        {# if user is not login show the login form #} 
+            {% if _u.logged  == 0 %} 
+                {% include template ~ "/layout/login_form.tpl" %} 
+            {% endif %} 
+        {#  User picture  #} 
+        {{ user_image_block }} 
+        {{#  User Profile links #} 
+        {{ profile_block }} 
+    </div> 
+    <div class="span9 content-column"> 
+        {#  Portal homepage  #} 
+        {% if home_page_block %} 
+        <section id="homepage"> 
+            <div class="row"> 
+                <div class="span9"> 
+                    {{ home_page_block }} 
+                </div>
+            </div>
+        </section>
+        {% endif %}
+        {% include template ~ "/layout/page_body.tpl" %} 
+        {% if content is not null %} 
+        <section id="main_content"> 
+            {{ content }}
+        </section> 
+        {% endif %}
+    </div>
+{% endblock %}
+```
+
+As you can see in the example, some « include » statements can be found. They get the indicated file and put its content right where you placed the call. This is practical to re-use other already-templated blocks.
+
diff --git a/developer-guide/theming_through_templates/usable_variables.md b/developer-guide/theming_through_templates/usable_variables.md
new file mode 100644
index 00000000..acc8b3e4
--- /dev/null
+++ b/developer-guide/theming_through_templates/usable_variables.md
@@ -0,0 +1,180 @@
+# Usable variables
+
+Because we want this template system to be practical for us, and because we don't want to always be assigning all the common variables we'll need rightat the end of our scripts, Chamilo comes with a set of pre-defined variables and arrays you can use.
+
+Here is a list of those variables and arrays... Not that it might not be exhaustive and that, at this time, we have no way of helping you list these, but you **could** hack into _**main/inc/lib/template.lib.php**_ and search for all _**$this-&gt;assign\('literal', $variable\) ;**_ calls to find out.
+
+## The \_u array
+
+The **\_u** array contains general information about the user. You could get the user's firstname to be printed inside any tpl by using the following syntax :
+
+```text
+{{ _u.firstname }}
+```
+
+Here is a complete list of the values it contains, together with an example of the value you'll get from them. As you will see, some of these are duplicated under a slightly different name. We recommend always using the lowercase variables, as others should be cleaned out progressively in the future.
+
+```text
+[complete_name] => John Doe
+[complete_name_with_username] => John Doe (admin)
+[firstname] => John 
+[lastname] => Doe 
+[firstName] => John 
+[lastName] => Doe 
+[mail] => john@example.com
+[email] => john@example.com
+[picture_uri] => 
+[user_id] => 1 
+[official_code] => ADMIN 
+[status] => 1 
+[auth_source] => platform
+[active] => 1 
+[username] => admin 
+[theme] => 
+[language] => english 
+[last_login] => 2014-01-11 15:21:57
+[lastLogin] => 2014-01-11 15:21:57
+[avatar] => http://my.chamilo110.net/main/img/unknown.jpg
+[avatar_sys_path] => /var/www/chamilo-lms/main/img/unknown.jpg
+[avatar_small] => http://my.chamilo110.net/main/img/unknown_22.jpg
+[logged] => 1 
+[is_admin] => 1 
+[messages_count] => 0
+[messages_invitations_count] => 0
+```
+
+## The \_p array
+
+This array contains a list of different forms of paths that you might need at the template level, for example to link to other resources.
+
+```text
+[web] => http://my.chamilo110.net/
+[web_course] => http://my.chamilo110.net/courses/ 
+[web_main] => http://my.chamilo110.net/main/ 
+[web_css] => http://my.chamilo110.net/web/css/ 
+[web_css_theme] => http://my.chamilo110.net/web/css/themes/chamilo/
+[web_ajax] => http://my.chamilo110.net/main/inc/ajax/ 
+[web_img] => http://my.chamilo110.net/main/img/ 
+[web_plugin] => http://my.chamilo110.net/plugin/ 
+[web_lib] => [http://my.chamilo110.net/main/inc/lib/](http://my.chamilo19.net/main/inc/lib/)// only since 1.9.8 or later
+[web_upload] => http://my.chamilo110.net/app/upload/
+[web_self] => [http://my.chamilo110.net/courses/ABC/index.php](http://my.chamilo19.net/courses/ABC/index.php)
+[web_query_vars] => cidReq=ABC&amp;id_session=0
+[web_self_query_vars] => [http://my.chamilo110.net/courses/ABC/index.php?cidReq=ABC&amp;id_session=0](http://my.chamilo19.net/courses/ABC/index.php?cidReq=ABC&id_session=0)
+[web_cid_query] => cidReq=ABC&amp;id_session=0&amp;gidReq=0&amp;gradebook=0&amp;origin=...
+```
+
+You could get the basis of the courses directory to be printed inside any tpl by using the following syntax :
+
+```text
+{{ _p.web_course }}
+```
+
+Note that system paths, although easily available otherwise in the PHP scripts, are not provided here, as they should never be shown to the final users \(even in the HTML source code\).
+
+## The \_s array
+
+This array contains some system variables representing general platform information
+
+```text
+[software_name] => Chamilo 
+[system_version] => 1.11.6
+[site_name] => My campus 
+[institution] => My Organisation
+[date] => Wednesday, January 31st 2018 // only available starting 1.10.0
+[timezone] => Europe/Brussels
+[gamification_mode] => true/false
+```
+
+i.e. you can get the site name \(as configured in the global settings\) to be printed inside any tpl by using the following syntax :
+
+```text
+{{ _s.site_name }}
+```
+
+## The \_c array
+
+This array \(only present starting from 1.9.8\) contains information about the current course.
+
+You can check if the current course is defined \(i.e. if the user is inside a course right now\) by using the _course\_is\_set_ variable :
+
+```text
+{ % if course_is_set %}
+
+… template elements
+
+{ % endif %}
+```
+
+The \_c array looks like this :
+
+```text
+[id] => MODULE3 
+[code] => MODULE3 
+[title] => Module 3
+[visibility] => 1
+[language] => spanish 
+[directory] => MODULE3 
+[session_id] => 0// only since 1.9.8
+[user_is_teacher] => true
+[student_view] => false
+```
+
+As you can see, it also contains the session ID. Session ID is always 0 when we are **not** in a session at all.
+
+You can also use, from the tpl, the `{{ course_code }}` variable, which is equivalent to `{{ _c.code }}`.
+
+Although a bit more complex already, you could decide whether or not you'd want to show a link to a course by checking its visibility, like so:
+
+```text
+{ % if _c.visibility == 1 %}
+   <a class="pull-right"  href="{{ _s.web_course}}{{ _c.directory }}/index.php">{{ _c.title }}</a>
+{% endif %}
+```
+
+As you can see, we combined several variables here, including one from the \_s array, to write a condition that will show a full link to the course homepage to the user, only if the course has a visibility of « 1 ».
+
+## Individual variables
+
+Other variables are defined individually but are always available inside any template.
+
+As for the previous groups, the list below should be self-explanatory through the example values provided. In some cases, we add a comment after a « // » sign to give you more info.
+
+```text
+system_charset => utf-8
+document_language => en
+style => chamilo_red // the CSS used at this time, subfolder of main/css/
+favico => [http://my.chamilo110.net/favicon.ico](http://my.chamilo19.net/favicon.ico)
+logo => 
+online_button => … //an HTML tag to show if another user is online
+offline_button => … //an HTML tag to show if another user is offline
+title_string => My portal – My organisation – Portal name
+bug_notification_link => … //HTML tag representing the bug reporting icon
+notification_menu => 
+…menu => 
+breadcrumb => 
+profile_link => 
+message_link => 
+logout_link => [http://my.chamilo110.net/index.php?logout=logout&amp;uid=5](http://my.chamilo19.net/index.php?logout=logout&uid=5)
+administrator_name => John Doe
+teachers => Samuel Lee, Mark Hansen
+header_extra_content => 
+footer_extra_content => 
+session_teachers => 
+help_content => 
+actions => 
+show_footer => 
+show_header => true //whether the header block should be shown or not
+show_toolbar => 
+css_file_to_string => 
+css_style_print => 
+js_file_to_string => 
+extra_headers => 
+show_course_shortcut => true or null //icons that appear if enabled
+show_course_navigation_menu => true or null //icons that appear if enabled// since 1.9.8 only
+css_styles => chamilo_red // disambig. of CSS/style vs theme vs template
+template => default // disambiguation of CSS (*.css) vs template (*.tpl)
+```
+
+i.e. you can get the name of the current CSS in use \(and so get elements from the images/ folder in there\) simply by using the following syntax:
+
diff --git a/developer-guide/why_chamilo/README.md b/developer-guide/why_chamilo/README.md
new file mode 100644
index 00000000..c95c625c
--- /dev/null
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@@ -0,0 +1,37 @@
+# Why Chamilo?
+
+![](../../.gitbook/assets/images21%20%288%29.png)
+
+Chamilo is an e-learning and collaboration platform which comes bundled as open-source software \(or as purists will rightfully correct, _Free Software_\) which can be adapted to educational or professional projects. It is distributed under the [GNU/GPLv3+](http://fr.wikipedia.org/wiki/Licence_publique_générale_GNU) license, which you are bound to accept when using it.
+
+Chamilo \(as a software\) has two key aims:
+
+1. to support the teacher in better responding to the needs of their students and
+2. to make it so easy to build and edit high-quality digital learning materials that the teacher can not only create but be inspired to develop and continuously improve their courses' content.
+
+The goal of the Chamilo Association, through the publishing of Chamilo, is to "Increase the availability of quality education worldwide".
+
+A teacher using Chamilo can access a series of useful tools allowing them to easily and efficiently create an effective learning environment. On creating/editing a course he \(or she\) can:
+
+* import or create **documents** \(audio, video, images\) and publish them,
+* build **tests** and **exams** with **automated scores and feedback** as required,
+* build or import \([SCORM](http://fr.wikipedia.org/wiki/Sharable_Content_Object_Reference_Model) and [AICC](http://fr.wikipedia.org/wiki/Aviation_Industry_CBT_Committee)\) compliant courses,
+* set and receive **virtual assignments**,
+* describe the components of the course through **description** sections,
+* communicate through **forums** or **chat**,
+* publish **announcements**,
+* add **links**,
+* create **work groups** or laboratory groups,
+* set up a **virtual classroom** \(through the videoconference extension\),
+* manage **scores** through the assessments tool,
+* create **surveys**,
+* add a **wiki** to create documents collaboratively,
+* use a **glossary**,
+* use an **agenda**,
+* manage a **project** \(through the **blog** tool\),
+* enable **tracking** of learners in your courses,
+* register **attendances**,
+* elaborate **a class diary \(course progress\)**.
+
+The Chamilo platform is extremely **flexible**. All its tools can be customized according to the needs of each course. It provides a **friendly** and **intuitive** user interface which requires no special prior technical knowledge or skills.
+
diff --git a/developer-guide/why_chamilo/common_interface_elements.md b/developer-guide/why_chamilo/common_interface_elements.md
new file mode 100644
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+# Common interface elements
+
+![](../../.gitbook/assets/images24%20%285%29.png) Because we know that common conventions make things easier for everybody to remember and manipulate, we use a set of common visual symbols throughout Chamilo. These symbols might stand alone representing an action, or be coupled with another symbol representing the object of the action.
+
+Below are listed some of the most commonly used symbols on the platform:
+
+| Icons | Features |
+| :--- | :--- |
+| ![](../../.gitbook/assets/graphics112%20%284%29.png) | The pencil tool allows the **updating** of a specific piece of information or content |
+| ![](../../.gitbook/assets/images7%20%288%29.png) | The cross tool allows for the **deletion** of a specific piece of information or content |
+| ![](../../.gitbook/assets/images8%20%288%29.png)![](../../.gitbook/assets/images9%20%288%29.png) | The eye tool allows you to change the **visibility** of a piece of information/ content |
+| ![](../../.gitbook/assets/graphics138%20%282%29.png) | The **yellow star** marker on any icon symbolizes the **creation** of a **new** resource |
+| ![](../../.gitbook/assets/graphics346%20%282%29.png) | A blue arrow pointing left generally means **go back** \(like the back button in your browser\). |
+| ![](../../.gitbook/assets/graphics347%20%285%29.png) | A blue arrow pointing right generally means **move** an item from its current place to another. |
+| ![](../../.gitbook/assets/images277%20%282%29.png) | A blue arrow pointing down generally means **download** some file or data. |
+| ![](../../.gitbook/assets/graphics348%20%284%29.png) | A blue arrow pointing upwards generally means **upload** some file or data. |
+
diff --git a/developer-guide/why_chamilo/learning_paradigm.md b/developer-guide/why_chamilo/learning_paradigm.md
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+# Learning paradigm
+
+Some learning management systems fall into the trap of attempting to support a specific learning/teaching methodology \(e.g. social constructivism\), perhaps in order to win some short-lived pedagogical credibility. While focusing on a single paradigm is appropriate, even desirable, on the part of individual teachers or organizations, we believe it is not up to the platform developers to fall to the temptation to limit the design of the platform to one specific approach.
+
+In our experience, the role of a Learning Management System is to provide a tool that can adapt to the needs and wishes of the user. Providing “the right tool for the job” may be fine for single-purpose tools \(a hammer, a fork or a pencil\). For a complex tool such as a LMS, however, it is a combination of the platform's wide range of flexible and adaptable features and the teacher's creative use of those features that will, in time, result in courses which reflect an appropriate specific learning methodology, be it social constructivism, instructionalism, behaviorism, radical constructivism, symbolic interactionism, etc. Chamilo acknowledges the role of the teacher in choosing their own teaching approach, and strives to ensure that all of these educational paradigms can all be effectively implemented using various combinations of the flexible tools provided on its platform.
+
+Chamilo LMS enables anyone to develop a course using whatever paradigm/approach/method you as a teacher \(or your institution/company\) feel comfortable with and, as such, makes sure you have the right tools for the job.
+
diff --git a/teacher-guide/agenda/README.md b/teacher-guide/agenda/README.md
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+++ b/teacher-guide/agenda/README.md
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+# Agenda
+
+The _Agenda_ tool ![](../../.gitbook/assets/graphics261%20%283%29.png) allows the teacher to manage 
+a course calendar/diary which integrates with the personal _Agenda_ tool available to each individual 
+user. In Chamilo 1.9 the user interface of the tool is very different \(and more up-to-date\) than in 
+previous versions, though the underlying functionality remains essentially the same. Each course has 
+its own _Agenda_, while a “global” view \(i.e. a view of events from all the courses to which the user 
+is subscribed\) is also available via the _Personal_ _Agenda_ tab. The _Personal\_\_Agenda_ tab displays 
+course events in green, and also allows users to add “personal” events, displayed in blue, which will 
+not appear in other users' agendas. A teacher can view and edit course and personal events, while 
+learners will have the same view, but will only be able to edit their own personal events.
+
+![](../../.gitbook/assets/images187%20%284%29.png)
+
+Illustration: Personal Agenda
+
+Viewing and navigating the course _Agenda_ and _Personal Agenda_ is straightforward and intuitive. 
+The user can choose a _month, week_ or _day_ view using the buttons on the top right of the page, 
+move forward and backwards through the months/weeks/days using the left and right arrows, and return 
+to “today”'s view using the button on the left. Details of each event can be viewed simply by hovering 
+over or clicking on the event title in the calendar.
+
diff --git a/teacher-guide/agenda/adding_an_event_to_the_course_agenda.md b/teacher-guide/agenda/adding_an_event_to_the_course_agenda.md
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--- /dev/null
+++ b/teacher-guide/agenda/adding_an_event_to_the_course_agenda.md
@@ -0,0 +1,14 @@
+# Adding an event to the course agenda
+
+Events can be added to the course _Agenda_ in two ways. The simplest and quickest way is simply to click on the relevant date/day/time in the course _Agenda_ \(choose week or day view to select a specific time or timescale\). You can select users who can see the event, add a title and a brief verbal description, and decide whether to also send the event as an announcement/email:
+
+![](../../.gitbook/assets/graphics265%20%281%29.png)
+
+Illustration: Adding an event directly to the calendar
+
+For a more fully configured event entry, however, click the _Add event_ icon ![](../../.gitbook/assets/graphics262%20%283%29.png) in the tool-bar. This will open a dialogue page allowing entry of a title and the selection of users, but also a richer description \(e.g. using graphics\), automatic repeat configuration \(daily, weekly, monthly, yearly\) and the option to add an attachment \(to accompany email announcements\).
+
+![](../../.gitbook/assets/graphics266%20%281%29.png)
+
+Illustration: Adding an event using the Add event tool
+
diff --git a/teacher-guide/agenda/adding_an_event_to_the_personal_agenda.md b/teacher-guide/agenda/adding_an_event_to_the_personal_agenda.md
new file mode 100644
index 00000000..bb8e6da5
--- /dev/null
+++ b/teacher-guide/agenda/adding_an_event_to_the_personal_agenda.md
@@ -0,0 +1,10 @@
+# Adding an event to the personal Agenda
+
+The Personal Agenda, available at any point while navigating Chamilo via the relevant tab, 
+works in exactly the same way as the course Agenda, except that options to create events 
+are limited to the “direct” method \(i.e. clicking/dragging on the relevant date/times to 
+open a simple pop-up dialogue window \(see above\). Deleting, editing and exporting options 
+for “personal” events can also be effected \(as with the course _Agenda\)_ simply by clicking 
+on an event to display a pop-up dialogue box. Teachers and learners need to bear in mind 
+that the \(blue\) personal events cannot be viewed by anyone other than themselves.
+
diff --git a/teacher-guide/agenda/import_and_export_events.md b/teacher-guide/agenda/import_and_export_events.md
new file mode 100644
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--- /dev/null
+++ b/teacher-guide/agenda/import_and_export_events.md
@@ -0,0 +1,19 @@
+# Import and export events
+
+The Chamilo Agenda tool supports the import and export of standard calendar files \(Outlook, iCal\). 
+To import an Outlook file, click the _Import Outlook_ icon ![](../../.gitbook/assets/graphics264%20%284%29.png) 
+in the tool-bar in the course _Agenda_ and upload the relevant file as prompted. Then return to the _Agenda_ 
+using the _Agenda_ icon ![](../../.gitbook/assets/graphics267%20%284%29.png).
+
+Users can export events as iCal from the pop-up window that appears when they click on an event to view 
+details. They can select the appropriate iCal format \(_confidential, private, public_\) for the export 
+at the bottom of the pop-up window, and teachers can edit or delete the event using the appropriate 
+button in the pop-up window:
+
+![](../../.gitbook/assets/graphics270%20%281%29.png)
+
+Illustration: Export, edit or delete an event
+
+\(**Note**: Teachers only have access to the delete/edit buttons via the course Agenda from the course 
+homepage – not via the Personal Agenda tab, where, like learners, they can only view/export events\).
+
diff --git a/teacher-guide/announcements/README.md b/teacher-guide/announcements/README.md
new file mode 100644
index 00000000..e88a84a8
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+++ b/teacher-guide/announcements/README.md
@@ -0,0 +1,12 @@
+# Announcements
+
+The _Announcements_ tool ![](../../.gitbook/assets/graphics226%20%283%29.png) lets you send a message 
+by e-mail to your learners and/or publish a message directly to the course.
+
+These announcements can be used, for example, to inform learners of the recent availability of a document, 
+of the deadline for an assignment or any news or information related to the course.
+
+![](../../.gitbook/assets/images163%20%284%29.png)
+
+_Illustration: Announcements page_
+
diff --git a/teacher-guide/announcements/add_an_announcement.md b/teacher-guide/announcements/add_an_announcement.md
new file mode 100644
index 00000000..44b7ec71
--- /dev/null
+++ b/teacher-guide/announcements/add_an_announcement.md
@@ -0,0 +1,25 @@
+# Add an announcement
+
+From the main Announcement page:
+
+* ![](../../.gitbook/assets/images164%20%284%29.png)
+
+  Illustration: Add an announcement
+
+  click the _Add an announcement_ icon ![](../../.gitbook/assets/graphics227%20%283%29.png),
+
+* by default, the announcement will be sent to all users, but it is possible to edit the list of recipients by clicking on the _visible to_ link ![](../../.gitbook/assets/graphics228%20%283%29.png)
+* the announcement can be sent by e-mail to the course users \(check the _Send this announcement by email to selected groups/users_ box\),
+* add an announcement subject,
+* write the main announcement using the editor,
+* add an attachment if desired,
+* click _Send announcement_.
+
+Note: since version 1.8.8.4, you can use tags inside your announcements \(just copy-paste them\). These tags will be automatically replaced by the corresponding value when sent by e-mail or displayed on the platform to users.
+
+Announcements will appear to recipients like this on the platform:
+
+![](../../.gitbook/assets/graphics233%20%283%29.png)
+
+Illustration: Announcements – learner view
+
diff --git a/teacher-guide/announcements/announcements_management.md b/teacher-guide/announcements/announcements_management.md
new file mode 100644
index 00000000..06c3c0c9
--- /dev/null
+++ b/teacher-guide/announcements/announcements_management.md
@@ -0,0 +1,12 @@
+# Announcements management
+
+Announcements can be managed through the familiar action icons:
+
+| Icons | Features |
+| :--- | :--- |
+| ![](../../.gitbook/assets/graphics229%20%283%29.png) | Update the title, body or settings of the announcement |
+| ![](../../.gitbook/assets/images168%20%284%29.png) | Re-order announcements position |
+| ![](../../.gitbook/assets/graphics366%20%283%29.png) ![](../../.gitbook/assets/graphics367%20%283%29.png) | Show / Hide announcement to learners |
+| ![](../../.gitbook/assets/graphics230%20%281%29.gif) | Indicates the announcement has been sent by e-mail |
+| ![](../../.gitbook/assets/graphics231%20%283%29.gif) | Indicates the announcement includes an attachment |
+
diff --git a/teacher-guide/appendix/README.md b/teacher-guide/appendix/README.md
new file mode 100644
index 00000000..05dad04a
--- /dev/null
+++ b/teacher-guide/appendix/README.md
@@ -0,0 +1,2 @@
+# Appendix
+
diff --git a/teacher-guide/appendix/document_history.md b/teacher-guide/appendix/document_history.md
new file mode 100644
index 00000000..25f25c54
--- /dev/null
+++ b/teacher-guide/appendix/document_history.md
@@ -0,0 +1,12 @@
+# Document history
+
+| Date           | Collaborator | Contact | Updated |
+|:---------------| :--- | :--- | :--- |
+| 2010           | 2i2l.fr, Anaël Boulier | info@2i2l.fr | Rédaction du manuel pour Chamilo 1.8.7. |
+| Avril 2011     | BeezNest Belgium SPRL, Yannick Warnier | info@beeznest.com | Mise à jour pour 1.8.8, correctifs, mise on page, ajouts de détails. |
+| Juillet 2011   | BeezNest Belgium SPRL, Yannick Warnier | info@beeznest.com | Mise à jour pour 1.8.8.4 and réorganisation des chapitres ; réécriture de l'introduction, listing des options, ajout des nouvelles fonctionnalités, révision du texte. À revoir : outils Suivi and Réseau social. |
+| August 2011    | BeezNest Belgium SPRL, Yannick Warnier | info@beeznest.com | Added FAQ, fixes and details. |
+| March 2013     | BeezNest Belgium SPRL, Yannick Warnier | info@beeznest.com | Updated to 1.9.6. |
+| April 2013     | Steve Miller | stephanibus@gmail.com | Complete revision and update of English text and screenshots based on 1.9.4. Icons added inline to text for clarity. Some additional paragraphs on pedagogical use. |
+| March 2017     | BeezNest Belgium SPRL, Yannick Warnier | info@beeznest.com | Basic review and partial update to 1.11 |
+| Up to May 2023 | BeezNest Belgium SPRL, Yannick Warnier & Nicolas Ducoulombier | Additions and format review for online version |
diff --git a/teacher-guide/appendix/document_license.md b/teacher-guide/appendix/document_license.md
new file mode 100644
index 00000000..a44d22f9
--- /dev/null
+++ b/teacher-guide/appendix/document_license.md
@@ -0,0 +1,20 @@
+# Document license
+
+All right reserved.
+
+Rights given by the copyleft licenses are indicated below.
+
+Copyright \(c\) 2007 2i2L Sarl. Permission is granted to copy, distribute and/or modify this document under the terms of the GNU Free Documentation License, Version 1.2 or any later version published by the Free Software Foundation ; with no Invariant Sections, no Front-Cover Texts, and no Back-Cover Texts. A copy of the license is included in the section entitled "GNU Free Documentation License".
+
+The contents of this tutorial are available under a double **copyleft** license:
+
+[GNU FDL](http://www.gnu.org/licenses/fdl.txt) : [http://www.gnu.org/licenses/fdl.txt](http://www.gnu.org/licenses/fdl.txt)
+
+and
+
+[CC-BY-SA](http://creativecommons.org/licenses/by-sa/2.0/fr/) : [http://creativecommons.org/licenses/by-sa/2.0/fr/](http://creativecommons.org/licenses/by-sa/2.0/fr/)
+
+A small amount of illustrations have been borrowed from the OpenClipart library.
+
+In the true spirit of software freedom, all fixes and updates to this tutorial are welcome at this e-mail address: info@chamilo.org
+
diff --git a/teacher-guide/appendix/frequently_asked_questions.md b/teacher-guide/appendix/frequently_asked_questions.md
new file mode 100644
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+++ b/teacher-guide/appendix/frequently_asked_questions.md
@@ -0,0 +1,20 @@
+# Frequently asked questions
+
+This list of short questions and answers might help you sort out how to do specific things with Chamilo which are not explicitly explained in the previous chapters.
+
+## How can I set a survey as a requirement to complete a course? <a id="how-can-i-set-a-survey-as-a-requirement-to-complete-a-course"></a>
+
+The notion of “completing a course” can only be built upon the _Assessments_ tool, by setting up a certificate that will only be generated when achieving a certain set of learning objectives \(exercises, learning paths, assignments, etc\). Surveys can then be configured as a “locking” mechanism where a student cannot get a certificate if he doesn't complete the survey.
+
+To do this, go to the survey tool and create your survey. In the _Advanced settings_, check the _Qualify in gradebook_ box and select a weight of 50 \(yes, 50, that's usually quite large\).
+
+Now go to the _Assessments_ tool and click the percentage icon \(_Weight in report_\). Whatever the total weight has been set to, ensure that the survey is worth half of it \(if the total weight is 100, the survey must weight 50, but you can also set the total weight to 200 and make the survey weigh 100\). The other objectives, combined, will be worth half the weight. This means that, even if the learner has the best results, he will only ever be able to achieve a 50% score, which shouldn't be enough to get the certificate. Because the survey is just a yes/no type of result \(answered or not answered\), there is no other easy way to make the survey be a required element.
+
+Once the learner has completed the survey, his results will jump up to the sufficient result to get his certificate.
+
+Just make sure that the availability dates for your survey do not prevent completely a user getting his certificate, just because he can't take the validation survey.
+
+## How can I create a crosswords-type question? <a id="how-can-i-create-a-crosswords-type-question"></a>
+
+In any exercise, create a new _Fill the blanks_ type question. In the question editing box \(online media editor\), click the _Table_ icon and choose how many rows and columns you want your crosswords to be. Now fill the crosswords with letters. Once you're done, select the letters you want users to find out and replace them with the same letter with brackets around it. These letters will now disappear from the student view and they'll be able to complete the table that way.
+
diff --git a/teacher-guide/appendix/glossary.md b/teacher-guide/appendix/glossary.md
new file mode 100644
index 00000000..020c24bf
--- /dev/null
+++ b/teacher-guide/appendix/glossary.md
@@ -0,0 +1,15 @@
+# Glossary
+
+* **Administrator** : The “master” user who controls and manages the Chamilo portal globally.
+* **Course administrator** : See _teacher_
+* **Student** : See _learner_
+* **Course assistant :** a learner with additional rights limited to a specific course: he can track other learners' results, check their assignments and their test results
+* **Coach :** ateacher of a course in the context of a _Session_
+* **Course** : a course area, or course space, with its 20-odd tools
+* **Learner** : A user who has the right, within a course, to access resources as the teacher prepared them
+* **Trainer** : _See teacher_
+* **Training** : See _course_. In versions 1.8.5 to 1.8.8 of Chamilo, the term _Training_ replaced the term _Course,_ resulting in an awful lot of confusion, not only in English, but also in other languages which depended on English for translations. The term can be of course be redefined on each portal depending on needs through the portal administration interface, but _Course_ is the term used globally now.
+* **Teacher :** The user who creates and/or controls a course \(outwit h the _Session_ context\)
+* **Tutor** : See Coach
+* **User** : Any user who has an access to your Chamilo portal, regardless of his role
+
diff --git a/teacher-guide/assessments/README.md b/teacher-guide/assessments/README.md
new file mode 100644
index 00000000..bf30a5a4
--- /dev/null
+++ b/teacher-guide/assessments/README.md
@@ -0,0 +1,18 @@
+# Assessments
+
+The _Assessments_ tool ![](../../.gitbook/assets/graphics181.png) is where you, as teacher, can establish success criteria for the course \(i.e. the pass-mark, merit rankings etc.\), involving the allocation of weightings to various activities, tests etc. You can also use the assessments tool to generate and issue certificates to learners on successful completion of the course. Click on the tool to display the main _Assessments_ page which may \(once set up for the course\) look like this to the teacher.
+
+![](../../.gitbook/assets/graphics190.png)
+
+_Illustration: Assessments – Example teacher view_
+
+It allows you to prepare an overview report compiling learners' achievements in the course overall, drawing on the results of activities undertaken in virtually every part of the online course, but also including “external” activities undertaken in your classroom, outside of the online course.
+
+The learner can use the assessments tool as a “grade-book” to monitor his own progress, and will see a simpler, personalized view when he clicks on the _A\_\_ssessments_ tool which will look something like this:
+
+![](../../.gitbook/assets/graphics192.png)
+
+_Illustration: Assessments – Example learner view_
+
+_\(Note: Before looking further into the assessments tool, make sure you have at least one learner subscribed to your course. \(This is why we cleverly put the_ _Users_ _chapter before this one!\). In this chapter, it will be much easier to follow the examples if you already have learners subscribed and a series of activities created. Don't forget – until you choose to allow it, the user will not be able to see the course anyway, as long as is configured as closed.\)_
+
diff --git a/teacher-guide/assessments/adding_classroom_activities.md b/teacher-guide/assessments/adding_classroom_activities.md
new file mode 100644
index 00000000..d892f815
--- /dev/null
+++ b/teacher-guide/assessments/adding_classroom_activities.md
@@ -0,0 +1,18 @@
+# Adding classroom activities
+
+A “classroom” activity refers to any component of the overall assessment not undertaken inside the Chamilo platform. Any assessed activity can be added a _classroom activity_ and therefore become part of your overall course assessment. As such, you will of course need to add the relevant details manually to the Assessments. To do this, in the main assessment page, click on the _Add classroom assessment_ icon ![](../../.gitbook/assets/graphics197.png) in the tool-bar.
+
+The name, weighting and maximum score for the activity need to be entered, and the teacher can also choose whether to make the activity visible and whether to grade learners.
+
+![](../../.gitbook/assets/images138%20%281%29.png)
+
+_Illustration: Assessments – Classroom activity_
+
+You will only be able to add results for classroom activities for learners subscribed to your course. Scoring the Classroom activity is straightforward – click the relevant activity listed in the main _Assessments_ page and then the _edit_ icon ![](../../.gitbook/assets/graphics199.png) either next to the learner's listing or \(to score a list of learners\) in the toolbar:
+
+![](../../.gitbook/assets/images139%20%281%29.png)
+
+_Illustration: Assessments – Classroom activities – Filling in results_
+
+The scores will be added to the assessment data and included in each student's grade-book.
+
diff --git a/teacher-guide/assessments/adding_online_activities.md b/teacher-guide/assessments/adding_online_activities.md
new file mode 100644
index 00000000..c96c7b4b
--- /dev/null
+++ b/teacher-guide/assessments/adding_online_activities.md
@@ -0,0 +1,19 @@
+# Adding online activities
+
+Within the Chamilo course, not only tests but a whole range of activities can be scored and added to the _Assessments_ tool for consideration in the overall grading of students. The _Add online activity_ tool \(![](../../.gitbook/assets/graphics200.png)\) allows you to create a link from the assessment to one of the following types of resources in your course \(these resources already have scoring capabilities\):
+
+![](../../.gitbook/assets/images140%20%281%29.png)
+
+_Illustration: Assessments – Add online activity_
+
+* Tests,
+* Assignments,
+* Learning paths,
+* Forum threads,
+* Attendances,
+* Surveys
+
+Walk down the drop-down lists to locate the activity visible in the list of activities for this assessment, and click to include the activity in the assessments so that it counts towards the learners' overall grade.
+
+As you might expect, these “online” activities are automatically graded by Chamilo, so you don’t need to give students any score. That’s automatic. But the students will have to take the corresponding activities in order to get their grades.
+
diff --git a/teacher-guide/assessments/assessments_pre-configuration.md b/teacher-guide/assessments/assessments_pre-configuration.md
new file mode 100644
index 00000000..2c970e16
--- /dev/null
+++ b/teacher-guide/assessments/assessments_pre-configuration.md
@@ -0,0 +1,26 @@
+# Assessments pre-configuration
+
+The assessment tool \(also called the _gradebook_ tool by some of our users\) requires several settings to be correctly configured to give you a useful result. The activities weighting, a minimum certification score \(pass-mark\), skills rankings and a certificate template are elements that can extend this tool if properly configured. If these are not set correctly, an orange alert will be displayed on the main _Assessments_ page.
+
+![](../../.gitbook/assets/image3%20%282%29.png)
+
+_Illustration: An empty gradebook generates information messages_
+
+So let’s analyze each of these elements in more detail.
+
+## Total weight and minimum certification score <a id="total-weight-and-minimum-certification-score"></a>
+
+To view and edit this basic configuration , click on any of the edit icons \( ![](../../.gitbook/assets/graphics182.svg)\) of the page:
+
+![](../../.gitbook/assets/images132%20%281%29.png)
+
+_Illustration: Assessments – General settings_
+
+The _Total weight_ of the course is important for assigning individual weights to activities. This will allow you to “spread” the importance of each activity in your course. If you only have a few activities, maybe a total weight of 10 is enough, but we consider 100 to be a common selection among teachers.
+
+The _Minimum_ _certification score_ defines the pass-mark for the course. It is expressed as a percentage of the total score. This can be useful in several ways, but in the end, if a student has a grade/score that is superior to that percentage, he/she will “pass” the course and, if you configured certificates, he/she will also receive a certificate. If the score is below that percentage, no certificate will be generated, and we will consider the student didn’t acquire the corresponding skill or skills.
+
+The description is really not used much. You can use this field to describe what is expected of the student to get a certificate or a passing score.
+
+Finally, an option allows you to define whether you want to generate a certificate or not. In previous versions, the generation of a certificate was automatic if the student reached the minimum certification score. However, some teachers noted that they didn’t always have the time to configure certificates properly, and that they wanted to remain in control of when certificates should be generated when they used the assessments tool with students. Fair enough: we added the option so the certificate generation is optional \(and is not enabled by default\). We’ll come back to that option a bit later.
+
diff --git a/teacher-guide/assessments/how_students_generate_certificates.md b/teacher-guide/assessments/how_students_generate_certificates.md
new file mode 100644
index 00000000..1723c3d2
--- /dev/null
+++ b/teacher-guide/assessments/how_students_generate_certificates.md
@@ -0,0 +1,12 @@
+# How students generate certificates
+
+Certainly one of the trickiest aspects of certificates is that students **have to** enter the assessments tool to generate their certificate. When a student enters the assessments tool and a default certificate is configured, **and** the student has reached the minimum grade to get the certificate, he will see a large certificate icon on the right side of the screen. This will send him directly to the certificate page.
+
+The certificate page uses a unique URL, so the student can just copy the link and reuse it later on, as long as the link is public, which is an option the administrator has to enable, like this:
+
+![](../../.gitbook/assets/image12%20%282%29.png)
+
+_Illustration: Public certificates option_
+
+Once generated, a certificate cannot be canceled by the student. The teacher has to enter the certificates management tool to remove it and allow the student to re-generate it.
+
diff --git a/teacher-guide/assessments/linking_assessments_with_skills.md b/teacher-guide/assessments/linking_assessments_with_skills.md
new file mode 100644
index 00000000..28f9c085
--- /dev/null
+++ b/teacher-guide/assessments/linking_assessments_with_skills.md
@@ -0,0 +1,14 @@
+# Linking assessments with skills
+
+Since the latest versions 1.9.\*, Chamilo allows you to link skills to assessments. In short, anything that would generate a certificate for a user can also be used to grant this student a skill.
+
+This requires the administrator to have enabled and configured the skills available on the platform. This usually requires you to discuss this specific topic with the organization authorities, as you cannot yourself create a skill.
+
+Once skills are available, the administrator will have to come to your course and link the assessment that you have configured with a specific skill. This looks something like this \(to the administrator\):
+
+![](../../.gitbook/assets/image15%20%281%29.png)
+
+_Illustration: Assign skill to assessment_
+
+We can see there \(although the skills available are written in Spanish\) that a new “Skills” field appears in the same edition form as we have for assessments.
+
diff --git a/teacher-guide/assessments/linking_certificates_with_learning_paths.md b/teacher-guide/assessments/linking_certificates_with_learning_paths.md
new file mode 100644
index 00000000..7feb9386
--- /dev/null
+++ b/teacher-guide/assessments/linking_certificates_with_learning_paths.md
@@ -0,0 +1,20 @@
+# Linking certificates with learning paths
+
+Finally, version 1.11 has introduced a nice feature allowing you to generate a certificate \(and assign a skill, if any\) to students at the end of a learning path.
+
+To do this, you will need to configure an assessment based only on this learning path, and make sure it generates a certificate.
+
+Go to the learning path, create one, develop all its contents, then use the last content type icon to create the final page, like this.
+
+![](../../.gitbook/assets/image16%20%281%29.png)
+
+_Illustration: Certificate to finish a learning path_
+
+There are many items on this page, so take your time to analyze all of them. The special certificate page will only ever appear as the last step of your learning path, out of any sub-folder.
+
+It requires all steps of the learning path to be completed in order to appear.
+
+Once this is configured, go to the assessment tool and make sure the whole assessment can only be obtained once the learning path is completed \(it is possible to do otherwise but it might be a bit counter-productive\).
+
+When the student finished the learning path, he/she will automatically see a certificate and skill page. That is: the student will not have to go to the assessment page to generate the certificate anymore. Everything can be managed at the learning path level!
+
diff --git a/teacher-guide/assessments/list_view.md b/teacher-guide/assessments/list_view.md
new file mode 100644
index 00000000..520ffa73
--- /dev/null
+++ b/teacher-guide/assessments/list_view.md
@@ -0,0 +1,10 @@
+# List view
+
+The list view ![](../../.gitbook/assets/graphics201.png) view in the _Assessments_ tool allows you to list all learners and their results at any point through the course, as well as charts illustrating students' achievements overall for each assessment and a combined chart for all resources. \(This resource is obviously more useful at the end of a course – when students have completed all the assessed activities\). The view can be printed or exported in various formats \(.xml, .doc, .pdf, .csv\) using the relevant tool-bar icons.
+
+![](../../.gitbook/assets/images141%20%281%29.png)
+
+_Illustration: Assessments – List view_
+
+**Note**: This view only works if skills ranking rules have been fully defined.
+
diff --git a/teacher-guide/assessments/students_certificates_management.md b/teacher-guide/assessments/students_certificates_management.md
new file mode 100644
index 00000000..50e986ab
--- /dev/null
+++ b/teacher-guide/assessments/students_certificates_management.md
@@ -0,0 +1,34 @@
+# Students certificates management
+
+Once students take the course and start getting higher scores that give them access to their certificate, you might have a few issues.
+
+For example, certificates might get generated by students with a **temporary** score. Let’s take an example situation:
+
+* You have configured your assessment to generate a certificate when students get 80% or more
+* Your certificate template includes the score obtained by the student \(on the certificate\)
+* You have configured 10 activities with equal weights \(10% each\)
+* Your very good student Bilbo passes 9 of the 10 activities and already gets 85% \(an almost perfect score\)
+* Before taking the last activity, Bilbo wants to check his global results on the assessments page. He enters the tool.
+
+Because Bilbo’s score is above 80%, he satisfies the conditions to get a certificate, so Chamilo generates his certificate. Because the template includes the score, the certificate indicates “85%”. However, Bilbo hasn’t taken the last activity yet.
+
+If Bilbo gets 10/10 on the last activity, his final total score will be 95%. However, his generated was already generated saying “85%”. In this case, Bilbo has no other option than to turn to you \(the teacher\) to help him out.
+
+And you can! To access the certificates management, click the certificates icon \(the 5th icon in the action bar\).
+
+![](../../.gitbook/assets/image13%20%281%29.png)
+
+This leads you to the list of certificates, which shows all the certificates generated so far.
+
+![](../../.gitbook/assets/image14%20%281%29.png)
+
+_Illustration: Certificates management page_
+
+The page provides you with 5 options:
+
+* Generate certificates: Lets you generate all student certificates in one single click. This is particularly useful if you configure the assessments tool but you don’t give your students access to the tool. This way, you can generate all certificates yourself, based on each student’s score.
+* Delete all certificates: Allows you delete all the certificates of this assessment \(usually, to re-generate those certificates after adding an activity to the overall evaluation, for example\)
+* Export all certificates to PDF: Allows you to download, in one single PDF, the whole list of certificates. This requires two things: that all students finish all activities, so you don’t have to generate this another time later, and that your certificate template works well in PDF export.
+* Certificate: Gives you access to the certificate of this user, to check if everything is alright, mostly.
+* Delete: Allows you to delete one specific certificate. This option is particularly useful for the use case described at the beginning of this section.
+
diff --git a/teacher-guide/assessments/sub-assessments.md b/teacher-guide/assessments/sub-assessments.md
new file mode 100644
index 00000000..b4fa9940
--- /dev/null
+++ b/teacher-guide/assessments/sub-assessments.md
@@ -0,0 +1,8 @@
+# Sub-assessments
+
+The assessments tool allows you to define several “sub-assessments” inside the assessments tool, or to 
+just use the upper-level assessments tool to distribute your activities. We believe using sub-assessments 
+is a bit more complex and we should avoid generating more confusion at this point, so let’s just keep it 
+at that: if necessary, you can create a lower level of assessments inside the assessments tool, using the 
+yellow folder creation icon ![](../../.gitbook/assets/image5%20%281%29.svg)
+
diff --git a/teacher-guide/assessments/weights.md b/teacher-guide/assessments/weights.md
new file mode 100644
index 00000000..0d9dc376
--- /dev/null
+++ b/teacher-guide/assessments/weights.md
@@ -0,0 +1,91 @@
+# Weights
+
+The weights, accessed through a percentage-symbol icon ![](../../.gitbook/assets/image4.svg) on the right side of the main assessments page, allow you to define the relative importance of each of the activities within the assessment. If you don't have any activity registered at this point, return to this section when you do.
+
+![](../../.gitbook/assets/images133%20%281%29.png)
+
+_Illustration: Assessments - Weights_
+
+We suggest that you define a distribution of weights that make a total of 100 \(or the equivalent total value for the course defined in the previous section\), otherwise it becomes really complicated to understand all the possible relative scoring issues. Several messages will remind you to do just that.
+
+## Skills ranking <a id="skills-ranking"></a>
+
+Skills ranking allow you to define ranks for the scores, so that they can be more easily represented literally and graphically. This option, however, **must** be enabled by your portal administrator. Otherwise you won’t see the following options.
+
+Click on the podium icon on the right side of the main assessments page ![](../../.gitbook/assets/graphics191.png):
+
+![](../../.gitbook/assets/graphics195.png)
+
+_Illustration: Assessments – Skills ranking_
+
+As well as a pass-mark, you can add additional options: e.g. the names you want to give to any score range to make it faster to read generic reports.
+
+## Certificate template <a id="certificate-template"></a>
+
+Once you have configured the rest of the tools, you might get interested in setting up your own certificate template. But before we start, let’s get 3 concepts clear:
+
+* Certificate templates are built in HTML, so you will probably need a web designer \(or a lot of patience\) to generate beautiful templates.
+* Certificate templates are build in HTML \(yes, again\), so their export to PDF \(a feature provided as a commodity in Chamilo\) might not be ideal and you might need to work over that with your designer to make sure both results are fine.
+* Certificates are only generated when the certificates option is selected \(see Assessments pre-configurationon page 99\), if students have a passing grade, and if the student actually **enters** the assessment tool \(or, in 1.11, if you used the special certificate page in the learning path\)
+
+Theassessmentstool makes it possible to create a certificate generated automatically using the learner's data stored on the platform. To set this up, click the large certificate icon ![](../../.gitbook/assets/graphics193.png) on the right side of the main page. This will bring up a screen displaying a list of existing certificates, with tool-bar options to import ![](../../.gitbook/assets/graphics194.png) or create certificates. Chamilo provides one basic template certificate that you can update if you like. Click the _Create certificate_ icon ![](../../.gitbook/assets/graphics196.png) to go to a document creation page, which allows you to design a certificate.
+
+The page starts with a list of tags that you can use in the edition of your certificate:
+
+![](../../.gitbook/assets/image6%20%282%29.png)
+
+_Illustration: Certificates edition tags_
+
+These tags are relatively self-explanatory, but for the sake of precision, let’s define them here:
+
+* **\(\(user\_firstname\)\)** will be replaced by the firstname of the user obtaining the certificate
+* **\(\(user\_lastname\)\)** same thing as above, with the lastname
+* **\(\(gradebook\_institution\)\)** this will be replaced by the name of your organization, defined by the administrator in the platform settings, and visible in the title bar of your browser
+* **\(\(gradebook\_sitename\)\)** will be replaced by the name of the platform, also defined by the administrator an visible in the title bar of your browser
+* **\(\(teacher\_firstname\)\)** will be replaced by the firstname of the teacher assigned to this course. A word of warning: this hasn’t been tested with multiple teachers or with sessions, so use with caution.
+* **\(\(teacher\_lastname\)\)** same as above, but lastname
+* **\(\(official\_code\)\)** if you use the users’ official code field, then the corresponding value will replace this tag when generating the certificate
+* **\(\(date\_certificate\)\)** will be replaced by the certificate date and time, in the date format that matches your language definition
+* **\(\(date\_certificate\_no\_time\)\)** same as above, without the hours and minutes
+* **\(\(course\_code\)\)** if you use a clear hierarchy of course codes, using the course code here might be useful
+* **\(\(course\_title\)\)** will be replaced by the course title
+* **\(\(gradebook\_grade\)\)** will be replaced by the score obtained \(both absolute and percentage\) by the student
+* **\(\(certificate\_link\)\)** will be replaced by the unique URL of the certificate. Chamilo keeps them well stored, so showing the link on a certificate that is going to be printed is a good idea to maintain the relationship with the digital original version
+* **\(\(certificate\_link\_html\)\)** in case you will export the certificate as an HTML certificate or a PDF certificate to use in a digital format, this will put an HTML link directly on the certificate
+* **\(\(certificate\_barcode\)\)** will replace the tag with a QR code with information about the certificate \(including the link to the original\). This is a very nice feature if you like QR codes, but you have to think that the tag \(a simple text on one line\) will actually be replaced by a good-size QR code. So plan the free space around this text well.
+* **\(\(external\_style\)\)** and **\(\(région\)\)** are examples of extra profile fields defined on users. Extra fields will appear in this list depending on their availability, so that’s a great extension you can give to your certificates if your administrator is open to this type of usage.
+
+Editing the certificate is then only a question of finding a good text and the right tags:
+
+![](../../.gitbook/assets/image7%20%282%29.png)
+
+_Illustration: Certificate creation area_
+
+Once you have created and saved your certificate, the main Certificate page lists the certificates that have been uploaded or created.
+
+![](../../.gitbook/assets/image8%20%282%29.png)
+
+_Illustration: Certificate templates list_
+
+You might note that the 5th icon on the right has a slightly different color for the first and the second line… That’s because the “Default certificate” in this example is still considered the… default certificate. To change that, you will have to click on the gray icon on the second line \(![](../../.gitbook/assets/graphics198.png)\) to make your new certificate \(“Future of Learning” in this example\) the default certificate for all students.
+
+Only one certificate can be selected in a course at any one time, so choose well.
+
+Once this is done, the magnifier icon ![](../../.gitbook/assets/image9.svg) will allow you to see a preview of the certificate with fake values. In our example, this gives something like this:
+
+![](../../.gitbook/assets/image10%20%281%29.png)
+
+_Illustration: Example certificate_
+
+Missing something? Clearly, some HTML design with a logo, the names of the people approving this certificate would have been a good addition. You will find these on the certificate available in every course in Chamilo by default, which would render like this.
+
+![](../../.gitbook/assets/image11%20%282%29.png)
+
+_Illustration: Default certificate template available in Chamilo_
+
+As you can see, this template is much more developed than the quick template we built as an example for this guide. That’s because we intent to provide you with the best tools and templates to ensure you can generate a great impact with your course with minimal effort. You can edit the default template if you want and replace the logo by your institution’s logo. This is all up to you.
+
+This certificate, however, sometimes shows a little defect when exporting to PDF, so test it first if you expect this to be your best feature...
+
+You can return to the assessments screen through the breadcrumb navigation \(click _Assessments_\).
+
diff --git a/teacher-guide/assignments/README.md b/teacher-guide/assignments/README.md
new file mode 100644
index 00000000..81edfeb6
--- /dev/null
+++ b/teacher-guide/assignments/README.md
@@ -0,0 +1,16 @@
+# Assignments
+
+The assignments tool ![](../../.gitbook/assets/graphics58.png) (accessible from the home page) allows a learner or a group of learners to upload documents for the teacher to review. Assignments can be seen and downloaded by other learners unless configured as invisible ( ![](../../.gitbook/assets/graphics60.png) ) by the teacher.
+
+Assignment documents are usually homework exercises set by the teacher, but they could also be files of interest to others which a learner may wish to share. The assignments tool can therefore be used to receive individual or collective reports, to collect answers to open questions, or indeed any other form of document developed by learners.
+
+The tool also allows the teacher to modify the default visibility of the assignments sent/posted by learners. This ensures students can sent files \(exercises, reports, written production, …\) in privacy to the course for evaluation by the teacher or course delegate. Click on _Assignment settings_ ![](../../.gitbook/assets/graphics61.png) on the Assignments page:
+
+![](../../.gitbook/assets/graphics63.png)
+
+_Illustration: Assignment settings_
+
+Making assignments visible by default to all users enables learners to check one another's assignments. This can be a valuable learning technique, as pupils can learn a lot through sharing each other's work, but it has of course to be used carefully; not all learners are not ready to be given so much freedom! The choice between _private_ \(only visible to the teachers\) or _public_ assignments \(all learners can see assignments from others\) can be made by clicking the appropriate visibility settings. The teacher can make any post visible or invisible to other learners by checking the ![](../../.gitbook/assets/graphics62.png) or ![](../../.gitbook/assets/graphics64.png) icon next to the relevant entry in the list of learner posts shown for any given assignment.
+
+> **Note**: A significant improvement in 1.9 is that assignments can also now be written and submitted directly within the assignments tool, instead of requiring to be uploaded as documents.
+
diff --git a/teacher-guide/assignments/assignment_creation.md b/teacher-guide/assignments/assignment_creation.md
new file mode 100644
index 00000000..d3172ce0
--- /dev/null
+++ b/teacher-guide/assignments/assignment_creation.md
@@ -0,0 +1,22 @@
+# Assignment creation
+
+To create a new assignment:
+
+* click on the _Create assignment\_tool_ ![](../../.gitbook/assets/graphics65.png) _in the \_Assignments_ page:
+* give your new assignment a name,
+* add a description \(optional\),
+* click the _Validate_ button.
+
+![](../../.gitbook/assets/graphics66.png)
+
+_Illustration: Create a new assignment_
+
+Advanced settings allow you to:
+
+* Assign a maximum score for the assignment
+* Include the assignment in the assessment/grade-book tool
+* pick a deadline for the assignment to be completed and sent
+* pick a final end date for the assignment \(and hide it to students\)
+* Include the deadline in the course agenda/calendar.
+* Allow students to hand in their assignment directly from the assignment editor
+
diff --git a/teacher-guide/assignments/assignment_expiry_dates.md b/teacher-guide/assignments/assignment_expiry_dates.md
new file mode 100644
index 00000000..71d643ff
--- /dev/null
+++ b/teacher-guide/assignments/assignment_expiry_dates.md
@@ -0,0 +1,15 @@
+# Assignment expiry dates
+
+Chamilo offers two time-based options for the assignments:
+
+* a “handing over” deadline: the date past which all assignments sent by the learners to the platform are marked as expired in red in the list of assignments. Past this date, assignments can still be sent, but they are marked to indicate late delivery.
+* a “final acceptance” date: this is the date past which it becomes impossible for the learners to send an assignment . It is the definitive date after which the teacher will not consider any more work sent.
+
+To configure these, check the relevant boxes in the _advanced settings_ of the _Create assignment_ page.
+
+![](../../.gitbook/assets/graphics72%20%283%29.png)
+
+![](../../.gitbook/assets/graphics368%20%281%29.png)
+
+Illustration: Assignments – setting expiry dates
+
diff --git a/teacher-guide/assignments/completion_of_assignments_by_students.md b/teacher-guide/assignments/completion_of_assignments_by_students.md
new file mode 100644
index 00000000..3cf1b571
--- /dev/null
+++ b/teacher-guide/assignments/completion_of_assignments_by_students.md
@@ -0,0 +1,8 @@
+# Completion of assignments by students
+
+Students have the option either to do their assignment on-line or to upload a file or document they have chosen to complete outside of the Chamilo platform \(n.b. to ensure students have this choice, the teacher will need to check the relevant box in the advanced settings options of the _Create assignment_ page\) The student simply needs to click on the assignment title and then the _submit paper_ icon ![](../../.gitbook/assets/graphics68.png)to be taken to a page where they can upload a file using the relevant tool and/or write their assignment using Chamilo's rich text editor.
+
+![](../../.gitbook/assets/graphics70.png)
+
+_Illustration: Student's assignment paper_
+
diff --git a/teacher-guide/assignments/manage_assignments.md b/teacher-guide/assignments/manage_assignments.md
new file mode 100644
index 00000000..50113992
--- /dev/null
+++ b/teacher-guide/assignments/manage_assignments.md
@@ -0,0 +1,10 @@
+# Manage assignments
+
+If the number of learners in your course is significant, there will be plenty of assignments to mark..!
+
+Chamilo eases the burden a little by keeping an organized record of assignments set and student posts on the main page for each assignment set. It lists the assignments completed by learners as each is submitted, flags up clearly if they need to be marked, offers a record of dates , allows quick navigation to each assignment exercise for review and displays each learner's scores. Clicking on the column headings allows for the quick and easy re-ordering of entries e.g. according to date, students name, score etc. The toolbar includes listings ![](../../.gitbook/assets/graphics69.png) for “missing” submissions from students on the course \(including an option to send a reminder\), and the list can be downloaded as a .zip file.
+
+![](../../.gitbook/assets/graphics67.png)
+
+_Illustration: Main page for an assignment set by the teacher_
+
diff --git a/teacher-guide/assignments/marking_assignments.md b/teacher-guide/assignments/marking_assignments.md
new file mode 100644
index 00000000..df3f668d
--- /dev/null
+++ b/teacher-guide/assignments/marking_assignments.md
@@ -0,0 +1,10 @@
+# Marking assignments
+
+To mark a document uploaded by a learner, go to the main page for the relevant assignment. In the right hand column headed _Detail_, click on the _Save_ icon ![](../../.gitbook/assets/graphics75.png)to download and view a file the student has submitted, then click the _Correct and rate_ icon ![](../../.gitbook/assets/graphics76.png) to add feedback/comments and a score. If the student has not uploaded a file, but submitted their assignment using the on-line editor, the save icon will not show – instead the student's assignment will be automatically shown in the editor to which the teacher can add feedback etc when scoring the work.
+
+![](../../.gitbook/assets/graphics74.png)
+
+_Illustration: Marking students' assignments_
+
+To save the score/feedback, click the _Update this task_ button.
+
diff --git a/teacher-guide/assignments/setting_up_the_assignment_evaluation.md b/teacher-guide/assignments/setting_up_the_assignment_evaluation.md
new file mode 100644
index 00000000..0ed66448
--- /dev/null
+++ b/teacher-guide/assignments/setting_up_the_assignment_evaluation.md
@@ -0,0 +1,17 @@
+# Setting up the assignment evaluation
+
+The teacher's evaluation of student assignments can be automatically included within the assessments tool. The marks assigned to corrected assignments will form part of the overall assessment, and a weighting assigned for each particular assignment.
+
+To include assignments' evaluation in the assessments:
+
+* click on the _Advanced settings_ link in the Create/edit _assignment_ page
+* assign a _Maximum score_ greater than 0
+* check the _Add to grade-book_ box
+* choose the relevant assessment from the drop-down list
+* assign a weighting within the assessment
+* click on the _Validate_ button.
+
+![](../../.gitbook/assets/graphics71.png)
+
+_Illustration: Assignments – Advanced settings_
+
diff --git a/teacher-guide/attendances/README.md b/teacher-guide/attendances/README.md
new file mode 100644
index 00000000..a3f7f2e2
--- /dev/null
+++ b/teacher-guide/attendances/README.md
@@ -0,0 +1,10 @@
+# Attendances
+
+In 2010, an academical institution co-financed the development of the A_ttendances_ tool ![](../../.gitbook/assets/graphics240.png) as well as the _course progress_ tool \(see next chapter\) with a set of basic specifications. Over time it has evolved, thanks to the many suggestions from community users and the financial support of some customers. Today it's a more advanced tool, but it is still very young, which explains why its interface still leaves room for improvement.
+
+![](../../.gitbook/assets/graphics248.png)
+
+_Illustration: Attendances – main page_
+
+Before you go further with this chapter, do make sure you have learners subscribed to your course, otherwise your attempts to use it will not work. If need be, review the Users chapter on page 95. Without learners subscribed, it is practically impossible to make sense of the attendances tool.
+
diff --git a/teacher-guide/attendances/create_an_attendance_sheet.md b/teacher-guide/attendances/create_an_attendance_sheet.md
new file mode 100644
index 00000000..77ab12e7
--- /dev/null
+++ b/teacher-guide/attendances/create_an_attendance_sheet.md
@@ -0,0 +1,24 @@
+# Create an attendance sheet
+
+To get started, click the _Create a new attendance list_ icon ![](../../.gitbook/assets/graphics245.png):
+
+![](../../.gitbook/assets/images178%20%281%29.png)
+
+_Illustration: Attendances – New attendances form_
+
+Fill in the main title/description fields and tick if you wish to grade the attendances. If you do so you can select an assessment to link attendances to, write a column header for the report and add a
+
+![](../../.gitbook/assets/graphics249.png)
+
+_Illustration: Attendances – Intermediary step for dates creation_
+
+weighting to activities. Finally, click _save_ and you will be prompted to add a time and date:
+
+Selecting _repeat date_ allows to you quickly generate a series dates and time for regular sessions e.g. weekly at 22.00 hrs. Click _Save_ again to view a list of the dates chosen:
+
+![](../../.gitbook/assets/graphics253.png)
+
+_Illustration: Attendances calendar_
+
+These are fully editable \(e.g. if one week is a holiday, delete\) and, equally, you can add to the dates/times using the _add a date and time_ icon ![](../../.gitbook/assets/graphics246.png) in the toolbar. You can also clear the entire list of dates and times using the _clear the calendar of all lists_ icon ![](../../.gitbook/assets/graphics247.png). To view the attendance sheet for the relevant activity click the A_ttendance sheet_ icon ![](../../.gitbook/assets/graphics250.png)
+
diff --git a/teacher-guide/attendances/recording_attendances.md b/teacher-guide/attendances/recording_attendances.md
new file mode 100644
index 00000000..fc16f880
--- /dev/null
+++ b/teacher-guide/attendances/recording_attendances.md
@@ -0,0 +1,16 @@
+# Recording attendances
+
+Having set up your course sessions, you'll need to start recording your learners' attendances. You do this using the _Attendances sheet,_ which you can access from the main _Attendances_ page by clicking on the relevant listing. You'll see a list of learners' names in the first column, then one column for each attendance date. Generally, the default column enabled will be the first one that hasn't been modified yet.
+
+The _Attendance sheet_ displays a table with columns listing users, their attendance and dates/times. What dates you view is controlled by the _Filter_ drop down menu in the toolbar \(choose “all” and click _filter_ to see them all\). To enable editing of each date column, click the “padlock” ![](../../.gitbook/assets/graphics269.png) in the column heading.
+
+![](../../.gitbook/assets/images182%20%281%29.png)
+
+_Illustration: Attendances sheet_
+
+By default, the system assumes all learners are attending the course session, so **only** take note of **missing** learners, by **unchecking** the learner's box to mark his absence.
+
+A learner missing more than 10% of the total number of sessions will be marked by an orange background. A learner missing more than 25% of the sessions will be marked by a red background. \(These colourings are fixed parameters which cannot, at this point in time, be modified inside the platform.\)
+
+An attendance sheet can be included in the assessments tool as a marked resource, to count towards a students overall grades for the course.
+
diff --git a/teacher-guide/backup/README.md b/teacher-guide/backup/README.md
new file mode 100644
index 00000000..26191c06
--- /dev/null
+++ b/teacher-guide/backup/README.md
@@ -0,0 +1,10 @@
+# Backup
+
+Chamilo makes a distinction between maintenance tools and course settings to simplify course maintenance and backup. Deleting, emptying, copying, saving or recovering the contents of a course \(partly or completely\) can be executed quickly and efficiently using the _Backup_ tool ![](../../.gitbook/assets/graphics329.gif):
+
+![](../../.gitbook/assets/images250.png)
+
+_Illustration: Backup - General_
+
+> **Note** : Features for saving, copying, recovering etc. have been developed with the intention of managing **content**. For this reason, interactions with or between users are not saved. To save them, you'll have to ask your platform administrator to do a full backup of the portal. If you are the administrator, this procedure is described in the admin guide.
+
diff --git a/teacher-guide/backup/copy_course.md b/teacher-guide/backup/copy_course.md
new file mode 100644
index 00000000..cbcb4f61
--- /dev/null
+++ b/teacher-guide/backup/copy_course.md
@@ -0,0 +1,14 @@
+# Copy course
+
+The _Copy course_ feature ![](../../.gitbook/assets/graphics332.gif) allows you to copy all or part of a course to another \(empty\) course. To use it, you first need to have another course available to copy it to.
+
+From the Backup page:
+
+* click _Copy course_,
+* select the destination course
+* select the elements to copy \(all or part of the origin course\)
+* select what to do when the files in the destination course already exist \(rename or overwrite\),
+* click the _Copy course_ button.
+
+> **Note** : A message will confirm if the course was successfully copied
+
diff --git a/teacher-guide/backup/create_a_backup.md b/teacher-guide/backup/create_a_backup.md
new file mode 100644
index 00000000..98341d25
--- /dev/null
+++ b/teacher-guide/backup/create_a_backup.md
@@ -0,0 +1,14 @@
+# Create a backup
+
+For security and procedural reasons, it is recommended that you create a backup copy of the complete contents of your course. This procedure is automated. It allows you to create either a complete backup or a partial backup, based on your selection of what to save, using a few simple clicks. To begin backup:
+
+* click on the _Create backup_ link in the _Backup and import_ section![](../../.gitbook/assets/graphics330.gif),
+* on the next page, select whether you want a full copy or just a selection of elements \(in which case you will have to select them on the next page and click _Validate_\),
+* click the _Create backup_ button to launch the procedure.
+
+![](../../.gitbook/assets/graphics333.png)
+
+_Illustration: Maintenance – Backup creation_
+
+The backup is made available in the form of a compressed file which you can download on your computer. It is also stored on the server for quick restoration if needed.
+
diff --git a/teacher-guide/backup/empty_this_course.md b/teacher-guide/backup/empty_this_course.md
new file mode 100644
index 00000000..13b8c84b
--- /dev/null
+++ b/teacher-guide/backup/empty_this_course.md
@@ -0,0 +1,28 @@
+# Empty this course
+
+The _Empty this course_ feature ![](../../.gitbook/assets/graphics334.gif) empties \(“recycles”\) either the whole course or selected elements. It deletes documents, forums, links, etc. This procedure can be executed after a course has ended and when you want to start anew in the same space. Of course, it is generally recommended that you keep a history of these courses.
+
+Warning: Before you empty the course, make sure you take a backup copy, just in case!
+
+To empty a course:
+
+* click on the _Empty this course_ link,
+* select whether you want to empty the whole course or just specific tools,
+* click the _Empty this course_ button to proceed.
+
+![](../../.gitbook/assets/images252.png)
+
+_Illustration: Maintenance – Empty course_
+
+## Delete the course area <a id="delete-the-course-area"></a>
+
+Click the _Delete the course area_ \_![](../../.gitbook/assets/graphics335.gif)\_link to delete the course completely from the server.
+
+Given the fact there's no way back from this, we highly recommend you consider this twice before confirming it.
+
+![](../../.gitbook/assets/graphics336.gif) Warning: This feature should be used with extreme caution! ![](../../.gitbook/assets/graphics337.gif)
+
+![](../../.gitbook/assets/images253.png)
+
+_Illustration: Maintenance – Course deleting_
+
diff --git a/teacher-guide/backup/import_backup.md b/teacher-guide/backup/import_backup.md
new file mode 100644
index 00000000..26e1d9a7
--- /dev/null
+++ b/teacher-guide/backup/import_backup.md
@@ -0,0 +1,20 @@
+# Import backup
+
+Each backup is a compressed file \(a Zip file\) which is stored on the server \(in the _archive/_ directory\). It can also be downloaded to your computer.
+
+Chamilo also allows you to import the contents of a backup copy inside a new empty course. This can be useful for a teacher creating a new course.
+
+To start the import:
+
+* click the _Import backup_ link in the _Backup and import_ section![](../../.gitbook/assets/graphics331.gif)
+* choose the source of backup: either a .zip file on your computer or one stored on the server,
+* choose whether you want to import the whole course or only specific sections \(to be selected in the next screen\),
+* decide whether to duplicate specific files during the importation operation or to replace them,
+* click _Import backup_ to start the import.
+
+![](../../.gitbook/assets/images251.png)
+
+_Illustration: Backup - Import_
+
+> **Note** : A message will confirm the backup restoration executed successfully
+
diff --git a/teacher-guide/chat/README.md b/teacher-guide/chat/README.md
new file mode 100644
index 00000000..68e94e30
--- /dev/null
+++ b/teacher-guide/chat/README.md
@@ -0,0 +1,12 @@
+# Chat
+
+The _Chat_ tool ![](../../.gitbook/assets/graphics374.png) is an instant messaging tool which allows users in a course to exchange ideas, questions and answers in “live”, written conversation.
+
+While it may seem rather slow \(three seconds per post\) and limited in features to todays online users, the big advantage of this tool compared to e.g. _Skype, Facebook_ chat tools is it works as part of the platform and, as such, does not require any external tool, being guaranteed to work on all computers with the capability to use Chamilo.
+
+![](../../.gitbook/assets/graphics280.png)
+
+_Illustration: The chat window_
+
+If users have configured their picture in the _Social network_ \(or _Profile_\) tab, it will appear next to their name. It's up to the teacher to delete previous messages when he considers it necessary.
+
diff --git a/teacher-guide/chat/empty_messages.md b/teacher-guide/chat/empty_messages.md
new file mode 100644
index 00000000..f49d9190
--- /dev/null
+++ b/teacher-guide/chat/empty_messages.md
@@ -0,0 +1,8 @@
+# Empty messages
+
+You can disconnect from the platform and still have access to previous messages, providing your reconnect the same day.
+
+To delete a conversation before starting a new one, click the \_Clear the chat\_link.
+
+> **Note**: Chat history logs are normally saved inside the documents tool, in a hidden folder called _Chat history._ Clearing the chat will also delete the history of the chat for this whole date.
+
diff --git a/teacher-guide/chat/send_a_message.md b/teacher-guide/chat/send_a_message.md
new file mode 100644
index 00000000..e523a818
--- /dev/null
+++ b/teacher-guide/chat/send_a_message.md
@@ -0,0 +1,4 @@
+# Send a message
+
+Enter the text inside the field located at the bottom of the page, then click the \_Send message\_button. Inside the messages list, the messages from the teacher appear with a corresponding icon in front of the user's name.
+
diff --git a/teacher-guide/communication__forums/README.md b/teacher-guide/communication__forums/README.md
new file mode 100644
index 00000000..f8de7715
--- /dev/null
+++ b/teacher-guide/communication__forums/README.md
@@ -0,0 +1,30 @@
+# Communication : Forums
+
+Following on from the previous chapters you might be expecting to examine the _learning paths_ tool at this juncture. However, we'll look at this later \(see Structure: Learning paths on page 76\). Instead, it actually makes more sense here to take a look at the next most commonly used tool on the platform.
+
+The _Forum_ tool ![](../../.gitbook/assets/graphics375.png) allows you to organize the exchange of ideas, opinions and information relating to courses and the learning paths. The tool has been conceived so that learners with questions about their course can readily find answers to their questions without having to sift through a massive amount of information by themselves.
+
+The forum is an asynchronous discussion tool, i.e. the people involved in a conversation do not have to be connected simultaneously to participate. Email is also an asynchronous tool. However, a major difference from e-mail is that the forum is a public or semi-public space, where several people can see information \(even if they were not part of the discussion initially\), boosting support for learning by providing ready access to really useful information, inasmuch as a group of students and teachers can exchange ideas together in their specialist field.
+
+Forum management tools category
+
+![](../../.gitbook/assets/graphics1.png)
+
+Name of forum
+
+_Illustration: Forum – Global view_
+
+Exchanges are organized hierarchically, as follows:
+
+* Forum category
+  * Forum
+    * Discussion thread
+      * message
+        * answer to the message
+        * answer to the message
+      * message
+        * answer to the message
+        * answer to the answer
+
+and so forth...
+
diff --git a/teacher-guide/communication__forums/add_a_message_to_a_thread.md b/teacher-guide/communication__forums/add_a_message_to_a_thread.md
new file mode 100644
index 00000000..dd5c9a66
--- /dev/null
+++ b/teacher-guide/communication__forums/add_a_message_to_a_thread.md
@@ -0,0 +1,11 @@
+# Add a message to a thread
+
+In the list of tools for managing discussion threads, locate the _Reply to this thread_ icon ![](../../.gitbook/assets/graphics17%20%281%29.png) . This allows you to add a message at the same hierarchical level as the starting message.
+
+* clicking the icon will give you access to the on-line editor to write your message. An area allowing you to read the other messages of the thread appear at the bottom of the page,
+* give a short topic to your message,
+* enter your message,
+* choose whether you want to be notified by e-mail in case anybody answers your message,
+* attach a document \(optional\) and, if you do, add a small comment describing the document,
+* click on the _Reply to this thread_ button.
+
diff --git a/teacher-guide/communication__forums/add_forum.md b/teacher-guide/communication__forums/add_forum.md
new file mode 100644
index 00000000..f6f518fe
--- /dev/null
+++ b/teacher-guide/communication__forums/add_forum.md
@@ -0,0 +1,18 @@
+# Add forum
+
+From the _Forum_ page:
+
+* Click _New forum_,
+* give it a name,
+* add a description if necessary,
+* in the advanced settings, it is possible to:
+  * authorize learners to modify their own answers,
+  * authorize learners to create new discussion threads,
+  * set the default view,
+  * decide if the forum is the one of a group, if it is public or private,
+* click the _Create forum_ button.
+
+![](../../.gitbook/assets/graphics4.png)
+
+_Illustration: Forum – Forum creation form_
+
diff --git a/teacher-guide/communication__forums/add_forum_categories.md b/teacher-guide/communication__forums/add_forum_categories.md
new file mode 100644
index 00000000..1cc797b7
--- /dev/null
+++ b/teacher-guide/communication__forums/add_forum_categories.md
@@ -0,0 +1,13 @@
+# Add forum categories
+
+In the _Forum_ tool:
+
+* click the _New category_ link,
+* give it a name,
+* add a comment if needed,
+* click _Create category._
+
+![](../../.gitbook/assets/graphics3.png)
+
+_Illustration: Forum – New category_
+
diff --git a/teacher-guide/communication__forums/give_a_score_from_a_message.md b/teacher-guide/communication__forums/give_a_score_from_a_message.md
new file mode 100644
index 00000000..c6bf7c70
--- /dev/null
+++ b/teacher-guide/communication__forums/give_a_score_from_a_message.md
@@ -0,0 +1,8 @@
+# Give a score from a message
+
+* Click on the _Grade activity_ icon ![](../../.gitbook/assets/graphics16%20%283%29.png) under the user's picture,
+* The new page gathers the list of all messages posted by the learner as well as a statistical table based on these messages,
+* Click the _Grade this thread_ button.
+
+The score given to the learners will be shown in the assessment tool.
+
diff --git a/teacher-guide/communication__forums/give_your_learners_a_score.md b/teacher-guide/communication__forums/give_your_learners_a_score.md
new file mode 100644
index 00000000..e15114b3
--- /dev/null
+++ b/teacher-guide/communication__forums/give_your_learners_a_score.md
@@ -0,0 +1,21 @@
+# Give your learners a score
+
+If you choose to score/grade a topic/discussion thread, you will first need to assign a maximum score to this thread. This needs to be done when the thread is created. Go to _advanced settings_ in the _create thread_ page and check the _grade this thread_ box. An option to enter a maximum score will appear:
+
+![](../../.gitbook/assets/graphics14.png)
+
+_Illustration: Assigning a maximum score to a discussion thread_
+
+To score a student's contribution to a thread:
+
+* click on the _Learners list_ icon ![](../../.gitbook/assets/graphics167.png)
+* scroll down to see the list of learners,
+* click on the _grade activity_ icon ![](../../.gitbook/assets/graphics15.gif) next to the learner's name
+* on the new page, locate the list of all the contributions \(messages\) written by the learner scored as well as a statistical table based on these same contributions,
+* enter the score you want to assign the learner: with the help of the list of contributions, choose a qualitative evaluation for these contributions. The statistical table allows a quantitative evaluation of the contributions,
+* Click the Grade _this thread_ button.
+
+![](../../.gitbook/assets/graphics6.png)
+
+_Illustration: Forum – Marking a thread_
+
diff --git a/teacher-guide/communication__forums/manage_discussion_threads.md b/teacher-guide/communication__forums/manage_discussion_threads.md
new file mode 100644
index 00000000..c2417cb6
--- /dev/null
+++ b/teacher-guide/communication__forums/manage_discussion_threads.md
@@ -0,0 +1,16 @@
+# Manage discussion threads
+
+The day-to-day administration of topics \(also referred to as “discussion threads”\) is identical to that of categories or forums. You may, however, move a topic from one forum to another better suited,one.
+
+| Icons | Features |
+| :--- | :--- |
+| ![](../../.gitbook/assets/images75%20%283%29.png) | Change the settings \(name, message and advanced settings: see previous page\) of the topic |
+| ![](../../.gitbook/assets/images76%20%284%29.png) | Delete \(after approval\) the topic and all the messages it contained |
+| ![](../../.gitbook/assets/images77%20%284%29.png) | Control the visibility of a topic |
+| ![](../../.gitbook/assets/images78%20%283%29.png) | Lock / unlock a topic to forbid its modification \(but its reading will still be authorized\) |
+| ![](../../.gitbook/assets/graphics129%20%284%29.png) | Move a topic to another forum |
+| ![](../../.gitbook/assets/images80%20%285%29.png) | Ask to be sent a notification by e-mail when a new answer is added |
+| ![](../../.gitbook/assets/images81%20%285%29.png) | Visualize the topic's participants and score their contributions if the topic has been marked as scored |
+
+Moving a topic from one forum to another has to be done through a drop-down list. Select within that list the destination forum, then click on the “Move Thread” button to proceed. The effect is immediate.
+
diff --git a/teacher-guide/communication__forums/manage_forum_categories.md b/teacher-guide/communication__forums/manage_forum_categories.md
new file mode 100644
index 00000000..16862a80
--- /dev/null
+++ b/teacher-guide/communication__forums/manage_forum_categories.md
@@ -0,0 +1,12 @@
+# Manage forum categories
+
+Managing forum categories makes use of familiar icons:
+
+| Icons | Features |
+| :--- | :--- |
+| ![](../../.gitbook/assets/images63%20%285%29.png) | Update forum category settings |
+| ![](../../.gitbook/assets/images64%20%287%29.png) | Delete the forum category and all its contents |
+| ![](../../.gitbook/assets/images65%20%287%29.png) | Control visibility of a forum category |
+| ![](../../.gitbook/assets/images66%20%283%29.png) | Lock / unlock a forum category to prevent editing |
+| ![](../../.gitbook/assets/images67%20%283%29.png) | Re-organize forum categories |
+
diff --git a/teacher-guide/communication__forums/manage_forums.md b/teacher-guide/communication__forums/manage_forums.md
new file mode 100644
index 00000000..21cbfa5c
--- /dev/null
+++ b/teacher-guide/communication__forums/manage_forums.md
@@ -0,0 +1,13 @@
+# Manage forums
+
+Managing forums makes use of familiar icons:
+
+| Icons | Features |
+| :--- | :--- |
+| ![](../../.gitbook/assets/images68%20%284%29.png) | Update forum settings |
+| ![](../../.gitbook/assets/images69%20%283%29.png) | Delete the forum and all its contents |
+| ![](../../.gitbook/assets/images70%20%283%29.png) | Control a forum's visibility |
+| ![](../../.gitbook/assets/images71%20%281%29.png) | Lock / unlock a forum to prevent its edition \(but previous articles can still be accessed\) |
+| ![](../../.gitbook/assets/images72%20%285%29.png) | Re-organize the forums position |
+| ![](../../.gitbook/assets/images73%20%288%29.png) | Ask to be kept up to date by e-mail when a message is added to the forum |
+
diff --git a/teacher-guide/communication__forums/manage_messages.md b/teacher-guide/communication__forums/manage_messages.md
new file mode 100644
index 00000000..dddaf7f5
--- /dev/null
+++ b/teacher-guide/communication__forums/manage_messages.md
@@ -0,0 +1,13 @@
+# Manage messages
+
+A message is an answer within one of the discussion threads.
+
+| Icons | Features |
+| :--- | :--- |
+| ![](../../.gitbook/assets/images82%20%283%29.png) | Change the settings \(name, text and advanced settings\) of the message |
+| ![](../../.gitbook/assets/images83%20%283%29.png) | Delete the message \(after approval\) |
+| ![](../../.gitbook/assets/images84%20%283%29.png) | Control a message's visibility |
+| ![](../../.gitbook/assets/images85%20%285%29.png) | Reply to the message |
+| ![](../../.gitbook/assets/images86%20%283%29.png) | Move the message to another thread |
+| ![](../../.gitbook/assets/images87%20%285%29.png) | Quote this message \(and answer on the basis of the quoted message\) |
+
diff --git a/teacher-guide/communication__forums/quote_a_previous_message.md b/teacher-guide/communication__forums/quote_a_previous_message.md
new file mode 100644
index 00000000..119feabf
--- /dev/null
+++ b/teacher-guide/communication__forums/quote_a_previous_message.md
@@ -0,0 +1,4 @@
+# Quote a previous message
+
+Inside a thread, within a forum, it is often most practical to be able to quote a whole or part of a message. This is the aim of this operation, triggered by the double quote icon. The ![](../../.gitbook/assets/images90%20%283%29.png) answer will be accompanied by the related message to which it is making reference \(it will appear in another color in your answer\). You can compose a comment etc. as well as edit the quoted text directly.
+
diff --git a/teacher-guide/communication__forums/reply_or_reply_to_this_topic.md b/teacher-guide/communication__forums/reply_or_reply_to_this_topic.md
new file mode 100644
index 00000000..1872538d
--- /dev/null
+++ b/teacher-guide/communication__forums/reply_or_reply_to_this_topic.md
@@ -0,0 +1,6 @@
+# Reply or Reply to this topic
+
+The main difference between those two options resides in the hierarchy of the different messages and their answers.
+
+_Reply_ creates new answers which will be deleted altogether when the initial message s removed, while _Reply to this thread_ creates messages which will be kept, even if the starting message is removed.
+
diff --git a/teacher-guide/communication__forums/reply_to_a_specific_message.md b/teacher-guide/communication__forums/reply_to_a_specific_message.md
new file mode 100644
index 00000000..98fad744
--- /dev/null
+++ b/teacher-guide/communication__forums/reply_to_a_specific_message.md
@@ -0,0 +1,6 @@
+# Reply to a specific message
+
+The _Reply to this message_ icon (![](../../.gitbook/assets/images89%20%281%29.png)), located below the message author's picture allows you to give an answer which will be linked to the chosen message and will be hierarchically dependent on that message.
+
+The reply procedure is the same as the previous one, except the message topic includes the initial message, prefixing it with a « Re : » indicating the two messages are related.
+
diff --git a/teacher-guide/communication__forums/search_a_forum_element.md b/teacher-guide/communication__forums/search_a_forum_element.md
new file mode 100644
index 00000000..b249c476
--- /dev/null
+++ b/teacher-guide/communication__forums/search_a_forum_element.md
@@ -0,0 +1,8 @@
+# Search a forum element
+
+All the screens of the _Forum_ tool include a search feature. The search can be executed in all the forums at once and you can combine search terms with the “+” sign. The results are sent in the form of a list indicating:
+
+* the forum category,
+* the forum title,
+* the title of the thread in which the searched words have been found.
+
diff --git a/teacher-guide/communication__forums/start_a_new_topic.md b/teacher-guide/communication__forums/start_a_new_topic.md
new file mode 100644
index 00000000..d52510dc
--- /dev/null
+++ b/teacher-guide/communication__forums/start_a_new_topic.md
@@ -0,0 +1,21 @@
+# Start a new topic
+
+When the content of a forum is shown:
+
+* click on the _New message_ link,
+* complete the _Name_ and _Description_ fields,
+* advanced settings allow us to
+  * score a discussion thread as a teacher and give it a maximum score. To do this:
+    * select the “Mark this thread” box
+    * set a maximum score to reflect the learners participation in a discussion thread,
+    * enter or update the title of the corresponding column for the assessments tool,
+    * give a weight to the participation in the discussions thread in comparison to the other components of the assessment tool.
+  * receive e-mail alerts if an answer is added to the discussion thread,
+  * set a discussion thread to appear on top of the threads list,
+  * add an attachment to any message, together with a comment,
+* Click _Create thread_
+
+![](../../.gitbook/assets/graphics5.png)
+
+_Illustration: Forum – Discussion thread_
+
diff --git a/teacher-guide/communication__forums/using_forum_views.md b/teacher-guide/communication__forums/using_forum_views.md
new file mode 100644
index 00000000..6af9beb4
--- /dev/null
+++ b/teacher-guide/communication__forums/using_forum_views.md
@@ -0,0 +1,12 @@
+# Using forum views
+
+Depending on the complexity of exchanges on the forums, several display modes can be used to simplify reading and answering discussion threads.
+
+* **List view** : simply shows messages in chronological order,
+* **threaded view** : shows only one answer thread at a time,
+* **nested view** : uses the threaded view but displays a complete subject.
+
+![](../../.gitbook/assets/graphics2.png)
+
+_Illustration: Forum – Display modes_
+
diff --git a/teacher-guide/control_course_access.md b/teacher-guide/control_course_access.md
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+# Control course access
+
+During the creation of the course, it is recommended you don't allow learners access before it is ready so they don't see an incomplete course.
+
+In order to do this, access has to be restricted by going to the course _**Settings**_ tool:
+
+![](../.gitbook/assets/images17%20%283%29.png)
+
+_Illustration: Course administration tools_
+
+A series of choices are available to the teacher.
+
+![](../.gitbook/assets/images18%20%283%29.png)
+
+_Illustration: Course settings - Visibility_
+
+* **Public** : means it is accessible to any user, registered on this portal or not
+* **Open** : means all users _registered on the portal_ can access the course as long as they have previously subscribed to it \(they can do this through the courses catalog\). This is the _default option_
+* **Private** : means the course is only available to students who have been subscribed to it by a teacher or administrator. Make sure the _Subscription_ option is set to be only available to trainers, though, as otherwise students might be able to subscribe themselves.
+* **Closed** : means the course is _only available to its teacher or the administrator_. Other users cannot access it, even if they have previously been subscribed to it. This last option is recommended _during the building or maintenance periods of the course_.
+
diff --git a/teacher-guide/course_administration.md b/teacher-guide/course_administration.md
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+# Course administration
+
+The _My courses_ tab the teacher to see a list of the courses which they can manage. \(These display a pencil icon on the right side of the course's box, as opposed to courses on which they are subscribed as learners\).
+
+You just need to click on the course name to access its homepage. The various tools are arranged in three categories:
+
+* **Authoring** : tools for creating course content,
+* **Interaction** : tools for teacher-learner or learner-learner interaction within the course,
+* **Administration** : tools for the management of course options.
+
+![](../.gitbook/assets/images26%20%283%29.png)
+
+_Illustration: Course tools – Classical option_
+
+![](../.gitbook/assets/graphics79.png)
+
+The teacher can choose to hide or show distinct tools using the _eye_ icon under each tool, so that the course doesn't intimidate the new learner with too many options.
+
+Note : In some cases the administrator may make tools unavailable to course teachers or enable tools which depend on specific extensions \(like the full-text search or the video conference\), so what you see entering the course might not be the same as described here.
+
+![](../.gitbook/assets/images27%20%283%29.png)
+
+_Illustration: Authoring tools in big activity view type_
+
+> **Note** : The course interface can be presented in different ways depending on what the administrator's chooses. He might, for example, enable a view that was popular in previous versions of Chamilo, as in this illustration. This view is called the 2-columns activity view.
+
diff --git a/teacher-guide/course_creation.md b/teacher-guide/course_creation.md
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+# Course creation
+
+![](../.gitbook/assets/images14%20%283%29.png)
+
+_Illustration: Personal menu blocks_
+
+Creating a course is quick and easy, and can be done from the _My courses_ page.
+
+> **Note** : on some portals, teachers might not have permissions to create new courses and are simply assigned pre-created courses by the administrator.
+>
+> Click on _Create course_ in the side column. Fill the mandatory “Course name” field \(see Illustration 14: Creating a course – short version\) and click the button. That's it.
+
+The course will be visible by the course creator and \(later\) by the users subscribed to it. By default, the person who creates the course is responsible for this course's administration. She is generally referred to as the **Course owner** or **Course creator**.
+
+To create the course, you need only enter a single element, i.e. a clear and detailed title.
+
+![](../.gitbook/assets/images15%20%283%29.png)
+
+_Illustration: Creating a course – short version_
+
+Additional **options** \(entirely optional\) are available by clicking on the \_Advanced settings\_button:
+
+* **a** **category** within the ones offered in the drop-down box \(this is optional\),
+* **a** **course code** Pick a code that matches the course title associated with e.g. a numerical classification. \(n.b. Even if entered in lowercase, the course code will be automatically uppercased and symbols like _\(-,_  and spaces\_ will be removed from the code\),
+* **the** **course admin** this option is automatically filled with your name and cannot be updated,
+* **the** **language** used to display the course environment \(nothing stops you from using e.g. French even if the platform is installed in English\). The language choice doesn't influence the course content, only the course interface
+* the course can be filled with some **demo content** to indicate to the new course administrator the sort of thing s/he can create inside the course \(typically an exercise, forums and an introduction section\). Alternatively, this can be left completely empty.
+* finally, the course can be created from a template course that you have access to \(you must be a teacher in the template course to see it appear in your list\)
+
+![](../.gitbook/assets/images16%20%283%29.png)
+
+_Illustration: Create a course – extended version_
+
+In versions 1.9 and 1.10, a course creation follow-up page was displayed, which suggested:
+
+* going straight to the newly created course \(through a link on the course title\),
+* going directly, by clicking on the relevant icon, to one of the most common course configuration steps, as illustrated below.
+
+![](../.gitbook/assets/images271.png)
+
+_Illustration: Course creation follow-up page_
+
+However, feedback has been relatively negative about this feature, so we decided to disable it by default in version 1.11 onward. Your administrator can still enable this if desired.
+
+This empty course structure created, the next step is to enrich this course through the addition of text, multimedia documents, audio tracks, links etc. etc.....\)
+
diff --git a/teacher-guide/course_homepage/README.md b/teacher-guide/course_homepage/README.md
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+# Course homepage
+
+In this chapter, we will present a brief overview of the various tools available. Each tool will be examined in more detail in later chapters.
+
diff --git a/teacher-guide/course_homepage/administration_tools.md b/teacher-guide/course_homepage/administration_tools.md
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+# Administration tools
+
+The _administration_ section groups tools that the learner never needs access to – there is therefore no option to hide or show the tools, which are designed for teacher use only.
+
+![](../../.gitbook/assets/images31%20%282%29.png)
+
+_Illustration: Administration tools_
+
+## Projects <a id="projects"></a>
+
+![](../../.gitbook/assets/graphics107.png) This is where the teacher can create new _blogs_ visible and available to learners in the _Authoring_ section. A blog integrates tasks and users management via a calendar within the _Blogs_ tool, supporting the effective management of collaborative projects.
+
+## Settings <a id="settings"></a>
+
+![](../../.gitbook/assets/graphics108.png) Manage the course settings as a teacher. Settings are sorted in a few sections:
+
+| ![](../../.gitbook/assets/graphics109.png) | Course settings | Manage and update elements such as the course title, category, language, picture, etc. |
+| :---: | :--- | :--- |
+| ![](../../.gitbook/assets/graphics110.png) | Course access | Configure course access updates \(visibility, subscription and other permissions\) |
+| ![](../../.gitbook/assets/images281.png) | E-mail notifications | Set the behaviour of for e-mails alerts |
+| ![](../../.gitbook/assets/images282.png) | Users rights | Configure of the agenda, announcements or picture display inside the forum |
+| ![](../../.gitbook/assets/images283.png) | Chat settings | Configure how the chat tool opens |
+| ![](../../.gitbook/assets/images284.png) | Learning paths settings | Enable the graphical theme of the learning path, as well as various other learning path settings |
+| ![](../../.gitbook/assets/images285.png) | Thematic advance configuration | Decide whether course progress information should be shown on course homepage |
+
+## Reporting <a id="reporting"></a>
+
+![](../../.gitbook/assets/graphics113.png) This important teacher tool tracks learners' use of learning paths, tests, forums etc., as well as time spent on the course, progress, scores, assignments, numbers of messages and last connection date. It is a powerful monitoring tool which can save the teacher a huge amount of time and dreary record keeping work.
+
+## Backup <a id="backup"></a>
+
+![](../../.gitbook/assets/graphics346%20%281%29.png) This is where you can \(and regularly should!\) back up your course by exporting a copy of the course. You can also use it to import previously backed up courses and to delete all or part of the course content and data. You can also use it simply to delete the course – be careful, though – there's no way back!
+
diff --git a/teacher-guide/course_homepage/authoring_tools.md b/teacher-guide/course_homepage/authoring_tools.md
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+# Authoring tools
+
+![](../../.gitbook/assets/images29%20%283%29.png)
+
+_Illustration: Authoring tools_
+
+## Course description <a id="course-description"></a>
+
+![](../../.gitbook/assets/graphics80.png)The course description is not at all mandatory, but it allows you to present a global summary of the course and to offer potential subscribers a flavour of the course.
+
+The description tool presents several sections which provide the course author with a simple suggested structure for their course description. \(The teacher doesn't have to use these, of course; if the proposed sections do not match requirements, other sections can be created with the preferred titles\). The sections include:
+
+* « Course description »,
+* « Objectives »,
+* « Topics »,
+* « Methodology » etc,
+
+At any time, a section can be removed by clicking on the _Delete_ icon ![](../../.gitbook/assets/graphics83.png), or updated using the _update_ icon .
+
+The description is available to learners inside the course, but can also be viewed in the course catalog \(via the _Description_ button\). This button opens a pop-up window showing the description provided by the teacher.
+
+## Documents <a id="documents"></a>
+
+![](../../.gitbook/assets/graphics85.png) This is used to add and organize the documents or files \(text, images, audio, video, HTML files etc.\) used in the course. You can create directories/folders within this tool as required.
+
+## Tests <a id="tests"></a>
+
+![](../../.gitbook/assets/graphics86.png) The tests tool is used to create, update or import tests, quizzes and exams in the course. It includes facilities to automatically or manually score and feedback to learners and to track and export learners' results. The tests tool can be used to develop quite sophisticated automated exercises which might in themselves form the core of the course.
+
+## Learning Paths <a id="learning-paths"></a>
+
+![](../../.gitbook/assets/graphics87.png) This organizational tool allows you to generate or update **learning paths** to help guide your students through a specific sequence of learning objects/experiences. It can be configured in various ways e.g. to require students to undertake tasks in a given order, or to allow the repetition of certain activities.
+
+Note: If you come from a Moodle background, this feature can be compared to the ordering of blocks on your course homepage.
+
+## Assessments <a id="assessments"></a>
+
+![](../../.gitbook/assets/graphics88.png) The assessments tool is very useful when a score has to be assigned for the whole course. It allows for the creation of a gradebook incorporating the results of on-line or in-class evaluations. It also allows for the automatic generation of certificates \(although this might not prove as intuitive as the rest of the platform tools due to the many parameters involved\).
+
+## Attendances <a id="attendances"></a>
+
+![](../../.gitbook/assets/graphics89.png) This provides a means for the registration of attendance by learners, taking this into account in the scoring of assessments.
+
+## Links <a id="links"></a>
+
+![](../../.gitbook/assets/graphics90.png) You can use this tool to add links to external websites from within the course which be be of value to students during the course of their study. These links can be incorporated into a learning path.
+
+## Announcements <a id="announcements"></a>
+
+![](../../.gitbook/assets/graphics91.png) Use this fully featured tool to make announcements related to the course, which will be flagged up to users when they log in to the course. They can be be personalized and configured to be sent via email to relevant users. It is also possible to attach documents to announcements.
+
+## Glossary <a id="glossary"></a>
+
+![](../../.gitbook/assets/graphics92.png) A course glossary can be an invaluable aid to students on some courses. This tool allows you add and view terms and definitions \(including sound, graphics etc.\) and to import and export text .csv lists or save the glossary as a .pdf file.
+
+## Course progress <a id="course-progress"></a>
+
+![](../../.gitbook/assets/graphics93.png) This planning and record keeping tool helps you to create, import, export or save _thematic sections_ which can serve as a “course diary” to include topics and plans and indicate class progress.
+
+> **Note** : The learning paths created inside the course can also be made visible in the « Authoring » section, which could generate redundancy. It is possible to show or hide them using the double square icon in the learning paths list \(« Make visible to learners »\)
+
+## Blogs <a id="blogs"></a>
+
+![](../../.gitbook/assets/graphics94.png) You may not see the Projects tool in the Authoring section, but if you create a project using the tool in the Administration section, it will show up in the _Authoring_ tools, where you can hide it from the learners' view if you wish. This tool allows for collaborative work to be organized.
+
+## Search <a id="search"></a>
+
+![](../../.gitbook/assets/graphics95.png) The search tool can only be enabled on the platform by the administrator, as it requires the installation of specific and advanced modules external to Chamilo itself. If enabled, the tool allows for searching within the text of most documents on the whole platform, including texts imported or created inside Chamilo.
+
diff --git a/teacher-guide/course_homepage/interaction_tools.md b/teacher-guide/course_homepage/interaction_tools.md
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+# Interaction tools
+
+The objective of the interaction section is to group tools which facilitate communication between learners as well as between learner and teacher. Unlike the _Authoring_ tools which are primarily for teacher use, The _Interaction_ tools are provided mainly for use by other users also, to support their learning.
+
+![](../../.gitbook/assets/images30%20%282%29.png)
+
+_Illustration: Interaction tools_
+
+## Agenda <a id="agenda"></a>
+
+![](../../.gitbook/assets/graphics96.png) This tool provides users with a comprehensive diary/calendar tool to which they can add events etc.
+
+## Dropbox <a id="dropbox"></a>
+
+![](../../.gitbook/assets/graphics97.png) Users can use the course dropbox to share their own documents with others on the course.
+
+## Groups <a id="groups"></a>
+
+![](../../.gitbook/assets/graphics98.png) Use this to create groups within in the course and manage access to course tools.
+
+## Assignments <a id="assignments"></a>
+
+![](../../.gitbook/assets/graphics99.png) Create assignments for learners to complete within the Chamilo platform, or to complete externally and upload for evaluation by the teacher. The assignments tool integrates fully with the reporting and assessments tools and allows for quick and easy monitoring of assignment submissions and results.
+
+## Wiki <a id="wiki"></a>
+
+![](../../.gitbook/assets/graphics100.png) The Wiki provides a handy tool for collaboration between users, be they teachers or learners, through providing a clear and simple interface for the joint production of a class document.
+
+## Forum <a id="forum"></a>
+
+![](../../.gitbook/assets/graphics101.png) The very fully featured forum tool allows for the creation and management of forums for use by course members, and includes the facility to quote student posts to teaching forums and edit, mark or annotate their work in whatever way the teacher judges will best support students' learning.
+
+## Users <a id="users"></a>
+
+![](../../.gitbook/assets/graphics102.png) This tool allows learners to view who else is subscribed to the course, and teachers to manage course users, subscribing teachers and users, and importing and exporting course lists as required. The _users_ tool also integrates with the _Groups_ tool.
+
+## Chat <a id="chat"></a>
+
+![](../../.gitbook/assets/graphics103.png) Chamilo provides a simple text-chat facility allowing users to chat with other users on-line in the platform.
+
+## Surveys <a id="surveys"></a>
+
+![](../../.gitbook/assets/graphics104.png) The fully featured survey tool a powerful means of inviting users on the platform to quickly and easily offer comment and feedback for the evaluation and development of courses. The tool also supports the analysis of results collected from participants.
+
+## Notebook <a id="notebook"></a>
+
+![](../../.gitbook/assets/graphics105.png) Sometimes a learner or teacher just wants to keep personal notes relevant to his or coursework. The notebook tool provides a simple means for users to write and store and organize such notes within the platform for their own use, using the on-line editor. Notes created by this tool are private: no user has access to the notes of another user.
+
+## Video-conference <a id="video-conference"></a>
+
+![](../../.gitbook/assets/graphics106.png) It is now relatively easy, using a local video-conference server, to install the video-conference tool within a Chamilo course, although it remains an external extension which is not always available in a classic portal. Chamilo 1.9 supports BigBlueButton 0.8, open-source conferencing software which supports recording of the white board and audio from a conference. The video sessions can later be made available within Chamilo itself as a video library inside the course. From a teacher's point of view, it's worth lobbying your administrator to set it up!
+
diff --git a/teacher-guide/course_homepage/introductory_text.md b/teacher-guide/course_homepage/introductory_text.md
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+# Introductory text
+
+Just before looking at any particular course tool, note that it is possible to present a welcome message to a course. Click on the _Add an_ _introduction text_ icon ![](../../.gitbook/assets/graphics349.gif) below the _Learner View_ button. A text editor appears...
+
+![](../../.gitbook/assets/images28%20%283%29.png)
+
+_Illustration: Course homepage – Introduction text_
+
+This feature, although very simple to use, is also very powerful: it can simply present a few words of introduction, but it also enables you to redesign the entire course homepage simply by hiding all the course tools and writing a large introduction text/page including icons with links to the course tools' internal pages.
+
+To do this :
+
+* hide all the tools \(by clicking the eye, which must be _closed_ and grayed\)
+* right-click on any tool to which the learners need access
+* select _Copy link location_
+* left-click on _Add an introduction text_
+* place an introduction text \(use the table tool ![](../../.gitbook/assets/graphics81.png), or an external HTML-editing tool if you wish, to position elements precisely\) and a new icon/graphic representing the tool requiring access
+* click an icon to select it then click the link creation tool ![](../../.gitbook/assets/graphics82.png)
+* « paste » the link that was saved a few steps before \(CTRL-V should work just fine\)
+* click the _save intro text_ button
+
+You now have an entirely personalized course homepage! The only remaining other visual elements are the header and the footer.
+
diff --git a/teacher-guide/course_progress/README.md b/teacher-guide/course_progress/README.md
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+# Course progress
+
+The _Course progress_ tool ![](../../.gitbook/assets/graphics251.png) \(or perhaps _Course diary_ - the name of this tool is still under consideration\) allows the teacher to build a course program to be shown \(optionally\) on the course homepage to include a progress status relative to the current teachers and learners' progress in the scheduled topic preparation.
+
+![](../../.gitbook/assets/graphics256.png)
+
+_Illustration: Course progress – Learner view_
+
+This tool is only useful in the case of “synchronous” courses, in which the teacher and the learners progress through the course concurrently. Configuring _Course progress_ is quite easy, although quite a lengthy process.
+
+![](../../.gitbook/assets/graphics258.png)
+
+_Illustration: Course progress – Teacher view_
+
diff --git a/teacher-guide/course_progress/create_a_thematic_section.md b/teacher-guide/course_progress/create_a_thematic_section.md
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+# Create a thematic section
+
+The thematic sections represent the highest level in the course progress' structure. You need to create sections in order to be able to create other levels of the structure.
+
+To create the first section, create the _New thematic section_ icon ![](../../.gitbook/assets/graphics252.png) and complete the relevant fields using text, images etc.
+
+![](../../.gitbook/assets/images184%20%281%29.png)
+
+_Illustration: Course progress – invitation to create a thematic plan_
+
+On clicking _Save_ you will be invited to create new thematic plan:
+
+![](../../.gitbook/assets/graphics259.png)
+
+_Illustration: Course progress – invitation to create a thematic plan/advance_
+
diff --git a/teacher-guide/course_progress/create_steps_for_the_course_progress.md b/teacher-guide/course_progress/create_steps_for_the_course_progress.md
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+# Create steps for the course progress
+
+The steps \(termed _Thematic advance_\) are the dates on which you will teach the specific content of the relevant _Thematic section_. Having saved the _thematic plan,_ return to the main _course progress_ page using the breadcrumb navigation and click on the _New_ t_hematic advance_ icon\_![](../../.gitbook/assets/graphics257.png)\_in the relevant section.
+
+![](../../.gitbook/assets/images186%20%281%29.png)
+
+_Illustration: Course progress – Steps creation_
+
+Here you can, enter the date for each teaching session and the contents of what is to be covered specifically in that session. You can either enter dates and times manually or link to dates previously defined in the _attendance sheets_ \(see Attendances-Attendances on page 122\). Where the Course progress tool is used, progress through the course will be displayed on the main course page:
+
+![](../../.gitbook/assets/graphics263.png)
+
diff --git a/teacher-guide/course_progress/define_the_thematic_plan.md b/teacher-guide/course_progress/define_the_thematic_plan.md
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+# Define the thematic plan
+
+Once the thematic section has been created, you can edit its entry in the _Thematic plan_ column. The _Thematic\_\_plan_ is the definition of the objectives, methodology and other details of the newly created thematic section. Click on the _Thematic plan_ icon ![](../../.gitbook/assets/graphics255.png) to show a form containing several fields in each of which which you can enter a title and description which will be displayed on the main C_ourse progress_ page. By default, the fields are titled: _Objectives, skills to acquire, Methodology, Infrastructure, Assessment_ and _Other,_ although these can be edited as appropriate. Fields with no description added will not be displayed.
+
+![](../../.gitbook/assets/graphics260.png)
+
+_Illustration: Course progress – example title and description fields_
+
diff --git a/teacher-guide/course_settings/README.md b/teacher-guide/course_settings/README.md
new file mode 100644
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+++ b/teacher-guide/course_settings/README.md
@@ -0,0 +1,6 @@
+# Course settings
+
+The _Settings_ tool ![](../../.gitbook/assets/graphics320.png) in the _Administration_ section of the course homepage allows you to edit the overall behaviour of the course \(most options will affect several tools\). Although it is placed in a remote location at the bottom of the page \(and at the end of this manual\), it is generally a good idea to use it at the beginning of your course to manage subscription settings and course access \(see later: Visibility and access Visibility and access section\).
+
+> **Note**: Course tutors using the course inside the session will not have access to this tool as configuration changes might affect other sessions.
+
diff --git a/teacher-guide/course_settings/chat_settings.md b/teacher-guide/course_settings/chat_settings.md
new file mode 100644
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+++ b/teacher-guide/course_settings/chat_settings.md
@@ -0,0 +1,8 @@
+# Chat settings
+
+In the _Chat_ section ![](../../.gitbook/assets/graphics326.png), selecting the appropriate option allows you to choose whether the chat opens within in the page or in a new window:
+
+![](../../.gitbook/assets/images245.png)
+
+_Illustration: Course settings – Chat settings_
+
diff --git a/teacher-guide/course_settings/e-mail_notifications.md b/teacher-guide/course_settings/e-mail_notifications.md
new file mode 100644
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+++ b/teacher-guide/course_settings/e-mail_notifications.md
@@ -0,0 +1,16 @@
+# E-mail notifications
+
+E-mail notifications ![](../../.gitbook/assets/graphics324.png) are a effective way to ensure the teacher is aware, through immediate alerts, of key events in his course as they happen. The various settings are filly described on the section:
+
+![](../../.gitbook/assets/images243.png)
+
+_Illustration: Course settings – E-mail notifications_
+
+In this section, you can choose to receive an e-mail notification if:
+
+* a user subscribed to your course \(this feature has to be enabled by the platform admin\),
+* a new file is submitted in the _Assignments_ or the _Dropbox_ tools,
+* a test is passed by a learner.
+
+It is also possible to set an e-mail notification to all users when a new assignment is created.
+
diff --git a/teacher-guide/course_settings/learning_path_settings.md b/teacher-guide/course_settings/learning_path_settings.md
new file mode 100644
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+++ b/teacher-guide/course_settings/learning_path_settings.md
@@ -0,0 +1,20 @@
+# Learning path settings
+
+The _Learning path_ section ![](../../.gitbook/assets/graphics327.png) can be used to enable the _auto-launch_ of learning paths and the style \(or graphical theme\) for the course.
+
+![](../../.gitbook/assets/images246.png)
+
+_Illustration: Course settings – Learning path settings_
+
+The auto-launch feature allows the teacher to select one specific learning path to auto-start when the user enters the course homepage. In order to use this feature, you'll need to enable the option in the course settings \(remembering to save the changes\) then go to the learning paths list and click on the rocket icon which represents the auto-launch of one of the learning paths:
+
+![](../../.gitbook/assets/images247.png)
+
+_Illustration: Learning paths - Auto-launch_
+
+Only one learning path can be set as auto-launch at a time, and it will start as soon as the learner enters the course homepage. Other learning paths show a gray rocket icon. To test this option, you'll have to connect as a learner as it has been disabled for teachers for practical reasons.
+
+As long as the platform administrator has enabled this feature, the teacher can select the _Allow training theme option_ to choose the graphical style of his course. It is also possible to select a separate theme for an individual Learning Path. This means that a learner might theoretically enter his Chamilo campus, see the platform in a particular visual style, \(e.g. mostly blue\), enter a course and see the style change to red, then enter a learning path and see the style mostly green... For visual comfort, it is recommended, however, to avoid style changes unless they are justified for real pedagogical reasons.
+
+Note : a learner will be able to return to the course homepage from the left menu inside the learning path. The idea here is not to disable or hide the course homepage, but rather to speed access to the course content.
+
diff --git a/teacher-guide/course_settings/thematic_advance_settings.md b/teacher-guide/course_settings/thematic_advance_settings.md
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+# Thematic advance settings
+
+This _Thematic advance_ section ![](../../.gitbook/assets/graphics328.png) allows you to choose which options for the _Course progress_ will be visible on the course homepage \(on the right-hand side of the introduction section\).
+
+![](../../.gitbook/assets/images248.png)
+
+_Illustration: Courses settings - Course progress_
+
+These options require a proper understanding of the course progress tool. The results of the third option, for example, will be similar to the ones show in the illustration below\).
+
+![](../../.gitbook/assets/images249.png)
+
+_Illustration: Course progress – Display on course homepage_
+
diff --git a/teacher-guide/course_settings/update_general_course_settings.md b/teacher-guide/course_settings/update_general_course_settings.md
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@@ -0,0 +1,21 @@
+# Update general course settings
+
+By default, this page \(a series of vertical tabs\) displays the main _Course settings_ where you can:
+
+* enter or edit the course title,
+* enter/edit the general category to which the course belongs,
+* choose the language in which the course interface is set \(this can be set to language other than that of the platform, - particularly useful for a “total immersion” language course\).
+* enter a Department name and/or web address
+* add a picture to be displayed in the course catalogue \(important for “marketing” your course\)
+* choose a stylesheet for this course from a drop down menu \(by default that of the platform\)
+
+![](../../.gitbook/assets/images241.png)
+
+_Illustration: Course settings - General_
+
+![](../../.gitbook/assets/images242.png)
+
+_Illustration: Courses catalog – Example of courses illustrations_
+
+> **Note** : the **D\*\***_epartment_\*\* is a feature for which support has been dropped so far. Depending on visual styles, the department might appear as a link in the campus header \(for old, deprecated styles\). This is all a department will change. In more recent version of Chamilo 1.8, if you need to manage courses by departments inside a university, we recommend you use the multi-url feature, described in the administrator's guide, little brother of this guide_._
+
diff --git a/teacher-guide/course_settings/user_rights.md b/teacher-guide/course_settings/user_rights.md
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+++ b/teacher-guide/course_settings/user_rights.md
@@ -0,0 +1,10 @@
+# User rights
+
+The _User rights_ section ![](../../.gitbook/assets/graphics325.png) allows you to set particular permissions for users in this course, including the right to add events to the _Agenda,_ to add _Announcements._ It also allows you to hide personal user pictures in the _Forums_, as well as decide whether users have access to the _Users_ list.
+
+\(**Note**: This is independent of the visibility of the tool in the course homepage and is a real access change \(the visibility of tools is only a homepage setting and does not prevent users entering the tool if they know the URL\).
+
+![](../../.gitbook/assets/images244.png)
+
+_Illustration: Course settings – Users rights_
+
diff --git a/teacher-guide/course_settings/visibility_and_access.md b/teacher-guide/course_settings/visibility_and_access.md
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--- /dev/null
+++ b/teacher-guide/course_settings/visibility_and_access.md
@@ -0,0 +1,9 @@
+# Visibility and access
+
+The _Course access_ section ![](../../.gitbook/assets/graphics323%20%283%29.png) allows you to define how open access to your course will be by selecting the _Course visibility_ settings \(already described in Control course access on page 20\). These settings \(_public, open, private_ or _closed_\) are fully defined on the page. On this page you can also:
+
+* obtain a _direct link_ to send e.g. via email or a web page to invite registration to this course
+* allow self-subscription and unsubscription
+* provide a registration password to allow access by unsubscribed users
+* establish legal terms to be displayed on entry to the course
+
diff --git a/teacher-guide/dropbox/README.md b/teacher-guide/dropbox/README.md
new file mode 100644
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+++ b/teacher-guide/dropbox/README.md
@@ -0,0 +1,8 @@
+# Dropbox
+
+The _Dropbox_ \(document-sharing\) tool ![](../../.gitbook/assets/graphics268.png)provide a place where users can leave files for each other, to be downloaded as convenient, avoiding heavy e-mail downloads. Files can be “dropped” there by the teacher for learners to collect, by a learner for other learners \(if allowed by the platform administrator\) or by a learner for the teacher \(although it is not really intended for the delivery of homework or assignments, for which the _Assignments_ tool should be used.\)
+
+While the basic concept of this tool is similar to popular tools such as Dropbox or Google Drive, it actually predates these modern tools and doesn't work in quite the same way. For example, when working collaboratively on one document, rather than open the “shared” file to view and edit it directly users simply download the shared file, work on it, and upload it again to the dropbox \(e.g. with changes\). By default, altered files won't over-write the original version even though the filename is the same, effectively making it easy to manage “versions” of a document differentiated by date/time of upload. All users have the option to add a comment within the dropbox window to a shared document, again a useful device for serious collaborative work. For example, it allows a teacher to make a brief note about each student's contribution.
+
+![](../../.gitbook/assets/images202.png)_Illustration: Dropbox – sent files_
+
diff --git a/teacher-guide/dropbox/folders.md b/teacher-guide/dropbox/folders.md
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+++ b/teacher-guide/dropbox/folders.md
@@ -0,0 +1,6 @@
+# Folders
+
+The teacher can add folders to categorize his files a bit more clearly. The shared folders \(be they sent or received\) are invisible to learners and are only there for organizational purposes.
+
+To create a new folder, click on the _Add a new folder_ icon ![](../../.gitbook/assets/graphics254%20%283%29.png), enter a name for it in the field that appears at the top of the screen and click the _Create category_ button.
+
diff --git a/teacher-guide/dropbox/managing_dropbox_files.md b/teacher-guide/dropbox/managing_dropbox_files.md
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+++ b/teacher-guide/dropbox/managing_dropbox_files.md
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+# Managing dropbox files
+
+As well as the familiar icons, the dropbox tool offers a series of new management icons:
+
+| Icons | Features |
+| :--- | :--- |
+| ![](../../.gitbook/assets/graphics272.png) | Edit the name of a folder |
+| ![](../../.gitbook/assets/images205%20%281%29.png) | Delete a folder |
+| ![](../../.gitbook/assets/graphics273.png) | Add a comment to the shared file |
+| ![](../../.gitbook/assets/images207%20%281%29.png) | Shows next to the name of any new file |
+| ![](../../.gitbook/assets/images208.png) | Move the file to another folder |
+| ![](../../.gitbook/assets/images209.png) | Save on your computer a compressed archive of all the files in the folder |
+| ![](../../.gitbook/assets/graphics274.png) | Save a copy of the corresponding file on your computer |
+
+> **Note** : When a learner deletes a file sent to the system, this file is still available to the teacher
+
diff --git a/teacher-guide/dropbox/read_and_add_comments_on_a_file.md b/teacher-guide/dropbox/read_and_add_comments_on_a_file.md
new file mode 100644
index 00000000..29cd4a45
--- /dev/null
+++ b/teacher-guide/dropbox/read_and_add_comments_on_a_file.md
@@ -0,0 +1,11 @@
+# Read and add comments on a file
+
+* ![](../../.gitbook/assets/graphics275.png) click the _Comment_ icon next to the file's name,
+* read the existing comments,
+* add a feedback comment in the text area available,
+* click the _Save feedback_ button.
+
+![](../../.gitbook/assets/images211.png)
+
+_illustration: Dropbox - Comments_
+
diff --git a/teacher-guide/dropbox/send_a_file_to_specific_users.md b/teacher-guide/dropbox/send_a_file_to_specific_users.md
new file mode 100644
index 00000000..078d9d9d
--- /dev/null
+++ b/teacher-guide/dropbox/send_a_file_to_specific_users.md
@@ -0,0 +1,14 @@
+# Send a file to specific users
+
+* click the _Share a new file_ icon ![](../../.gitbook/assets/graphics271.png)
+* click the _choose file_ button and select the file on your computer,
+* decide whether to overwrite other files with the same name
+* in the _Send to_ list, select the people to share the document with \(groups can also be selected by holding the CTRL key pressed while clicking the names\)
+* click the _Upload_ button.
+
+![](../../.gitbook/assets/images203.png)
+
+_Illustration: Dropbox – Sending a file_
+
+Files will be listed under the “sent files” tab if they have been uploaded by the user, and under the “received file” tab if the file was uploaded by someone else all files can be instantly accessed by the recipient as well as the sender.
+
diff --git a/teacher-guide/finding_your_way_in_chamilo.md b/teacher-guide/finding_your_way_in_chamilo.md
new file mode 100644
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+# Finding your way in Chamilo
+
+Most pages are quickly accessible via the tabs at the top of the page:
+
+![](../.gitbook/assets/images11%20%283%29.png)
+
+_Illustration: Chamilo header_
+
+The “tabs” provide access to the homepage, the courses list, your agenda, the reporting/tracking page, the social network and \(if you are is lucky enough to be a portal administrator\) to the dashboard and administration pages. The last tab shows the user's picture \(so he can check he's not mistakenly using another user's account\) and a drop-down menu lets the user go to his profile or log out at any time in just two clicks.
+
+Browsing through a course offers the same kind of navigation elements you will find on any computer software. In Chamilo, the very important navigation bar is referred to as the _breadcrumb_ navigation \(in reference to a popular fairy tale, the _Little Thumbling_ who saved the lives of his brothers by leaving a trail of stones, then breadcrumbs, in a dark forest so they could find their way home\). This type of navigation allows the user to find its way back to his starting point.
+
+The first “breadcrumb” link, on the left, displays the name of the course, and allows the user to return to the course homepage directly. The links to the right of this point directly to the elements of the course in which the user is currently located.
+
+![](../.gitbook/assets/images12%20%282%29.png)
+
+_Illustration: Breadcrumb Navigation_
+
+Within a course, _Learner view_ allows the teacher to view the course as a learner. The link then changes to _Teacher view_. Just click the new link to get back to the normal “teacher” view:
+
+![](../.gitbook/assets/images13%20%283%29.png)
+
+_Illustration: Switch to student view_
+
+![](../.gitbook/assets/image1%20%281%29.png)
+
+_Illustration: Switch to teacher view_
+
diff --git a/teacher-guide/first_steps_documents/README.md b/teacher-guide/first_steps_documents/README.md
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+++ b/teacher-guide/first_steps_documents/README.md
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+# First Steps: Documents
+
+The normal first step any teacher takes when needing content for a course is to go to the _Documents_ tool ![](../../.gitbook/assets/graphics111.png) and upload existing content \(in the form of PDFs, PowerPoints, etc\).
+
+Chamilo allows for the import of all types of documents \(HTML, MS-Word®, MS-PowerPoint® MS-Excel®, PDF, Flash, Quicktime®, OpenOffice.org, LibreOffice, MP3, OGG, AVI, etc.\) and can first be used as a simple documents catalog while the teacher builds up a bank of materials \(a few weeks, depending on the context\).
+
+You can rename documents at any time and arrange them in directories/folders. The only provision is that the user must, of course, have the requisite software installed on his computer to read the files at his disposal. We recommend the use of standard and open formats \(see note below\) to avoid the need for the learner to download or buy costly software which might be overly specific \(i.e. with no other use\) or prove difficult to maintain.
+
+With regard to file storage, you do need to be sure to organize the _Documents_ tool carefully to make it easy to find a document later on.
+
+Note : The Chamilo community strives for a complete freedom in the distribution of \(distance\) learning material. From this perspective that a high priority is given to the support of open formats and applications, like LibreOffice® and its OASIS format rather than the Microsoft® Office® suite;OGG \(and its variations\) rather than MP3® or DivX®; etc. So we'd like to remind you that all features of Chamilo can be used with a simple, open spec. browser, the only exception to which is the video-conference and the hot spot exercises, which require the Flash® plug-in \(which is free but not open\). We are working on this last element to increase the availability of this type of exercise to devices that do not support Flash®.
+
diff --git a/teacher-guide/first_steps_documents/authoring_content_in_chamilo.md b/teacher-guide/first_steps_documents/authoring_content_in_chamilo.md
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+# Authoring content in Chamilo
+
+A major advantage of Chamilo over other Learning Management Systems is that it provides a wide range of inbuilt features supporting the effective authoring of course content. The toolbar at the top of the documents page displays a range of tools to support authoring:
+
+![](../../.gitbook/assets/graphics122.png)
+
+_Illustration: Documents - toolbar_
+
+The icons marked with an a yellow asterisk represent creation tools. First and foremost, the teacher can create new rich media documents directly via the documents tool, without any need for an external authoring system. Just click the _create rich media page/activity_ icon ![](../../.gitbook/assets/graphics118.png) within the desired folder. A fully featured on-line editor appears.
+
+![](../../.gitbook/assets/images39%20%281%29.png)
+
+_Illustration: Documents – Creating a new document_
+
+After naming the document, it is possible to use all the options in the embedded rich text editor to format them. The editor supports a wide range of elements, including tables,images, audio, video, flash, etc. It includes an html editor which means that, for those with some knowledge of scripting the sky's the limit in terms of rich content!\)
+
+You can also use a series of document templates, \(available in the left column\), or create and save your own templates for designing further pages.
+
+Once the document has been created/edited, save it by clicking on the _Create document_ button.
+
+Other types of documents can be created depending on your browser and the portal configuration \(ask your administrator to enable these extra features if you don't see them in the toolbar\).
+
+| Icon | Feature |
+| :--- | :--- |
+| ![](../../.gitbook/assets/images40%20%282%29.png) | The _draw_ feature allows you to draw diagrams or schema in a vector format, which can be re-edited or exported to the bitmap format. |
+| ![](../../.gitbook/assets/images41%20%282%29.png) | The _photo retouching_ feature is very similar to the _Photoshop_® tool and allows for the editing, cutting, colouring etc. of pictures or other bitmap images. |
+| ![](../../.gitbook/assets/images42%20%282%29.png) | The audio recording feature the recording of audio tracks right from your browser, using your microphone \(on a laptop, the microphone is generally embedded\). Flash® or Java® applet browser support is required for this one. |
+| ![](../../.gitbook/assets/images43%20%282%29.png) | The text-based voice generation feature allows you to have the computer speak for you. Try it. You'll be surprised by the quality of the generated voices. |
+| ![](../../.gitbook/assets/images287.png) | The web-cam clip feature allows you to record footage directly from your laptop's web-cam Flash® is required for this one. |
+
diff --git a/teacher-guide/first_steps_documents/create_a_directory.md b/teacher-guide/first_steps_documents/create_a_directory.md
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@@ -0,0 +1,17 @@
+# Create a directory
+
+To achieve a clearer storage structure, Chamilo lets you create directories \(folders\) and sub-directories by clicking on the folder icon with the yellow star symbol ![](../../.gitbook/assets/graphics114.png) .
+
+![](../../.gitbook/assets/images32%20%282%29.png)
+
+_Illustration: Documents – creating directories_
+
+To create a directory:
+
+* click on the _Create folder_ icon,
+* enter the directory name,
+* click on the _Create the folder_ button,
+* The new directory has been created and can be used right away to store new documents.
+
+  If you want to create a sub-directory, open the directory you want to create it in and follow the same procedure.
+
diff --git a/teacher-guide/first_steps_documents/deleting_a_file_or_a_directory.md b/teacher-guide/first_steps_documents/deleting_a_file_or_a_directory.md
new file mode 100644
index 00000000..1e0767da
--- /dev/null
+++ b/teacher-guide/first_steps_documents/deleting_a_file_or_a_directory.md
@@ -0,0 +1,14 @@
+# Deleting a file or a directory
+
+To delete, update, hide or show a file or directory, use the options in the right hand column of the documents listing:
+
+![](../../.gitbook/assets/images45%20%282%29.png)
+
+_Illustration: Documents - Options_
+
+As you will realize yourself, the icons vary depending on the document type. HTML documents offer more possibilities.
+
+The magic wand icon allows you to use the selected document as a template to create other documents. It thus becomes very easy to ensure a consistent visual style for all documents in the same course.
+
+The PDF icon allows you to export the document in a PDF format. This can be particularly useful if you wish to read your course in the train or the plane, where you don't have access to your e-learning platform.
+
diff --git a/teacher-guide/first_steps_documents/importing_a_document.md b/teacher-guide/first_steps_documents/importing_a_document.md
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+++ b/teacher-guide/first_steps_documents/importing_a_document.md
@@ -0,0 +1,30 @@
+# Importing a document
+
+Import a new document by going to the desired destination folder and clicking the _Upload documents icon_ ![](../../.gitbook/assets/graphics116.png).
+
+![](../../.gitbook/assets/images34%20%282%29.png)
+
+_Illustration: Documents - Icons - Upload_
+
+The following screen appears:
+
+![](../../.gitbook/assets/images35%20%282%29.png)
+
+_Illustration: Documents – Documents upload_
+
+Click on the green area to explore the files on your disk and select one\(s\) to upload. Inside the pop-up window, click the confirmation button. The documents upload starts. If you send several files at the same time, you will see their upload progress, live, as in the following illustration.
+
+![](../../.gitbook/assets/graphics119.png)
+
+_Illustration: Documents – Documents upload in progress_
+
+Once the upload is finished, the following validation list appears.
+
+![](../../.gitbook/assets/images37%20%281%29.png)
+
+_Illustration: Documents – Document upload finished_
+
+The green ticks indicate that the documents have been sent to the course successfully. Click on the blue arrow icon pointing left to get back to the documents list.
+
+> **Note** : The tab labeled Send **\(**Simple**\)** allows you to use the traditional “dialogue window” procedure to upload. We called it **Simple** because users are generally more used to this one, though it's really a bit more complicated to use! Document indexing options can only be found in the Simple form \(in case your administrator has enabled the search feature\) as well as an option to unzip a complete file hierarchy.
+
diff --git a/teacher-guide/first_steps_documents/quick-change_of_directory.md b/teacher-guide/first_steps_documents/quick-change_of_directory.md
new file mode 100644
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--- /dev/null
+++ b/teacher-guide/first_steps_documents/quick-change_of_directory.md
@@ -0,0 +1,16 @@
+# Quick-change of directory
+
+When creating a new course with example content, the _Documents_ tool contains several directories \(_audio, flash, images,_ etc\) by default.
+
+These directories are meant to provide additional help organizing resources inside the course. Once there are over twenty or so documents in the root directory, it becomes difficult to locate a document when needed, because you will have to scroll up and down to get to see all the files. Because of this, we recommend not having more than twenty files in a single directory - general good practice in file management anyway.
+
+These directories are by default invisible to learners. It is up to the teacher to decide whether learners should see these directories' contents or not \(by clicking on the _eye_ icon ![](../../.gitbook/assets/graphics115.png)\).
+
+![](../../.gitbook/assets/images33%20%283%29.png)
+
+_Illustration: Documents – List of default directories_
+
+Of course, it is possible to create several other directories using the folder creation icon. In order to navigate swiftly within the directories tree, a drop-down list called _Current folder_ is available on the top left of the screen allowing any level of documents-directory to be readily accessed.
+
+Once inside a directory, the _“up a level”_ icon ![](../../.gitbook/assets/graphics117.png) lets the teacher get back up one directory level.
+
diff --git a/teacher-guide/first_steps_documents/saving_documents.md b/teacher-guide/first_steps_documents/saving_documents.md
new file mode 100644
index 00000000..9d510d65
--- /dev/null
+++ b/teacher-guide/first_steps_documents/saving_documents.md
@@ -0,0 +1,10 @@
+# Saving documents
+
+Chamilo allows you to save all the documents, or a specific directory, simply by clicking on the _Save \(ZIP\)_ icon ![](../../.gitbook/assets/graphics120.png) in the toolbar at the top of the page.
+
+![](../../.gitbook/assets/images44%20%282%29.png)
+
+_Illustration: Documents – Download a copy_
+
+It is also possible to save a single file by clicking on the _download_ icon ![](../../.gitbook/assets/graphics123.png) to the right of the filename, or to download a specific directory by clicking on the _Save \(ZIP\)_ icon ![](../../.gitbook/assets/graphics121.png) to the right of the directory listing. The briefcase icon ![](../../.gitbook/assets/graphics124.png) allows users to copy a shared file into their private file area in the _social networks_ area \(see chapter 35\).
+
diff --git a/teacher-guide/first_steps_documents/slideshow.md b/teacher-guide/first_steps_documents/slideshow.md
new file mode 100644
index 00000000..0fc212ff
--- /dev/null
+++ b/teacher-guide/first_steps_documents/slideshow.md
@@ -0,0 +1,18 @@
+# Slideshow
+
+If you have a lot of images uploaded in your folders and want to see them all at once, you can use the slideshow feature. Click on the slideshow icon ![](../../.gitbook/assets/graphics126.png) to go to the folder where your images are located.
+
+You'll be presented with a type of “slideshow” view of the images in that folder. Each image is captioned with its name, dimensions and size on disk.
+
+![](../../.gitbook/assets/images289.png)
+
+_Illustration: Image gallery - Slideshow view_
+
+It may be more practical to select the small _show thumbnails_ icon ![](../../.gitbook/assets/graphics127.png) in the slideshow toolbar to let you view all images at once \(as thumbnails\), as illustrated below:
+
+![](../../.gitbook/assets/images290.png)
+
+_Illustration: Thumbnails view_
+
+A _settings_ option![](../../.gitbook/assets/graphics345.png) is available to further fine-tune the viewing of images.
+
diff --git a/teacher-guide/first_steps_documents/watching_course_quotas.md b/teacher-guide/first_steps_documents/watching_course_quotas.md
new file mode 100644
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@@ -0,0 +1,18 @@
+# Watching course quotas
+
+By default, a course quota of 100Mb is set, but it is also possible for your administrator to increase it. To check the space usage, look at the indication at the bottom of your documents list. I will indicate the percentage of your course that is being used.
+
+![](../../.gitbook/assets/images46%20%282%29.png)
+
+_Illustration: Documents - Quota_
+
+If you think you might reach the course limit in a few days, contact your administrator to ask him if it is possible to increase the available space. Only the platform administrator has the power to use this feature.
+
+If you want to get a clearer view of what is occupying space in your documents directory, click the percent icon ![](../../.gitbook/assets/graphics125.png) . You'll see a chart like the one in the Illustration below.
+
+![](../../.gitbook/assets/images288.png)
+
+_Illustration: Documents quota chart_
+
+Note : the space available in a course is only limited, in Chamilo 1.9, to the use of the documents tool. Users will be allowed to send numerous assignments without worrying about the space limit.
+
diff --git a/teacher-guide/getting-to-know-chamilo/README.md b/teacher-guide/getting-to-know-chamilo/README.md
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+# Getting to know Chamilo
+
diff --git a/teacher-guide/getting-to-know-chamilo/about_this_guide.md b/teacher-guide/getting-to-know-chamilo/about_this_guide.md
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+# About this guide
+
+This guide has been written through the collaboration of various organizations and individuals who share a common goal to contribute to education around the world. You can contribute to the writing and improvement of this guide too. All you need to do is drop us an e-mail at info@chamilo.org with your suggestions for improvements – you could attach you own modified version of paragraphs, chapters, screen-shots or even the whole manual! It's that easy!
+
diff --git a/teacher-guide/getting-to-know-chamilo/general_usability.md b/teacher-guide/getting-to-know-chamilo/general_usability.md
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+# General usability
+
+Chamilo has been designed to provide help and support within the application. The icons are intended to symbolize what they represent, independently of any particular language or culture. Furthermore, each icon has a “mouse-over” description. If you allow your mouse to “hover” over an icon for one second \(without clicking\), you will see a simple pop-up description of the icon's function.
+
+![](../../.gitbook/assets/images2%20%283%29.png)
+
+Illustration: Icons label
+
+There is also an online _help_ facility on most pages which appears as a partially hidden lifebuoy ring on the top right side of your screen \(see Illustration: Folded help\) and clicking it will open a window explaining the feature you're in and how to use it \(see Illustration Unfolded help \).It remains in place when you scroll the screen so that it's constantly available and you can open and close it without affecting your current work. When you click the buoy, a small guide will open up, explaining the tool you're in and how to use it \(see Illustration Contextual help pop-up\).
+
+![](../../.gitbook/assets/images3%20%283%29.png)
+
+Illustration: Folded help icon
+
+![](../../.gitbook/assets/illustration_4%20%281%29.png)
+
+Illustration: Unfolded help icon
+
+![](../../.gitbook/assets/images5%20%283%29.png)
+
+Illustration: Contextual help pop-up
+
+## Terminology <a id="terminology"></a>
+
+At the time of writing, Chamilo is being used by more than 50,000 organizations around the world, in many different languages, including primary schools, colleges, higher education institutes, universities, NGOs, small, medium and large companies.
+
+Obviously, all these bodies and institutions tend to use slightly differing terminologies. For example, some institutions will call their courses “Training sessions”, others will call them “Learning spaces” and others simply “Courses”. This presents challenges for the design of a “one-size-fits-all” e-learning platform \(or even user guide\), so we have sought the middle road, and employ a simple, universal terminology which we trust will make sense to all our users.
+
+![](../../.gitbook/assets/images4%20%282%29.png)
+
+Illustration: History of Chamilo installations around the world, 2015 to 2017
+
+Of course, because we understand your organization may prefer a specific terminology, we have equipped Chamilo with a way to edit any interface term from within the platform administration. \(this requires administration skills and is thus described in the _Chamilo Administration Guide_\). Should you urgently require a customization, you can ask one of our official providers for a customized language pack to be imported into your platform.
+
+In this guide, we have endeavored to employ a universal terminology so, for example, the common education term “**student**” has been replaced by more neutral terms like “**learner**” which applies equally well in the business world. When referring to all kinds of users collectively, we have decided to use the term “**user**”.
+
+This manual is available in several formats, so you can always download it in editable format from our website and do a quick search & replace operation to make it fit your needs. Don't hesitate to send us the updated version back for sharing with others at info@chamilo.org. You'll be amazed at how this can benefit you in return, as other communities build up on your work to make things even better.
+
+The somewhat ambivalent term “**training**” which had been employed in previous versions of the software has now been replaced by the more understandable term “**course**”, while the previously ousted term “**learning path**” has now been reinstated after a short and unpopular change to “**course**”. You will find all these terms defined and explained in the following guide. Don't forget: you can customize these terms with the help of your Chamilo administrator \(if that's you, check the _Chamilo Administration Guide,_ also available from our website\).
+
diff --git a/teacher-guide/getting-to-know-chamilo/how_to_use_this_guide.md b/teacher-guide/getting-to-know-chamilo/how_to_use_this_guide.md
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+# How to use this guide
+
+This reference guide is designed to lead you smoothly through a clear learning path, introducing you first to the most commonly used tools, then guiding you progressively through more complex and/or seldom used features.
+
+\(The exception to this pattern is the description of the social network tool, which is explained separately at the end of the guide. We've placed it there to offer some light relief following the preceding three or four chapters, which are a little bit more challenging than the others! \)
+
+Following this, you'll find a description of alternative approaches to setting up Chamilo which you should find useful when organizing courses for your students, simplifying your tracking work and helping you easily identify and support “flagging” individuals while progressing with the course overall.
+
+We recommend you take a quick look at the Glossary section. It will give you an overview of the terms used throughout this guide and hopefully help avoid confusion in some sections.
+
+If you already have a teacher account in a Chamilo portal, you can move directly to the chapter which describes the Chamilo interface. If you are familiar with this, move on to the next chapter, which explains how to create a course. If you are already a course administrator \(i.e. a teacher who has also created courses\), you should go directly to the course tools chapter. For those who are familiar with the tools, much in this guide will already be familiar, though you may find it handy to explore updated features, such as the chapter on Social network.
+
+This guide can also serve as a handy quick reference, thanks to the search feature at the top of the page.
+
+If you have further questions about using Chamilo. you can visit the Chamilo forum\([https://forum.chamilo.org](https://forum.chamilo.org)\), where numerous other users, teachers, administrators and software developers will be happy to help you find the answers.
+
+If you have more demanding requirements, you might consider hiring one of our official providers \([https://chamilo.org/providers](https://chamilo.org/providers)\), a group of companies and institutions which offer professional services supporting Chamilo. The official providers have a record of tried and proven serious involvement in the project and are committed to sustaining its collaborative model. By hiring them, you already support the Chamilo project.
+
diff --git a/teacher-guide/getting-to-know-chamilo/what_is_chamilo.md b/teacher-guide/getting-to-know-chamilo/what_is_chamilo.md
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+# What is Chamilo?
+
+Chamilo LMS is a _learning management system_ designed to support effective online education \(often referred to as _e-learning_\). It is “free” software which has been developed through the collaboration of various companies, organizations and individuals according to a model known as _open-source_, but with stricter ethical values.
+
+This means that you are free to download and use Chamilo, provided you accept its license terms, \(detailed under the GNU/GPLv3 license[1](http://www.gnu.org/licenses/quick-guide-gplv3.html)\). As long as you undertake to maintain them, this confers four essential freedoms to you: the freedom to **use**, **study**, **modify** and **distribute** the software.
+
+![](../../.gitbook/assets/images268%20%288%29.png)
+
+Right to use, study and modify, share and distribute the software
+
+In addition to having been developed collaboratively by dozens of people across the world ; Chamilo is also supported by _The Chamilo Association,_ a non-profit organization whose key objective is to support the platform and ensure its continuity. Such guarantees of continuing open access make Chamilo LMS unique as an e-learning system.
+
+Please feel free to contribute to Chamilo too! You can do this by promoting its use, reporting errors, suggesting improvements, translating it \(or its manuals\) into your native language, or even developing extensions or fixes by yourself.
+
diff --git a/teacher-guide/getting-to-know-chamilo/who_is_this_guide_for.md b/teacher-guide/getting-to-know-chamilo/who_is_this_guide_for.md
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+# Who is this guide for?
+
+This guide has been written with educators in mind: the many teachers, tutors, trainers, instructors and others involved in education who find themselves faced \(through choice or necessity\) with responsibility for managing an e-learning course.
+
+Entering the world of e-learning can present a complex, even daunting, challenge, but we believe Chamilo LMS in itself provides a welcome solution for newcomers. Learning how to use Chamilo will take you a long way along the road to mastering many key aspects of e-learning.
+
+If you are already an educator with experience in e-learning, you should find this guide a useful, detailed explanation of the workings of Chamilo, and will be able to use it to further your skills in using e-learning tools to develop your courses.
+
+Chamilo has two key aims:
+
+1. to support the teacher in better responding to their students’ needs, and
+2. to make it so easy to build and edit high quality digital learning materials that the teacher can not only create but be inspired to develop and continuously improve their courses' content.
+
diff --git a/teacher-guide/getting-to-know-chamilo/why_chamilo/README.md b/teacher-guide/getting-to-know-chamilo/why_chamilo/README.md
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+# Why Chamilo?
+
+Chamilo is an e-learning and collaboration platform which comes bundled as open-source software \(or as puristswill note, rather_Free Software_\) which can be adapted to educational or professional projects. It is distributed under the [GNU/](http://fr.wikipedia.org/wiki/Licence_publique_générale_GNU)[GPL](http://fr.wikipedia.org/wiki/Licence_publique_générale_GNU)[v](http://fr.wikipedia.org/wiki/Licence_publique_générale_GNU)3+ license, which you are bound to accept when using it.
+
+A teacher using Chamilo can access a series of useful tools allowing them to easily and efficiently create an effective learning environment. On creating/editing a course he \(or she\) can:
+
+* import or create **documents** \(audio, video, images\) and publish them,
+* build **tests** and **exams** with **automated scores and feedback** as required,
+* build or import \([SCORM](http://fr.wikipedia.org/wiki/Sharable_Content_Object_Reference_Model) and [AICC](http://fr.wikipedia.org/wiki/Aviation_Industry_CBT_Committee)\) compliant courses,
+* set and receive **virtual assignments**,
+* describe the components of the course through **description** sections,
+* communicate through **forums** or **chat**,
+* publish **announcements**,
+* add **links**,
+* create **work groups** or laboratory groups,
+* set up a **virtual classroom** \(through the videoconference extension\),
+* manage **scores** through the assessments tool,
+* create **surveys**,
+* add a **wiki** to create documents collaboratively,
+* use a **glossary**,
+* use an **agenda**,
+* manage a **project** \(through the **blog** tool\),
+* enable **tracking** of learners in your courses,
+* register **attendances**,
+* elaborate **a class diary \(course progress\)**.
+
+The Chamilo platform is extremely **flexible**. All its tools can be customized according to the needs of each course. It provides a **friendly** and **intuitive** user interface which requires no special prior technical knowledge or skills.
+
diff --git a/teacher-guide/getting-to-know-chamilo/why_chamilo/common_interface_elements.md b/teacher-guide/getting-to-know-chamilo/why_chamilo/common_interface_elements.md
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+# Common interface elements
+
+Because we know that common conventions make things easier for everybody to remember and manipulate, we use a set of common visual symbols throughout Chamilo. These symbols might stand alone representing an action, or be coupled with another symbol representing the object of the action.
+
+Below are listed some of the most commonly used symbols on the platform:
+
+| Icons | Features |
+| :---: | :--- |
+| ![](../../../.gitbook/assets/graphics112.png) | The pencil tool allows the **updating** of a specific piece of information or content |
+| ![](../../../.gitbook/assets/images7.png) | The cross tool allows for the **deletion** of a specific piece of information or content |
+| ![](../../../.gitbook/assets/images9.png)![](../../../.gitbook/assets/images8.svg) | The eye tool allows you to change the **visibility** of a piece of information/ content |
+| ![](../../../.gitbook/assets/graphics138.png) | The **yellow star** marker on any icon symbolizes the **creation** of a **new** resource |
+| ![](../../../.gitbook/assets/images275.png) | A blue right arrow generally means **move things** or **insert things** into others |
+| ![](../../../.gitbook/assets/graphics347.png) | A blue left arrow generally means **go back** \(like the back button in your browser\). |
+| ![](../../../.gitbook/assets/images277.png) | A blue arrow pointing down generally means **download** some file or data. |
+| ![](../../../.gitbook/assets/graphics348.png) | A blue arrow pointing upwards generally means **upload** some file or data. |
+
+
diff --git a/teacher-guide/getting-to-know-chamilo/why_chamilo/learning_paradigm.md b/teacher-guide/getting-to-know-chamilo/why_chamilo/learning_paradigm.md
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+# Learning paradigm
+
+Some learning management systems fall into the trap of attempting to support a specific learning/teaching methodology \(e.g. social constructivism\), perhaps in order to win some short-lived pedagogical credibility. While focusing on a single paradigm is appropriate, even desirable, on the part of individual teachers or organizations, Chamilo resists the temptation to limit the design of the platform to one specific approach in this way.
+
+In our experience, the role of a Learning Management System is to provide a tool that can adapt to the needs and wishes of the user. Providing “the right tool for the job” may be fine for single-purpose tools \(a hammer, a fork or a pencil\). For a complex tool such as a LMS, however, it is a combination of the platform's wide range of flexible and adaptable features and the teacher's creative use of those features that will, in time, result in courses which reflect an appropriate specific learning methodology, be it social constructivism, instructionalism, behaviorism, radical constructivism, symbolic interactionism, etc. Chamilo acknowledges the role of the teacher in choosing their own teaching approach, and strives to ensure that all of these educational paradigms can all be effectively implemented using various combinations of the flexible tools provided on its platform.
+
+Chamilo LMS enables you to develop a course using whatever paradigm/approach/method you as a teacher \(or your institution/company\) feel comfortable with and, as such, makes sure you have the right tools for the job.
+
diff --git a/teacher-guide/glossary/README.md b/teacher-guide/glossary/README.md
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+# Glossary
+
+Chamilo integrates a glossary tool ![](../../.gitbook/assets/graphics232.png) to allow the teacher to define terms or expressions in the same way as a dictionary. No term is defined by default - it is the teacher's responsibility to define important terms.
+
+![](../../.gitbook/assets/images173%20%281%29.png)
+
+_Illustration: Glossary – Table view_
+
diff --git a/teacher-guide/glossary/glossary_terms_management.md b/teacher-guide/glossary/glossary_terms_management.md
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+# Glossary terms management
+
+Glossary terms management is done through the usual action icons:
+
+| Icons | Features |
+| :--- | :--- |
+| ![](../../.gitbook/assets/graphics244%20%283%29.png) | Edit term |
+| ![](../../.gitbook/assets/graphics369%20%283%29.png) | Delete term |
+| ![](../../.gitbook/assets/graphics239%20%283%29.png) | Show the list view |
+| ![](../../.gitbook/assets/graphics241%20%283%29.png) | Show the table view |
+| ![](../../.gitbook/assets/graphics242%20%283%29.png) ![](../../.gitbook/assets/graphics364%20%283%29.png) | Export/import glossary as a .csv file |
+| ![](../../.gitbook/assets/graphics243%20%283%29.png) | Export to .pdf |
+
diff --git a/teacher-guide/glossary/new_term.md b/teacher-guide/glossary/new_term.md
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+++ b/teacher-guide/glossary/new_term.md
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+# New term
+
+To add a new term:
+
+* click on _Add new glossary term_ ![](../../.gitbook/assets/graphics234.png),
+* enter the term in the first field,
+* give the term's definition,
+* click the _Save term_ button.
+
+A definition can be enriched by images and links:
+
+![](../../.gitbook/assets/graphics236.png)
+
+_Illustration: Glossary – add a term_
+
+By default terms are displayed in T_able view_ ![](../../.gitbook/assets/graphics235.png) – suitable for a large number of terms with a brief definition. For a smaller list of fuller definitions, both teacher and learner may wish to choose the more attractive _List view_ ![](../../.gitbook/assets/graphics238.png) _:_
+
+![](../../.gitbook/assets/graphics237.png)
+
+_Illustration: Glossary – List view_
+
diff --git a/teacher-guide/groups/README.md b/teacher-guide/groups/README.md
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+# Groups
+
+The _Groups_ tool ![](../../.gitbook/assets/graphics276.png) allows a teacher to create and manage working groups of learners. This is a simple organizational tool allowing for the automatic or manual grouping of learners, yet from a pedagogical point of view this can be a very powerful tool for online learning. Group work encourages peer support and interaction, helping a student overcome that sense of isolation which is one of the main challenges he/she may face in online study. In conjunction with other tools, the use of the \_Groups\_tool can help to develop team-work skills, providing opportunities for task leadership and for mutual reflection and feedback between learners. As such , it can help students keep on task and enrich their online study experience considerably.
+
+The _Groups_ tool allows a teacher to assign a range of Chamilo tools \(documents, agenda, assignments, announcements, forum, wiki and chat\) to a group which can be configured as private to the group, effectively providing students with secure online workspaces which cannot be viewed by other learners or groups.
+
diff --git a/teacher-guide/groups/auto-filling_a_group.md b/teacher-guide/groups/auto-filling_a_group.md
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+# Auto-filling a group
+
+To quickly add course members to a group, click the _Add users_ icon ![](../../.gitbook/assets/graphics283.png) on the right of the group listing on the main _Groups_ page. Use the batch processing \(drop-down list at the bottom\) to automatically fill several groups. You can't set parameters for filling groups \(e.g. alphabetical, random etc\), but you can always edit the group membership manually afterwards. You can clear all members from a group by clicking the _Unsubscribe all users_ icon ![](../../.gitbook/assets/graphics284.png) in the listing. If you have a long list of groups to manage, use the check boxes on the left and the batch processing option \(i.e. the drop-down list at the bottom\) to automatically fill several groups:
+
+![](../../.gitbook/assets/images215.png)
+
+_Illustration: Groups – Auto-fill groups_
+
diff --git a/teacher-guide/groups/create_a_group.md b/teacher-guide/groups/create_a_group.md
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+++ b/teacher-guide/groups/create_a_group.md
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+# Create a group
+
+On the main _Groups_ page, click the _Create new group\(s\)_ icon ![](../../.gitbook/assets/graphics277.png). You will be prompted to enter the number of groups to create \(this will speed up the process if you want to create more than one group\) and click the _Proceed to create group\(s\)_ button:
+
+![](../../.gitbook/assets/images213.png)
+
+_Illustration: Create a group_
+
+Give it a name, enter the number of empty seats you want in the group, and click _Create group\(s\)_. The new group will appear in the listings in the main _Groups_ page. It can be deleted using the usual _Delete_ icon ![](../../.gitbook/assets/graphics278.png).
+
diff --git a/teacher-guide/groups/fill_a_group_manually.md b/teacher-guide/groups/fill_a_group_manually.md
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+++ b/teacher-guide/groups/fill_a_group_manually.md
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+# Fill a group manually
+
+For a variety of reasons, a teacher may want to select group members manually, i.e. choose which learners will work together, e.g. learners with similar interests or goal, or an experienced learner with a latecomer to the course. To do this, \(whether or not the groups have already been auto-filled\) click the _Edit this group_ icon ![](../../.gitbook/assets/graphics285.png) to add users manually:
+
+![](../../.gitbook/assets/images216.png)
+
+_Illustration: Groups – Filling a group manually_
+
+Select and add/remove users as required using the arrows. Any user can be added as a _coach_ \(i.e. group leader, tutor etc.\) or as a _Group member –_ this will be shown in the listing.
+
diff --git a/teacher-guide/groups/getting_into_a_group_space.md b/teacher-guide/groups/getting_into_a_group_space.md
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+# Getting into a group space
+
+Group members can access the group's “workspace” simply by clicking the name of the relevant group in the listing on the main _Groups_ page. The page will display the group description \(e.g. a list of aims and objectives\) and details of membership, as well as it's own “toolbar” of links to the group's various tools \(_Forums, Documents, Agenda, Assignments, Announcements, Wiki_ and _chat\)_ which link to the various \(private\) group workspaces:
+
+![](../../.gitbook/assets/images217.png)
+
+_Illustration: Groups – Group space_
+
+From the group space, you can query a learner's information sheet by simply clicking on her name in the list of members in the lower part of the page.
+
diff --git a/teacher-guide/groups/groups_management.md b/teacher-guide/groups/groups_management.md
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+++ b/teacher-guide/groups/groups_management.md
@@ -0,0 +1,11 @@
+# Groups management
+
+A teacher can manage groups in two ways – using the icons on the right of each listing in the main Groups page \(listed below\) to manage individual groups, and using the “batch management” feature \(tick boxes, buttons and drop-down lists\) displayed on the same page, which allows the teacher to apply the same functions to several or all groups at once. Using these methods together can save the teacher a lot of time consuming organization.
+
+| Icons | Features |
+| :---: | :--- |
+| ![](../../.gitbook/assets/graphics287.png) | Update a group's settings |
+| ![](../../.gitbook/assets/images219.png) | Delete a group \(confirmation pop-up\) **and all its contents** |
+| ![](../../.gitbook/assets/images220.png) | Fill a group with users automatically |
+| ![](../../.gitbook/assets/graphics289.png) | Empty the group |
+
diff --git a/teacher-guide/groups/groups_settings.md b/teacher-guide/groups/groups_settings.md
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+++ b/teacher-guide/groups/groups_settings.md
@@ -0,0 +1,10 @@
+# Groups settings
+
+A teacher can access settings for the group from the toolbar in the main _Groups_ page. Clicking the _Edit settings_ icon ![](../../.gitbook/assets/graphics279.png) takes you to a page which allows you to limit the number of groups an individual user can belong to, and to make default settings for all groups including maximum group size, self registration and access privileges for all the associated tools \(documents, agenda, assignments, announcements, forum, wiki and chat\):
+
+![](../../.gitbook/assets/graphics282.png)
+
+_Illustration: Groups- settings_
+
+Remember to click the _Save settings_ button at the bottom of the page. These default settings can be edited by the teacher for each group using the _Edit this group_ icon ![](../../.gitbook/assets/graphics281.png) to the right of each group listing in the main page.
+
diff --git a/teacher-guide/groups/overview_export_of_group_members.md b/teacher-guide/groups/overview_export_of_group_members.md
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@@ -0,0 +1,4 @@
+# Overview /Export of group members
+
+A teacher can quickly view a list of group members by clicking on the _Groups overview_ icon ![](../../.gitbook/assets/graphics286%20%283%29.png) on the main Groups page. From here, you can use the export feature, which is described more fully in the chapter dedicated to the _Users_ tool. Just click on the _Excel export_ icon ![](../../.gitbook/assets/graphics288%20%283%29.png) then open or save the file on your computer.
+
diff --git a/teacher-guide/interactivity_tests/README.md b/teacher-guide/interactivity_tests/README.md
new file mode 100644
index 00000000..31ce9a5c
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+++ b/teacher-guide/interactivity_tests/README.md
@@ -0,0 +1,2 @@
+# Interactivity: Tests
+
diff --git a/teacher-guide/interactivity_tests/adding_questions_to_the_test.md b/teacher-guide/interactivity_tests/adding_questions_to_the_test.md
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+# Adding questions to the test
+
+On creating a test, click _Proceed to questions_ you will be taken to the questions page:
+
+![](../../.gitbook/assets/images292.png)
+
+_Illustration: First view of the questions list_
+
+In addition to the toolbar the page displays an array of different types of question. \(The same page can be accessed at a later time using the edit icon for any given test listed in the _Tests_ page.\) It offers a range of question types from which to choose, which are described in this section. Each test can contain a combination of question types – this can prove handy for ensuring tests don't become monotonous.
+
+Fill banks/form
+
+multiple choice
+
+Open question
+
+image zones
+
+Unique answer + unknown
+
+Combination T/F/ ?
+
+multiple answer
+
+matching
+
+Oral expression
+
+exact selection
+
+Multiple answer T/F/ ?
+
+Global multiple answer
+
+![](../../.gitbook/assets/images50%20%282%29.png)
+
+_Illustration: Exercises – Question types_
+
+Questions are created using an on-line form which differs according to the question type. The following subsections describe each form in detail. Completion of the forms is quite intuitive. The following general points regarding the completion of the on-line forms apply to all or most types of question:
+
+1. The “Comment” column will only be shown if you selected the _show feedback\_option to in the \_advanced settings_ when you created the test \(if you don't want to show any feedback, then there is little point in showing this column on the page.\)
+2. Any fields marked with a red asterisk \* must be completed.
+3. Every question has a title and an “enriched” description. We generally recommend putting a short title in the title box, and putting the **real** question in the _enrich question_ box. This will allow you to present a much fuller, more meaning question, use images, and/or include audio or video.
+4. All answer and comment boxes have editing tools which are hidden by default but can be viewed by clicking the small black arrow on the top-left corner of the text box. This will allow you also add images, links and audio to your answers or feedback comments.
+5. Every question type involves the **allocation of scores**. In the case of questions requiring scoring later by a teacher, this will simply be a maximum score against which the teacher will mark the test. In the case of objective tests involving learners selecting an answer, the score for each right or wrong answer chosen can be set, and can include negative values. Teachers should give some thought, particularly in tests involving different question types, to what weighting within the overall test each question should carry.
+6. Teachers should also consider the number of options they wish to offer in the case of multiple choice type questions – this can be determined using the red and green _remove/add_ _answer option_ buttons at the foot of the form.
+7. If you have a lot of questions covering several topics, you may find it useful for organizational reasons to assign individual questions to categories in the _advanced options_ – particularly if you plan to recycle questions. \(You need to create the categories first of course, choosing the _create category_ option ![](../../.gitbook/assets/graphics136.gif) on the main test page. This allows to create a **category** with a description which will appear in a drop down list.\) Using categories is optional but we would strongly advise you do so if you have any number of questions, for sake of future editing or recycling of questions.
+8. You can also assign a **difficulty level** for each question in the _advanced options._ This can be handy for later fine-tuning the evaluation of students' work, or reviewing the test overall. It can also be very useful when it comes to recycling questions, allowing you filter questions by difficulty.
+
+## Type 1 : Multiple choice – Single answer <a id="type-1-multiple-choice-single-answer"></a>
+
+![](../../.gitbook/assets/mcua.svg)The classic multiple choice question is one in which **only one answer** can be considered valid for scoring purposes. It is possible to make the test a little bit more challenging by assigning a negative score to a wrong answer. When this is highlighted \(e.g. in the test introduction or the question itself\), this encourages the learner to think more carefully before selecting ananswer at random, and incurring a penalty.
+
+![](../../.gitbook/assets/graphics154.png)
+
+_Illustration: Tests – Multiple choice, single answer_
+
+## Type 2 : Multiple choice – multiple answer <a id="type-2-multiple-choice-multiple-answer"></a>
+
+![](../../.gitbook/assets/mcma.svg)This question type is a variation of the previous simple multiple choice question. It allows you to assign more than one valid answer. Again, positive and negative scores are possible. This type of question can prove more challenging to students \(you may wish to indicate in the question that there are two answers – so as not to “trick” them!
+
+![](../../.gitbook/assets/graphics140.png)
+
+_Illustration: Tests – Multiple answer question_
+
+## Type 3 : Fill the blanks <a id="type-3-fill-the-blanks"></a>
+
+![](../../.gitbook/assets/fill_in_blanks.svg)This question type can be used to produce the classic “cloze passage” exercise favoured by language teachers, in which certain words in a written passage can be selected to be displayed as a blank field for students to fill in. First, the teacher simply needs to type the passage \(or list of sentences\) and then add square brackets around the words to be “blanked”. \(These words will be displayed to the learner as empty text fields, which will be marked as correct if the student enters the correct answer matching the word typed by the teacher.\) As soon as the square brackets are added, the form will display a “score” field for each word to be corrected. To make the test a little easier, the teacher may choose to list the words to be chose in the “enrich question” box. It's a handy test for checking key terminology or vocabulary.
+
+![](../../.gitbook/assets/graphics139.png)
+
+_Illustration: Tests - Fill the blanks_
+
+The question will appear like this to the learner, who simply needs to type the correct word in to the blank fields:
+
+![](../../.gitbook/assets/graphics141.png)
+
+## Type 4 : Matching <a id="type-4-matching"></a>
+
+![](../../.gitbook/assets/matching.svg)This type of question is designed to have the learner link together text elements from one list with text elements in another. An element might be a word, a sentence or part-sentence. It can also be used to ask a user to sort elements in a certain order.
+
+![](../../.gitbook/assets/graphics142.png)
+
+_Illustration: Tests – Matching text elements_
+
+The learner will view the matching question like this:
+
+![](../../.gitbook/assets/graphics143.png)
+
+or, from 1.9.6, a draggable circle will make it a little more appealing to students.
+
+## Type 5 : Open question <a id="type-5-open-question"></a>
+
+![](../../.gitbook/assets/open_answer.svg)The open question type allows the learner to write whatever they wish as an answer \(a kind of “mini-assignment\). As such an activity has no single give answer, it will **not** be automatically evaluated at the end of the test, but will have to be evaluated manually by the teacher before the final test result can be scored. As with assignment and marked forum posts, the teacher is able to do this via the _Recording_ tool which will flag up open questions needing marked.
+
+![](../../.gitbook/assets/images54%20%282%29.png)
+
+_Illustration: Tests - Open questions_
+
+The learner will be presented with a text field in which to write. \(He can use the small arrow on the left of the top border of the field to make use of a range of fields if he wishes to enrich his presentation. e.g. with heading or highlighted text.\)
+
+![](../../.gitbook/assets/graphics144.png)
+
+## Type 6: Audio answer <a id="type-6-audio-answer"></a>
+
+![](../../.gitbook/assets/audio_question.svg)This new question type, available with Chamilo 1.9, will only appear only if your administrator has enabled the Nanogong audio recording feature. The question can be compared to “open question” type described above, requiring manual marking by the teacher, but instead of asking the learner to write a text passage, you ask him to record an audio answer. This has obvious uses for language courses, of for learners with particular access needs, but can provide a useful alternative in many study fields – encouraging learners to develop their oral presentation skills.
+
+\(note: This question type requires the learner to have Java applets supported in his browser. If this is not the case, he will need to to record the audio separately and then upload it as an MP3 file to the server.\)
+
+Because of the additional requirements for this question type, you should make sure your learners are aware that the test will contain an audio question and that they have a more than one chance to try the test to check whether their browser supports it or not. \(Bear in mind that taking a test is generally a stressful experience. You don't want to give your learners a nervous breakdown because they can't manage to record an audio answer!\)
+
+![](../../.gitbook/assets/graphics145.png)
+
+_Illustration: Tests – Oral expression_
+
+The learner simply needs to press the _Record answer_ when he is ready to talk, and follow the instructions for the on-screen Nanogong recorder, which will automatically send his recording to the teacher for marking and scoring.
+
+![](../../.gitbook/assets/graphics146.png)
+
+![](../../.gitbook/assets/graphics149.png)
+
+## Type 7 : Hot spot, or image area <a id="type-7-hot-spot-or-image-area"></a>
+
+![](../../.gitbook/assets/hotspot.svg)In this type of question, the learner will be asked to identify areas within an image by clicking on them. These areas have been previously defined by the teacher. Building one of these questions require slightly more work than other types.
+
+![](../../.gitbook/assets/graphics147.png)
+
+_Illustration: Exercises - Hot spot question creation_
+
+Having uploaded your image and named your question, you can add or remove hotspots, and define the area using an ellipse, a rectangle or a polygon shape. As with other question types, you can add comments for feedback purposes and determine a score for each correctly identified area.
+
+The learner needs to click on the picture to identify the areas listed – the numbers will appear on top of the areas on which he clicks:
+
+![](../../.gitbook/assets/graphics148.png)
+
+_Illustration: Exercises - Hot spot learner view_
+
+## Type 8 : Exact combination <a id="type-8-exact-combination"></a>
+
+![](../../.gitbook/assets/mcmac.svg)This is a variation of the multiple answer type test looked at above. The only difference is that no partially-correct combination will be accepted. This means that if, between options A-B-C-D, only B and D are correct, you will have to mark both B **and** D in order to be given the points assigned to this question. There is therefore only one overall score field shown on the form.
+
+![](../../.gitbook/assets/images55%20%282%29.png)
+
+_Illustration: Tests - Exact combination_
+
+## Type 9 : Unique answer with unknown <a id="type-9-unique-answer-with-unknown"></a>
+
+![](../../.gitbook/assets/mcuao.svg)Sometimes a teacher wants the student to indicate that they don't know the answer to a question, rather than just guess an answer. This question type is a single-answer multiple choice question, but reserves the last answer as a “Don't know” option, with an automatic score of zero. Students can be discouraged from guessing by penalizing a wrong answer with a negative score.
+
+![](../../.gitbook/assets/graphics150.png)
+
+_Illustration: Tests – unique answer with unknown_
+
+## Type 10 : Multiple answer True/False/Don't know <a id="type-10-multiple-answer-true-false-don-t-know"></a>
+
+![](../../.gitbook/assets/mcmao.svg)This is a another combination format which includes a zero-scored “don't know” option as with the above question option, but using true/false answers rather than multiple choice. Again, negative scores can be assigned to discourage guessing, and admit “honest” ignorance!
+
+![](../../.gitbook/assets/graphics151.png)
+
+_Illustration: Tests – Multiple answer true/false/don't know_
+
+## Type 11 : Combination True/false/don't know <a id="type-11-combination-true-false-don-t-know"></a>
+
+![](../../.gitbook/assets/mcmaco.svg)This option offers a single score covering one or more questions. The form looks similar to the “exact answer” form, but the test is displayed to the student differently, as illustrated below.
+
+![](../../.gitbook/assets/graphics170.png)
+
+_Illustration: Tests – Combination true/false/don't know_
+
+The learner will view the question\(s\) and use radio buttons like this:
+
+![](../../.gitbook/assets/graphics171.png)
+
+> **Note**: a “don't know” will generate a zero score, so this format might most fairly contain one or two questions – requiring prudent use from the teacher.
+
+## Type 12 : Global multiple answer <a id="type-12-global-multiple-answer"></a>
+
+![](../../.gitbook/assets/mcmagl.svg)This question format combines the multiple answer format with a single score , providing an option for ensuring that no negative score is accrued
+
+![](../../.gitbook/assets/graphics152.png)
+
+_Illustration: Tests – Global multiple answer_
+
diff --git a/teacher-guide/interactivity_tests/creating_a_new_test.md b/teacher-guide/interactivity_tests/creating_a_new_test.md
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+# Creating a new test
+
+Creating a new test is very easy. Click the _create a test_ icon ![](../../.gitbook/assets/graphics130.png) on the left and give your test a title, then click on the _proceed to questions_ button.
+
+![](../../.gitbook/assets/graphics133.png)
+
+_Illustration: Exercises – Create a new test_
+
+If you opt to _give a context to the test_ \_![](../../.gitbook/assets/graphics131.png)\_you can use the on-line editor to compose an explanatory section which will be visible to learners when they undertake the test.
+
+The test will be displayed on the main page of the test tool, listed along with other tests created in the course:
+
+![](../../.gitbook/assets/graphics134.png)
+
+_Illustration: Exercises - List_
+
+Because there are so many different ways the test tool can be used, there is a good chance the default options are not entirely suitable your needs. Be careful, therefore to consider the extensive Advanced _settings_ section available in the _create/edit test_ page:
+
+![](../../.gitbook/assets/graphics135.png)
+
+_Illustration: Exercises – Creating an exercise – Advanced options_
+
+The settings are fairly self-evident:
+
+* feedback can be provided either at the end of the test or withheld, e.g. for an exam
+* questions can be presented either on a single page \(e.g. for a brief text quiz\) or on separate pages \(e.g. when the question and answers are lengthy or incorporate media\)
+* scores and correct answers can be shown \(e.g. for an interactive exercise\) or hidden \(e.g. for an exam\).
+* Questions and answers can follow a pre-determined sequence or be randomized and shuffled
+* The relevant questions category can be displayed or hidden
+* The number of attempts allowed can be limited to a given number - “infinite” attempts might suit a “practice” exercise
+* Start and end times for the test can be set and the time allowed to complete the test can be limited; \)a real-time counter will appear to the user\)
+* Negative scores can be “zeroed” or carried forward to the next question
+* Students can review their answers before submitting the test
+* A pass percentage can be set to indicate success or failure to the student
+* A closing message to be viewed on completion can be composed.
+
+> **Note** : _The platform administrator may enable an additional option in the “Feedback” section of the advanced settings:\_\_Self-evaluation \(immediate feedback\)._ This option, if checked, enables the “scenario” question types which allows teachers to devise quizzes based on multiple-choice or image mapping questions which, depending on the answer given, lead the learner to alternative subsequent questions. This is a powerful tool – however, be aware that once _self-evaluation_ is checked, these advanced settings cannot be changed: you will instead have to create a new test not based on the _Self-evaluation \(immediate feedback\)_ option.
+
diff --git a/teacher-guide/interactivity_tests/feedback-_score_and_correct_answers.md b/teacher-guide/interactivity_tests/feedback-_score_and_correct_answers.md
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+# Feedback, score and correct answers
+
+This section describes some of the key educational concepts which have steered the design of the Tests feature in Chamilo. For teachers new to on-line teaching and learning, it is useful to consider some of the terminology Chamilo uses in relation to these concepts prior to developing the tests themselves.
+
+## Automated feedback <a id="automated-feedback"></a>
+
+A major advantage in on-line learning is that it can offer the learner enormous flexibility in terms of where and when he/she chooses to study. A student can undertake a fully automated test if they wish anywhere and at any time and receive their score immediately. However, this freedom also means that there is no teacher to hand to explain why they have got a question wrong in a test or exercise, as there might be in a traditional classroom. In automated on-line tests, therefore, the teacher needs to pay particular attention to the provision of automated on-line feedback.
+
+This means that as well as receiving a score, the student can receive a brief \(pre-written\) comment relating to their answer, whether it is right or wrong. Typically, if he gives the right answer, you might congratulate him: “Well done, I can see you have a good grasp of this concept!”. If he answers incorrectly, you can offer immediate feedback to encourage him to look beyond that demoralizing red “X”, and help make the error part of the learning process. This is the best time for him to learn where he went wrong and how to avoid the error next time. Use hints e.g : “Sorry, wrong answer! Have you read the _Open Standards_ chapter deeply enough? A quick revision of Chapter 3 should help you out! Remember the example of OASIS and how it was designed?”. \(This feedback could also contain a direct link to the “Chapter 3” example.\)
+
+Such feedback can “humanize” the test and is often really appreciated by students. It means a bit more work for the teacher when creating the test, but provides an important way of encouraging and correcting the learner during his auto-evaluation attempts.
+
+## Scoring tests <a id="scoring-tests"></a>
+
+Assigning a score represents a “raw”, even crude way of evaluating a student's skills. Nevertheless, scores matter a lot to students even though they are of limited use in terms of formative assessment. You have a lot of flexibility in setting up scores, pass marks etc. in Chamilo, including assigning overall weightings to tests and the option to assign negative scores to individual answers. You should use these features with care, and avoid careless errors especially \(a wrong score for a correct answer is incredibly frustrating for a student\). If you give a automatically score to a learner, it can prove difficult to adjust it afterwards. Updating a score may be necessary under specific circumstances \(e.g. where the test is complex\), and this will require a manual revision by the teacher.
+
+## Displaying correct answers <a id="displaying-correct-answers"></a>
+
+The option to display correct answers is a simple and direct way of providing feedback by demonstrating to the learner what he should have answered. Sometimes displaying the answers in this way is desirable, but given that the learner may wish to re-take the test without being given the answer, or that you may well want to re-use the test on a future occasion, it is recommended you don't display the any answers, but instead use feedback to let the learner know **how** \(rather than **what**\) he should have answered and set him on the right course to get it right next time through his own efforts.
+
diff --git a/teacher-guide/interactivity_tests/importing_hotpotatoes-_imsqti2-_excel.md b/teacher-guide/interactivity_tests/importing_hotpotatoes-_imsqti2-_excel.md
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+# Importing: HotPotatoes, IMS/QTI2, Excel
+
+As well as allowing teachers to create their own tests as described above in sections 12.2 to 12.6, Chamilo enables teachers to easily upload and include tests created in external tools, in particular tests created using Hot Potatoes, Qti2 and Microsoft Excel. These are popular authoring tools which can produce tests in a standard format suitable for use in many, LMSes, including Chamilo. Details of how to use these software packages are obviously outwit h the scope of this guide, but experienced online educators may well be familiar with one or all of them, and may have produced tests with them which they wish to upload to Chamilo.
+
+To do so, the teacher need simply click on the relevant icon in the toolbar on the main _Tests_ page and follow the dialogue box to locate and import the relevant file.
+
+![](../../.gitbook/assets/graphics132.png)
+
+_Illustration: Tests – import external tests from Tests page_
+
+![](../../.gitbook/assets/graphics157.png)![](../../.gitbook/assets/graphics158.png)![](../../.gitbook/assets/graphics159.png)
+
+_Illustration: Tests - Import HotPotatoes, Qti2 and Excel tests_
+
diff --git a/teacher-guide/interactivity_tests/introduction.md b/teacher-guide/interactivity_tests/introduction.md
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+# Introduction
+
+The Tests tool ![](../../.gitbook/assets/graphics128%20%283%29.png) is generally the next main focus for teachers exploring the world of e-learning.
+
+The value of this tool is evident : automatic scoring and feedback of learners' answers means not only major time-savings for the teacher, they also allow the learner to self-test repeatedly \(without feeling self-conscious\) -for example when needing to learn language vocabulary, or master difficult mathematical algorithms. They can enjoy immediate automated feedback without depending on the presence or availability of the teacher. Test scores can be automatically integrated in each student's grade-book, and data such as dates, number of attempts etc. forwarded to the reporting tool to assist the teacher in tracking and monitoring students' progress.
+
+A well designed test can prove an invaluable motivational tool for the learner. The teacher can build in extensive and meaningful feedback and suggestions and design stimulating questions and feedback which can involve not only text but graphics, audio video, etc.
+
+The “Tests” tool could equally be termed the “Exercises” tool, inasmuch as its use is not restricted to simple “summative” quizzes at the end of a chapter or module. For example, some teachers use the test tool as the main vehicle for presenting new material \(rather than simply displaying a series of documents\) in order to present materials in a more interactive way \(e.g. requiring the learner to complete a question or two at the end of each page.\) Using the test tool in this way to create interactive exercises \(involving _formative_ rather than _summative_ assessment approaches\) keeps learners alert and enriches their learning experience. It is also enjoyable and rewarding for the teacher, challenging him/her to develop ever richer and more stimulating course content.
+
+Of course, there are times when the teacher simply wants to set a formal, timed “Exam” for students, withholding feedback and scores for sharing at a later date. The tests tool can be configured in this way, too.
+
+Because the tests tool is very fully featured, it takes a little time to learn how to use. The following sections explain in detail how to make full use of the Tests tool in Chamilo.
+
+.
+
diff --git a/teacher-guide/interactivity_tests/recycling_existing_questions.md b/teacher-guide/interactivity_tests/recycling_existing_questions.md
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+# Recycling existing questions
+
+Any question created, independently of the test or course to which it has been attached, feeds the questions database. This base can be very useful for teachers wanting to re-use questions that are very general or, needing questions to serve as “fillers” when you're short of a few questions in a new test.
+
+During test creation, the database shows questions from other tests, as well as orphan questions \(i.e. those questions which have belonged to a test which has been removed\).
+
+When the question database shows, it presents a list of all existing questions inside the course. This is where assigning questions to categories and adding a difficulty to tests can prove very useful for identifying individual questions: use the _Filter_ and _Difficulty_ drop-down lists to filter the questions accordingly.
+
+To access the database, click on the _recycle existing questions_ icon ![](../../.gitbook/assets/graphics361.png) as it is listed on the _Create a question_ page alongside the various question types:
+
+![](../../.gitbook/assets/images56%20%282%29.png)
+
+_Illustration: Tests – Questions database_
+
+Click the _Re-use in current test_ button ![](../../.gitbook/assets/graphics155.gif) to include these questions in the current test. What actually happens \(in Chamilo 1.9\) is that a copy of the old test is included in the current test, so that it can be edited if necessary for the new test without its content or configuration being altered within the test in which it was originally created.
+
diff --git a/teacher-guide/interactivity_tests/test_results.md b/teacher-guide/interactivity_tests/test_results.md
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+++ b/teacher-guide/interactivity_tests/test_results.md
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+# Test results
+
+Chamilo offers handy support for analyzing test results simply by clicking on the _Results_ icon ![](../../.gitbook/assets/graphics156.png), displayed to the right of each test listed in the main Tests page.
+
+![](../../.gitbook/assets/graphics161.png)
+
+_Illustration: Exercises - List_
+
+This will display a page listing all the results for the relevant test.
+
+![](../../.gitbook/assets/graphics162.png)
+
+_Illustration: Exercises – Results list_
+
+Here, the teacher can get an overview of learners' times and scores, and can score ![](../../.gitbook/assets/graphics160.png) or edit ![](../../.gitbook/assets/graphics163.png) open questions and offer feedback. He can also delete ![](../../.gitbook/assets/graphics164.png) a test attempt to allow the learner to do the test again \(if there is a valid reason to do so e.g. there was an error in the test\).
+
+The menu bar of this page allows the teacher to navigate back ![](../../.gitbook/assets/graphics165.png) to the test , export test results in CSV or XLS format ![](../../.gitbook/assets/graphics166.png) \(e.g. to sort them and generate graphical evaluation statistics\), view statistics ![](../../.gitbook/assets/graphics169.png) about test questions undertaken or even monitor students taking the test “live” ![](../../.gitbook/assets/graphics168.png)to know how they are performing “during” the exam \(particularly useful to monitored exam centers\).
+
diff --git a/teacher-guide/interactivity_tests/test_types.md b/teacher-guide/interactivity_tests/test_types.md
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+++ b/teacher-guide/interactivity_tests/test_types.md
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+# Test types
+
+You will have gathered by now that the term _Tests_ used for this tool is a generic term used to describe a range of on-line learning activities which, along with assignments and forums, can be used to generate evaluative information which can guide students' further learning. A key aspect of the _Tests_ tool is that it can be used to provide instant automated responses to student input without the need to wait for the teacher to respond. How such automated responses are delivered and used however can vary widely in the course of the student's journey through the course. Below are some suggested broad categories of evaluative activity which can be effectively set up using the _Tests_ tool.
+
+* **Exams** refers to \(generally time-controlled\) exercises for which no immediate feedback, nor any answer, is given to the learner : he will obtain his results when the teacher considers it right. This type of summative assessment is often undertaken at the end of a course and may carry a high weighting in the overall assessment of the student. Because of its significance scoring and feedback are generally withheld until the teacher has had the chance to go through at students' results with a “fine-tooth comb”.
+* **Exercises** allow the teacher to assess the learner throughout the course e.g. at the end of a lesson, unit or module. Less formal than an exam, such tests might allow students three or more attempts and represent a more formative approach to assessment, involving plenty supportive feedback. Some elements of these tests might not be fully automated, requiring some level of direct assessment by the teacher. Most scoring would be immediately supplied, but feedback would tend to fall short of displaying the correct answer directly, challenging students to apply themselves to study revision and reflection to work out the correct answer for themselves.
+* **Automated tests** can generally be available to take an unlimited number of times. Their key purpose would be to allow the learner to “drill” himself, e.g. to learn vocabulary in a language course, rehearse a particular mathematical algorithm or memorize a safety procedure. Such tests would be free of any time constraints and would be fully automated displaying scoring, feedback and even correct answers to encourage improvements through practice.
+* **Scenarios** represent a more advanced form of interactive exercise where the teacher can pre-determine alternative next steps in the test predicated on student's response to a question, leading the student through a particular path of questioning. This type of activity can be achieved using Chamilo's _Tests_ tool and can provide students with a very effective interactive on-line learning experience, but of course is by its very nature quite complex and demanding to set up.
+
+The above descriptions demonstrate how the Tests tool can function depending on how it is configured by the teacher. The tool is designed to be as flexible as possible while remaining relatively easy to use, so variations on all the above “models” can be achieved to meet requirements.
+
diff --git a/teacher-guide/links/README.md b/teacher-guide/links/README.md
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+++ b/teacher-guide/links/README.md
@@ -0,0 +1,8 @@
+# Links
+
+The Li_nks_ tool ![](../../.gitbook/assets/graphics217.png)allows you to create a library of internal and external links which learners can use in a course as they work their way through the learning path.
+
+![](../../.gitbook/assets/graphics222.png)
+
+_Illustration: The Links page_
+
diff --git a/teacher-guide/links/links.md b/teacher-guide/links/links.md
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+++ b/teacher-guide/links/links.md
@@ -0,0 +1,18 @@
+# Links
+
+A link can be added in a category or at the root level:
+
+![](../../.gitbook/assets/graphics220.png)
+
+_Illustration: Links - Add link_
+
+To add a link:
+
+* Click the _Add a link_ icon ![](../../.gitbook/assets/graphics219.png)
+* Add the link's URL,
+* Give it a label,
+* Add a description of what is on the other side of the link, if desired,
+* Select a category if desired,
+* Choose whether to show the link on the course homepage or not,
+* Click the _Save link_ button.
+
diff --git a/teacher-guide/links/links_categories.md b/teacher-guide/links/links_categories.md
new file mode 100644
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+++ b/teacher-guide/links/links_categories.md
@@ -0,0 +1,13 @@
+# Links categories
+
+You can create links categories in Chamilo, allowing for a better organizational structure when your library contains a lot of links.
+
+* Click the _Add a category_ icon ![](../../.gitbook/assets/graphics218.png),
+* Give a clear name to your category,
+* Add a description if needed,
+* Click the _Add a category_ button.
+
+![](../../.gitbook/assets/images156%20%281%29.png)
+
+_Illustration: Links - Add a category_
+
diff --git a/teacher-guide/links/links_checker.md b/teacher-guide/links/links_checker.md
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index 00000000..c7810754
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+++ b/teacher-guide/links/links_checker.md
@@ -0,0 +1,6 @@
+# Links checker
+
+Since version 1.8.8.4, you can \(manually\) check whether a link is alive. To do this, click the small magnifier icon ![](../../.gitbook/assets/graphics223.png) on the right side of the link as it is listed in the Links page. After a few seconds \(or less\), an icon appears. A green tick ![](../../.gitbook/assets/graphics224.png) means the link is valid. A red sign ![](../../.gitbook/assets/graphics225.gif) means the link is broken.
+
+> **Note**: the links checker effectively tries to connect to the given link **from the server.** As such, a link that works for you might not work for the server, and vice-versa. This will require the server to be equipped with the CURL library. Check with your admin if this is the case.
+
diff --git a/teacher-guide/links/manage_links.md b/teacher-guide/links/manage_links.md
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+++ b/teacher-guide/links/manage_links.md
@@ -0,0 +1,11 @@
+# Manage links
+
+Links management uses the usual action icons:
+
+| Icons | Features |
+| :--- | :--- |
+| ![](../../.gitbook/assets/graphics221%20%283%29.png) | Edit links or categories |
+| ![](../../.gitbook/assets/images158%20%286%29.png) | Remove links or categories |
+| ![](../../.gitbook/assets/images159%20%286%29.png) | Re-organize links and categories order |
+| ![](../../.gitbook/assets/images161%20%286%29.png) ![](../../.gitbook/assets/images160%20%286%29.png) | Show/Hide a link |
+
diff --git a/teacher-guide/notebook/README.md b/teacher-guide/notebook/README.md
new file mode 100644
index 00000000..a3d02096
--- /dev/null
+++ b/teacher-guide/notebook/README.md
@@ -0,0 +1,10 @@
+# Notebook
+
+The _Personal notes_ \(or _Notebook_\) tool ![](../../.gitbook/assets/graphics303.png) is a kind of notepad attached to each course. It allows the users to take note of things they would otherwise write on a piece of paper.
+
+![](../../.gitbook/assets/images235.png)
+
+_Illustration: Notebook - List_
+
+Notes can be updated as needed and dates of creation and latest update are saved. Notes taken by a user are not visible by other users. In this sense, they are, indeed, personal.
+
diff --git a/teacher-guide/notebook/notes_creation.md b/teacher-guide/notebook/notes_creation.md
new file mode 100644
index 00000000..a0d79bee
--- /dev/null
+++ b/teacher-guide/notebook/notes_creation.md
@@ -0,0 +1,11 @@
+# Notes creation
+
+* click on the _Add new note in my personal notebook_ icon ![](../../.gitbook/assets/graphics304%20%283%29.png),
+* give your note a short title,
+* write down your note,
+* click _Create note_.
+
+![](../../.gitbook/assets/images236%20%283%29.png)
+
+_Illustration: Notebook – Creation form_
+
diff --git a/teacher-guide/notebook/sort_notes.md b/teacher-guide/notebook/sort_notes.md
new file mode 100644
index 00000000..47424624
--- /dev/null
+++ b/teacher-guide/notebook/sort_notes.md
@@ -0,0 +1,4 @@
+# Sort notes
+
+Using the tools in the toolbar on the _Notes_ page, notes can be sorted by date created ![](../../.gitbook/assets/graphics308.png), date last modified ![](../../.gitbook/assets/graphics305.png) or by title ![](../../.gitbook/assets/graphics306.png).
+
diff --git a/teacher-guide/organizing_courses/README.md b/teacher-guide/organizing_courses/README.md
new file mode 100644
index 00000000..3c15e06c
--- /dev/null
+++ b/teacher-guide/organizing_courses/README.md
@@ -0,0 +1,6 @@
+# Organizing courses
+
+With Chamilo, one can end up managing a large quantity of courses. In addition to _general_ course categories, all course creators have an option to create _personal_ categories, visible only to the user who created them, to help him organize his courses.
+
+> **Note** : This feature is not supported by the platform's developers anymore, and might be abandoned in the future. It can result in a conflict with the courses order on the My courses _page when these are registered within sessions._
+
diff --git a/teacher-guide/organizing_courses/courses_management_icons.md b/teacher-guide/organizing_courses/courses_management_icons.md
new file mode 100644
index 00000000..e6f1f6a0
--- /dev/null
+++ b/teacher-guide/organizing_courses/courses_management_icons.md
@@ -0,0 +1,13 @@
+# Courses management icons
+
+In the courses management interface, you will see the following common icons and buttons.
+
+
+| Icons | Features |
+| :--- | :--- |
+| ![](../../.gitbook/assets/graphics77.png) | Update/edit a course |
+| ![](../../.gitbook/assets/images25%20%282%29.png) | Remove a course |
+| ![](../../.gitbook/assets/images22%20%285%29.png) | Read the course description |
+| ![](../../.gitbook/assets/images23%20%283%29.png) | Link to the course homepage \(only available if public or open\) |
+| ![](../../.gitbook/assets/images274.png) | Register to the course |
+
diff --git a/teacher-guide/organizing_courses/personal_categories.md b/teacher-guide/organizing_courses/personal_categories.md
new file mode 100644
index 00000000..8cf7de46
--- /dev/null
+++ b/teacher-guide/organizing_courses/personal_categories.md
@@ -0,0 +1,26 @@
+# Personal categories
+
+Go to _My courses_, option _Sort courses_ in the menu, to get to the courses sorting tools page. Click on the _Create a personal course category_, and fill the name of the new personal category to be created. Finally, click the _Add category_ icon.
+
+![](../../.gitbook/assets/images19%20%285%29.png)
+
+_Illustration: Sort my courses_
+
+![](../../.gitbook/assets/images272.png)
+
+_Illustration: Personal category creation form_
+
+The new personal category appears in a list at the top of the page. It is possible to create several personal course categories.
+
+![](../../.gitbook/assets/images273.png)
+
+_Illustration: Personal courses category created_
+
+Click the pencil icon next to each course to set a category for it. In the drop-down list, select the personal category with which the course will be associated, then click the confirmation button. With courses sorted and linked to personal categories, the courses homepage is more readable. Courses not associated with any personal category are shown at the top of the page.
+
+![](../../.gitbook/assets/images20%20%283%29.png)
+
+_Illustration: Personal courses categories_
+
+To remove a category, click the red crossand confirm.
+
diff --git a/teacher-guide/organizing_courses/subscribing_to_other_courses.md b/teacher-guide/organizing_courses/subscribing_to_other_courses.md
new file mode 100644
index 00000000..55452794
--- /dev/null
+++ b/teacher-guide/organizing_courses/subscribing_to_other_courses.md
@@ -0,0 +1,12 @@
+# Subscribing to other courses
+
+Teachers and students can subscribe to courses. When a teacher subscribes to another course by himself, he is considered student in this course, and will thus not have access to the normal teacher tools. If you want to register to be registered to someone else's course as a teacher, you will have to ask the current teacher of that course or the administrator to register you, as a teacher, to that course.
+
+Clicking on the _Courses catalog_ link, and a list of courses will appear. You can look for the course in the suggested categories, or find it by searching for all or part of the course title via the search box on the top part of the page. If this portal uses sessions, a sessions catalog is also made available
+
+![](../../.gitbook/assets/images21%20%283%29.png)
+
+_Illustration: Courses catalog_
+
+Once you’ve found your the course, click on the green _Subscribe_ icon to subscribe to it. The subscription gives the user subscribing **learner** status.
+
diff --git a/teacher-guide/projects/README.md b/teacher-guide/projects/README.md
new file mode 100644
index 00000000..39fbbf73
--- /dev/null
+++ b/teacher-guide/projects/README.md
@@ -0,0 +1,14 @@
+# Projects
+
+The _Projects_ or _Blogs_ tool ![](../../.gitbook/assets/graphics307.png) was developed in 2006 at the request of a large Belgian telecoms company. The idea behind it was to implement a blog with lightweight project management features, which was tagged under the name of _Smart blogs_. Its philosophy is to allow for the assignment of tasks to the learners in order to write the contents of a story-telling type blog.
+
+The teacher takes responsibility for choosing learners who will contribute to the blog, and defines the project and the assignment of tasks \(or roles taken by the learners\). The creation of articles is shared between the teacher and the learners.
+
+The tool can, however, be used as a classic blog.
+
+**Note** : When a new project is created, it appears in the list of course Authoring tools on the course homepage. Its visibility can be controlled like that of other tools. One main difference by comparison to other tools is that one can create several blogs in the same course. They will appear as multiple entries in the Authoring tools in much the same way as with links and learning paths.
+
+![](../../.gitbook/assets/images237.png)
+
+_Illustration: Projects - List_
+
diff --git a/teacher-guide/projects/assign_a_role_to_a_learner.md b/teacher-guide/projects/assign_a_role_to_a_learner.md
new file mode 100644
index 00000000..3e4ca2ad
--- /dev/null
+++ b/teacher-guide/projects/assign_a_role_to_a_learner.md
@@ -0,0 +1,14 @@
+# Assign a role to a learner
+
+Once the role has been created, you must assign it to a learner:
+
+* click on the _Assign roles_ link ![](../../.gitbook/assets/graphics315.gif),
+* select a learner to assign the role to,
+* select the task to be assigned,
+* select a date to achieve the objective of the role,
+* click the _Validate_ button.
+
+![](../../.gitbook/assets/images239.png)
+
+_Illustration: Projects – Assign a role_
+
diff --git a/teacher-guide/projects/indicate_the_execution_of_a_task.md b/teacher-guide/projects/indicate_the_execution_of_a_task.md
new file mode 100644
index 00000000..534dd8d8
--- /dev/null
+++ b/teacher-guide/projects/indicate_the_execution_of_a_task.md
@@ -0,0 +1,17 @@
+# Indicate the execution of a task
+
+Whether for a teacher or a learner, tasks assigned to any user are shown at the bottom left of the projects page under section _My tasks._
+
+To indicate the successful execution of a task:
+
+* click on an executed task,
+* in the project steps list, select the article you want to attach the task to,
+* in the resulting screen, fill the task name, a comment and optionally a document,
+* click _Save_.
+
+The execution report of the task appears as a comment to the article.
+
+![](../../.gitbook/assets/images240.png)
+
+_Illustration: Projects – Tasks comments_
+
diff --git a/teacher-guide/projects/learners_task_management.md b/teacher-guide/projects/learners_task_management.md
new file mode 100644
index 00000000..e000c14c
--- /dev/null
+++ b/teacher-guide/projects/learners_task_management.md
@@ -0,0 +1,8 @@
+# Learners' task management
+
+By clicking the _Users rights management_ icon ![](../../.gitbook/assets/graphics317.png) in the _roles management_ page, you get a table describing users rights within the project which can be edited as appropriate. Click on the red _hasn't rights_ icons ![](../../.gitbook/assets/graphics319.gif) or the green _has rights_ ticks ![](../../.gitbook/assets/graphics321.gif) to toggle between them.
+
+![](../../.gitbook/assets/graphics318.png)
+
+_Illustration: Projects – Users management_
+
diff --git a/teacher-guide/projects/new_articletask.md b/teacher-guide/projects/new_articletask.md
new file mode 100644
index 00000000..d59aa882
--- /dev/null
+++ b/teacher-guide/projects/new_articletask.md
@@ -0,0 +1,14 @@
+# New article/task
+
+From the project's homepage:
+
+* click the _New task_ icon ![](../../.gitbook/assets/graphics310.png):
+* give the article a name,
+* write down the real article,
+* attach a document \(optional\),
+* click the _Save_ button.
+
+![](../../.gitbook/assets/graphics314.png)
+
+_Illustration: Projects – New task_
+
diff --git a/teacher-guide/projects/project_creation.md b/teacher-guide/projects/project_creation.md
new file mode 100644
index 00000000..e87b699a
--- /dev/null
+++ b/teacher-guide/projects/project_creation.md
@@ -0,0 +1,12 @@
+# Project creation
+
+From the projects homepage:
+
+* click the _Create a new project_ icon ,
+* give your project a name and a short description,
+* click _Save blog_.
+
+![](../../.gitbook/assets/images238.png)
+
+_Illustration: Blogs – Blog creation_
+
diff --git a/teacher-guide/projects/roles_management.md b/teacher-guide/projects/roles_management.md
new file mode 100644
index 00000000..bba0ce1a
--- /dev/null
+++ b/teacher-guide/projects/roles_management.md
@@ -0,0 +1,23 @@
+# Roles management
+
+The _Roles management_ icon ![](../../.gitbook/assets/graphics311.png) displays a page listing the roles/tasks created and assigned to users:
+
+![](../../.gitbook/assets/graphics322.png)
+
+_Illustration: Projects - Roles management_
+
+From the _Roles management_ page you can create detailed tasks of a project step or assign roles to the members of a project.
+
+To create a new task/role:
+
+* click the _Add a new role_ icon ![](../../.gitbook/assets/graphics313.gif),
+* give the role a title, description and assign permissions,
+* choose a color using to the drop-down bar,
+* click _Save._
+
+![](../../.gitbook/assets/graphics316.png)
+
+_Illustration: Projects – New role_
+
+→ The new role appears in the roles list.
+
diff --git a/teacher-guide/projects/subscribe_learners_to_a_project.md b/teacher-guide/projects/subscribe_learners_to_a_project.md
new file mode 100644
index 00000000..3f2f7c29
--- /dev/null
+++ b/teacher-guide/projects/subscribe_learners_to_a_project.md
@@ -0,0 +1,14 @@
+# Subscribe learners to a project
+
+Your can manage several projects within the same course, and therefore select individual learners to contribute to each project.
+
+To subscribe learners to a project from the homepage of this project:
+
+* click the _Users management_ icon ![](../../.gitbook/assets/graphics309.png),
+* check the boxes next to the learners you want to associate with this project,
+* click the _Validate_ button.
+
+![](../../.gitbook/assets/graphics312.png)
+
+_Illustration: Projects – Users management_
+
diff --git a/teacher-guide/readme.md b/teacher-guide/readme.md
new file mode 100644
index 00000000..3e47e00f
--- /dev/null
+++ b/teacher-guide/readme.md
@@ -0,0 +1,14 @@
+# Introduction
+
+This is the complete set of Chamilo Guides for users of Chamilo.
+
+* [Administrator guide](../admin-guide/chamilo-_what_is_it/)
+* [Teacher guide](getting-to-know-chamilo/what_is_chamilo.md)
+* [Developer guide](../developer-guide/introduction/)
+
+Most users will not require to read all guides, and will have plenty of information \(maybe too much\) just going through the teacher guide. However, if you want to know more or your role in your organization is specifically that of a Chamilo administrator or a developer or sysadmin, you might be interested by the Admin Guide and the Developer Guide that follow.
+
+If you are looking at this documentation on the web, and if you find any issue, please consider creating an account on [https://github.com](https://github.com) and submitting change requests directly to the [https://github.com/chamilo/docs](https://github.com/chamilo/docs) repository. Note that translations are available as language-marked "branches" of the project.
+
+To proceed, just click any section in the table of contents or search for a specific topic from the search bar.
+
diff --git a/teacher-guide/registering_on_the_platform.md b/teacher-guide/registering_on_the_platform.md
new file mode 100644
index 00000000..973b10b6
--- /dev/null
+++ b/teacher-guide/registering_on_the_platform.md
@@ -0,0 +1,18 @@
+# Registering on the platform
+
+As for any web platform, users wishing to access the platform contents must register with their user name and password. This is simply done by following the _Sign up!_ link on the homepage, or by an administrator pre-registering all users. Once registered, one can simply connect using your username and password.
+
+![](../.gitbook/assets/image2%20%282%29.png)
+
+_Illustration: "My courses" page_
+
+Once connected, the teacher has access to any courses on which \(s\)he is registered:
+
+* A list of courses to which the user is subscribed. A pencil will appear on the right of the courses boxes for which the current user is a teacher, allowing the teacher to directly go to the courses settings
+* A link to the _Social Network_ tool \(which we will analyze in the Social network section\)
+* A \(non-admin\) teacher can create a course
+* Teachers and learners can subscribe to more existing courses through a “Course catalogue”
+* Teachers and learners have access to the history of their sessions through the “Courses history”. Sessions are a vast concept detailed in the Admin Guide.
+
+> **Note** : Although the help feature link has been replaced \(since version 1.8.8\) by a more dynamic, JavaScript-based box, it remains fully accessible to people with impaired vision, which might be navigating the platform through a text-based browser. Version 1.9 and upwards also offer a font resize feature for people with slightly impaired vision.
+
diff --git a/teacher-guide/reporting/README.md b/teacher-guide/reporting/README.md
new file mode 100644
index 00000000..a365934a
--- /dev/null
+++ b/teacher-guide/reporting/README.md
@@ -0,0 +1,4 @@
+# Reporting
+
+Chamilo allows teachers to follow the progress of their learners using various tools, primarily via the _Reporting_ tool ![](../../.gitbook/assets/graphics44%20%281%29.png) \(accessed via the _Administration tools_ section at the bottom of the course homepage\) but also through the assignment of homework and tests/exercises during the course. The reporting tool allows teachers to monitor the activities and progress of individual learners, the overall progress of classes through courses, and the development of content and resources.
+
diff --git a/teacher-guide/reporting/course_reporting.md b/teacher-guide/reporting/course_reporting.md
new file mode 100644
index 00000000..508c8197
--- /dev/null
+++ b/teacher-guide/reporting/course_reporting.md
@@ -0,0 +1,6 @@
+# Course reporting
+
+Clicking on the _course report_ icon ![](../../.gitbook/assets/graphics187%20%283%29.png) on the Reporting page provides global information about the
+
+course as a whole that the teacher can use in evaluating or developing the course. This includes information such as general progress through learning paths, overall test scores, participation in forum and chats, tools used, documents downloaded and links visited. As with other reporting pages, information can be readily exported as csv files or printed by clicking the relevant tool bar icons.
+
diff --git a/teacher-guide/reporting/resource_reporting.md b/teacher-guide/reporting/resource_reporting.md
new file mode 100644
index 00000000..6bcab7fa
--- /dev/null
+++ b/teacher-guide/reporting/resource_reporting.md
@@ -0,0 +1,12 @@
+# Resource Reporting
+
+To access details of resources used on the course, click on the \_Report on resource\_icon ![](../../.gitbook/assets/graphics55.png) on the main Reporting page. This will display a list of resources added and deleted to the course, including
+
+resources added by students.
+
+![](../../.gitbook/assets/graphics57.png)
+
+_Illustration: Report on resource_
+
+A search facility allows teachers to filter and find the resources they are interested in, and the links on the left allows him/her to navigate easily to the resource. There are also links to the user profile for the user adding each link, and even an IP address which can be used to indicate the location of users.
+
diff --git a/teacher-guide/reporting/show_individual_learners_details.md b/teacher-guide/reporting/show_individual_learners_details.md
new file mode 100644
index 00000000..e5bc214e
--- /dev/null
+++ b/teacher-guide/reporting/show_individual_learners_details.md
@@ -0,0 +1,16 @@
+# Show individual learner's details
+
+On the _Reporting_ page, click the _Details_ icon ![](../../.gitbook/assets/graphics53.gif) next to the name of the learner you want to check on. The new page shows the learner's details in summary, including profile information, photo, connection and summary progress details, but also detailed information about the student's progress through each learning path, results in tests, and potentially useful information about other activities such as assignments, messages sent, links visited, documents uploaded and chat.
+
+![](../../.gitbook/assets/graphics54.png)
+
+_Illustration: Reporting – individual student's details_
+
+The information can be printed ![](../../.gitbook/assets/graphics51.png) , exported as a csv file ![](../../.gitbook/assets/graphics185.png) or mailed ![](../../.gitbook/assets/graphics186.png) by clicking on the relevant toolbar icon at the top of the page. Further details about test attempts and scores and progress through learning paths can be accessed by clicking on the various icons on the page.
+
+Clicking on the _Access Details_ icon ![](../../.gitbook/assets/graphics184.png) in the toolbar allows the teacher to see the course \(times and dates\) . This general reporting screen gives a general idea of the participation of the learner, which is useful for judging of the involvement of the learner inside the course.
+
+![](../../.gitbook/assets/graphics183.png)
+
+_Illustration: Users – Access details_
+
diff --git a/teacher-guide/reporting/testexam_reporting.md b/teacher-guide/reporting/testexam_reporting.md
new file mode 100644
index 00000000..35de8ee1
--- /dev/null
+++ b/teacher-guide/reporting/testexam_reporting.md
@@ -0,0 +1,289 @@
+# Test/exam Reporting
+
+The exam tracking tool is useful for teachers wanting to focus on monitoring learners' performance in tests. 
+By clicking on the _exam tracking_ icon <img src="../../.gitbook/assets/graphics56.png" width="20" style="margin-bottom:-3px;"> on the main reporting page, 
+the teacher is provided with a list of tests and students' scores/percentages, including number of attempts. 
+They can select individual tests and filter results by a given percentage e.g. to display a list of students 
+passing a course, or excelling in their score. This data can be exported as a standard MS-Excel file®.
+
+![Exam tracking](../../.gitbook/assets/graphics59.png)
+
+_Illustration: Exam tracking_
+
+## Inside the _Tests_ tool
+
+Inside the _Tests_ tool itself, the teacher will also find a large amount of reporting options.
+
+![Tests list](../../.gitbook/assets/tests_list.png)
+
+_Illustration: Tests list_
+
+Note that the broom(s) icons are meant to *delete all previous user results* from the database, so do not use them 
+without thinking thoroughly about the impact they might have on your tracking. 
+
+### Export all results as individual PDFs
+
+In the actions bar on top, a PDF icon <img src="../../.gitbook/assets/export_pdf.png" width="20" style="margin-bottom:-3px;"> called "Export all results of all 
+tests" allows the teacher (since version 1.11.20) to download a zip file containing one zip for each test. Inside 
+this last zip file, each test attempt by any student is represented by a different PDF file bearing the name of 
+the user and the unique internal ID of the attempt.
+
+Note the zips themselves are named based on internal IDs of the session (S) (if any), the course (C) and the test (T).
+While these IDs are not readily visible in Chamilo, you can usually find them in the URL or hovering over an icon.
+
+Although not covered completely in this manual, the same kind of report can be generated, with the addition of a date 
+filter, from the administration page, "Course sessions" block, "Export all results from an exercise" link.
+
+![Link to PDF export of all results](../../.gitbook/assets/admin_block_export_test_results.png)
+
+_Illustration: Link to PDF export of all results_
+
+On this page, you can filter by session, course, test and start/end dates.
+
+![PDF export page for all tests](../../.gitbook/assets/test_report_all_results_pdf_admin.png)
+
+_Illustration: PDF export page for all tests_
+
+This latter feature is only available to administrators as it spans all sessions, courses and tests.
+
+## Within a test
+
+By clicking the charts icon <img src="../../.gitbook/assets/graphics156.png" width="20" style="margin-bottom:-3px;"> next to one specific test, you will get access 
+to a large set of reports on that specific test.
+
+![Test reports page](../../.gitbook/assets/test_reports_page.png)
+
+_Illustration: Test reports page_
+
+On this page, everything has to do with reporting, so let's dive into more details.
+
+### Live results
+
+The _Live results_ icon <img src="../../.gitbook/assets/graphics168.png" width="20" style="margin-bottom:-3px;"> allows you to access a "live" view of students 
+taking the exam.
+
+![Test report "live"](../../.gitbook/assets/test_report_live.png)
+
+_Illustration: Test report "live"_
+
+On this screen, you can see that 2 users are currently taking a 3-questions test. One of them started at 10:46 AM, the 
+second one at 10:47 AM.
+
+The first user only answered 1 question so far (column _Questions already answered_ only showing partially in this 
+screenshot), while the second user already answered 2 questions.
+
+However, their score is the same, meaning the second user has made a mistake already (otherwise, given the test 
+contains 3 questions and (s)he already answered 2 of them (s)he would have obtained 67% progress).
+
+This type of report is particularly practical while watching over a group of students in a common room, as you can
+then intervene and check if everything is alright *before the end of the test*.
+
+For example, getting all answers correct very quickly might mean the user is using some cheating technique.
+
+On the opposite spectrum, if users take a long time and answer most questions incorrectly, they might have some
+technical issue or mental stress that you might be able to help with. 
+
+### Report by question
+
+<img src="../../.gitbook/assets/statistics.svg" width="20" style="margin-bottom:-3px;">
+
+The second icon, a standard pie chart icon, brings you to a report page all about questions.
+
+![Test report by question](../../.gitbook/assets/test_report_questions.png)
+
+_Illustration: Test report by question_
+
+The table is divided into two different sections.
+
+The first one is a synthesis of each question:
+- Question title.
+- Question type.
+- Number of learners who "selected" it, meaning the number of users who had this question appear in their test. It's important to note that, in tests with questions picked at random in a questions bank, not all users will see all questions.
+- Lowest score: the lowest score obtained on that question. This is *usually* 0, except if no-one got it completely wrong.
+- Average score: the sum of scores on that question, divided by the number of times it appeared to a student.
+- Highest score: the highest score for that question. If a question does not have the top score there at all, it means that *no-one* got it 100% right, so it would look like the question itself might be a bit too difficult or out of context. A good hint for teachers.
+- Score: this is the highest possible score for that question (to be compared with the _Highest score_ column).
+
+The second part of the table focuses more on the possible answers, and tries to provide some insight into how well 
+these possible answers have been prepared:
+- Question title.
+- Answer: each of the possible answers.
+- Correct: whether that specific answer is considered correct for the question.
+- Number of users who selected it: the number of users who selected *that* specific answer when answering the question.
+
+If a question has well-designed "possible answers" and you have a normal set of learners, it is likely that each answer 
+would be selected at a reasonable frequency. If an answer is never selected, then either:
+- all of your learners are amazingly good at this
+- that answer is too obviously wrong
+- your data set is not large enough to make this analysis relevant (only a few learners or so)
+
+Note you can export this report using the icons in the action bar.
+
+### Report by attempt
+
+<img src="../../.gitbook/assets/survey_reporting_complete.svg" width="20" style="margin-bottom:-3px;">
+
+The _Report by attempts_ icon brings you to a page focused on counting attempts, essentially.
+
+![Test report by attempt](../../.gitbook/assets/test_report_by_attempt.png)
+
+_Illustration: Test report by attempt_
+
+The table shows the following information:
+- Username
+- E-mail
+- One column for each question (hovering the ID will show you the question title), giving you the number of times each question appeared during the attempt (0 or 1 time)
+
+By clicking the cells with something different than 0, you open a modal window showing you the answer of that specific
+user to that specific question.
+
+![Detail of question attempt](../../.gitbook/assets/test_report_by_attempt_detail.png)
+
+_Illustration: Detail of question attempt_
+
+Note you can export this report in .xlsx format.
+
+### Export un-detailed results
+
+The _Export_ icon <img src="../../.gitbook/assets/graphics123.png" width="20" style="margin-bottom:-3px;"> simply 
+allows you to export a CSV or XLS version of the report you see on screen.
+
+![Export results options](../../.gitbook/assets/test_report_export_csv.png)
+
+_Illustration: Export results options_
+
+An option allows you to include user profile fields (if they have been defined by the administrator and marked as
+available for filtering) in the export.
+
+### Recalculate results
+
+This is not a report per se, but the double arrow, _Recalculate results_, icon <img src="../../.gitbook/assets/reload.png" width="20" style="margin-bottom:-3px;">
+allows the teacher to recalculate all scores for this test.
+
+Recalculating scores can be useful if you have modified a question in a way that fixes an issue but can have an impact
+on previous users' scores to the test.
+
+For example, let's say you had a unique-answer question and, while designing the question, you made a mistake and
+marked answer 2 as correct whereas it should have been answer 3.
+
+Learners who (erroneously) marked answer 2 would have gotten a score for a correct answer (+1, for example) while they
+should have gotten 0 or -1. Similarly, learners who marked the correct answer 3 would have had a score of 0 or -1 to
+that question.
+
+One learner reports that this question was incorrectly scored (or maybe you noticed it yourself), so you decide to fix
+the question by changing the correct answer and the corresponding score.
+
+Now your question is fixed, but the scores of learners who took the test previously are still considering that answer 2
+was the correct one.
+
+To fix this, simply click the _Recalculate results_, either in the action bar (applying to all attempts) or next to one
+specific attempt to only affect that one. Chamilo will then recalculate the scores based on the answers selected by the
+learners, but taking into account the correct score.
+
+Of course, this might lead to confusion within your group of learners, so make sure you communicate correctly around 
+this change. You can do so through the "Announcement" tool of the course.
+
+### Export all results from an exercise
+
+Similarly to the _Export all results as individual PDFs_ section at the beginning of this page, 
+the <img src="../../.gitbook/assets/export_pdf.png" width="20" style="margin-bottom:-3px;"> icon report will export all attempts and their detailed results 
+page to PDF. However, it only does so for this specific test.
+
+Given the fact it generates several PDFs at once, it will package them in one single zip file. 
+
+### Clean all results before a selected date
+
+The _Clean all results before a selected date_ icon <img src="../../.gitbook/assets/clean_before_date.png" width="20" style="margin-bottom:-3px;">
+is one of those dangerous icons that will delete attempts from the database.
+
+In this case, a calendar allows you to pick the date after which attempts will *not* be deleted.
+
+This option is often used in the absence of sessions management, where the same course is used over and over again
+across calendar years, so you want to clean up what other learners did before, so you have a clean sheet to work with.
+
+However, we strongly recommend using sessions and keeping reporting data untouched.
+
+### Questions stats report
+
+The _Question stats_ button leads you to a table putting in evidence the number and rate of wrong answers to each
+question. Similarly to the _Report by question_ we saw a few sections back, this report helps you identify the
+questions that have the highest probability of being improved by reformulating, as it is not "normal" that most
+learners would fail it.
+
+![Questions statistics report](../../.gitbook/assets/test_report_question_stats.png)
+
+_Illustration: Questions statistics report_
+
+Note you can export this report in XLS format, and you can filter the results by group or by user.
+
+### Comparative group report
+
+The _Comparative group report_ button leads you to a page that allows you to compare the relative performance between
+user groups (as defined in the _Groups_ tool of the same course).
+
+![Comparative group report](../../.gitbook/assets/test_report_comparative_group.png)
+
+_Illustration: Comparative group report_
+
+The report is very short and shows the average score for each group.
+
+Note that this report is based on an average of *all attempts* by users. If a user has 3 attempts, then the average 
+will include those 3 attempts.
+
+You can export this report in XLS format.
+
+## Within an attempt
+
+Finally, on the main results page, you already have relevant and important data...
+
+The page is paginated, which means you can have as many results there and you can choose the number of results 
+shown per page.
+
+Most columns are sortable and searchable, so if you have a lot of data there, you can quickly filter by users' 
+lastnames, for example.
+
+![Test reports page, more results](../../.gitbook/assets/test_reports_page_more.png)
+
+_Illustration: Test reports page, more results_
+
+Let's review the available columns:
+- First name.
+- Last name.
+- Group: the user group to which this user belongs, in the course (this is *not* the global class).
+- Duration: in minutes, the amount of time the user took to finish this attempt. Note that while the test is unfinished, this number remains set to 0. To see a "live" attempt, check the _Live results_ report.
+- Start Date: the date and time the user started the test (expressed in your timezone if you have set one, otherwise the system time).
+- End Date: the end date. If the test is unfinished, this is the time of the last interaction (saving an answer, for example).
+- Score: the user's score for this attempt. The format of that information can be reconfigured at the global level. By default, it shows the percentage and the absolute score on top of the maximum achievable score for this test.
+- IP: if not disabled by the admin, the system registers the IP address of the user (IPv4 or IPv6) and shows it to teachers, in an attempt to ease identification of fraudulent simultaneous attempts by the same user from 2 different IP addresses. 
+- Status: an indicator of the current state of the test. Can be "Unclosed" if still unfinished, "Not validated" if finished but the teacher did not yet validate the test results manually, and "Validated" when (s)he did.
+- Learning path: in case this test is used in a learning path, the name of the learning path will be shown in this column for informative purposes.
+- Detail: a series of actions that can be executed on the attempt, or basic information:
+  - Teacher icon: identifies if the user who took this test was a learner or a teacher (usually, results from teachers can be ignored, but we still include them where we feel it would confuse teachers not to include them).
+  - Lock icon: whenever a test is in the "Unclosed" state, teachers can force the closure of the test, in which case it changes to "Not validated".
+  - Test icon ("Grade activity"): allows the teacher to move to the detailed report of attempt for this attempt and give feedback or set scores in the case of open-type questions.
+  - Pencil icon ("Edit"): only appears if the test was already validated before, to allow for another layer of validation.
+  - Compass icon (IP address appears on hover): check where in the world the IP address that was registered is located (approximately).
+  - Cross icon ("Delete") to delete the attempt (which will allow the user to take the test again, except if it was limited in dates of availability).
+
+### Test attempt detail
+
+When clicking that test or pencil icon in the "Detail" column of any attempt, the teacher is sent to the same kind of
+page as the user itself will see upon finishing the test if some feedback or results are set to be shown.
+
+![Test attempt detail](../../.gitbook/assets/test_report_attempt_detail.png)
+
+_Illustration: Test attempt detail_
+
+Except the teacher can provide feedback (if the question is auto-evaluated) or feedback *and* a score if the question
+is of "open" type.
+
+At the end of the page, a checkbox allows the teacher to decide whether the feedback provided should be sent by e-mail
+to the user or not.
+
+If the test was not entirely auto-evaluated, the manual evaluation is a necessary process. We recommend to teachers to
+do that quickly, as users love rapid feedback.
+
+Obviously, the ideal solution in terms of immediate feedback is still
+not to include any question that requires manual evaluation.
+
+This detail page can also be exported to PDF.
diff --git a/teacher-guide/reporting/tracking_learners.md b/teacher-guide/reporting/tracking_learners.md
new file mode 100644
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+++ b/teacher-guide/reporting/tracking_learners.md
@@ -0,0 +1,10 @@
+# Tracking learners
+
+By default, clicking on the _Reporting_ icon will display summary details for a list of learners on the course. It includes summary information about test scores, time spent on-line, login details etc.
+
+![](../../.gitbook/assets/graphics48.png)
+
+_Illustration: Reporting – Learners_
+
+On this page the teacher, as well as viewing a summary table of students' overall activity and progress, can easily add columns to the table drawing on students' profile information \(country, date of birth\) as well as data held elsewhere in the course \(course code, performance data, assignments, messages, surveys\). He/she can highlight ![](../../.gitbook/assets/graphics47.gif)learners absent from the course for a specified length of time and at one click notify learners with an appropriate announcement using a configurable announcement tool \(see chapter 21\) accessed by clicking the notify button ![](../../.gitbook/assets/graphics50.png) . The teacher can also print out the table ![](../../.gitbook/assets/graphics49.png) or export it as a csv file ![](../../.gitbook/assets/graphics52.png).
+
diff --git a/teacher-guide/session_view/README.md b/teacher-guide/session_view/README.md
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+++ b/teacher-guide/session_view/README.md
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+# Session view
+
+From Chamilo 1.8.8 platforms onwards, if your platform uses _Course sessions_ a new view type has become available from the _My courses_ tab. This is a special “sessions” view, which you will find is a very different way of presenting courses and tools \(specifically learning paths and tests\).
+
+![](../../.gitbook/assets/images262.png)
+
+_Illustration: My courses - Sessions_
+
+One main difference from previous versions of Chamilo is that the session title is now a link which leads directly to a page whose appearance differs in many ways from the rest of Chamilo. \(This is a new format of presentation that we will be studying over the next few months, and we're counting on your help and feedback. Do let us know what you think on the Chamilo forum: [http://www.chamilo.org/](http://www.chamilo.org/)\)
+
+This new concept relies essentially on a new way of setting up tests and learning paths based on timescales. By making sure each exercise and learning path has a start and end date, the data shown in these screens make far more sense. \(As such, it is not well suited to asynchronous teaching i.e. purely remote e-learning, with its relatively free timescales.\)
+
+![](../../.gitbook/assets/graphics370.png)
+
+_Illustration: Sessions – New session screen_
+
+Click on the relevant session icon ![](../../.gitbook/assets/graphics372.png) displayed in the _My courses_ page The main screen displays four tabs: _Courses, Learning paths, My MCQ \(Multiple Choice Questions\), and My statistics_
+
diff --git a/teacher-guide/session_view/courses_tab.md b/teacher-guide/session_view/courses_tab.md
new file mode 100644
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+++ b/teacher-guide/session_view/courses_tab.md
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+# Courses tab
+
+The _Courses_ tab shows a list of courses available inside the sessions. Click on one of these courses \(the text will turn black\) to filter the rest of the tabs to show only items from this course.
+
+Clicking directly on one of the tabs will show a complete list of all corresponding resources in the session \(if you don't click on one specific course in the first tab, the _Learning paths_ tab will show all learning paths in the session, all courses mixed up\).
+
diff --git a/teacher-guide/session_view/learning_paths_tab.md b/teacher-guide/session_view/learning_paths_tab.md
new file mode 100644
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@@ -0,0 +1,12 @@
+# Learning paths tab
+
+The _Learning paths_ tab shows a list of learning paths in the session, filtered according to course \(as long as you clicked a course in the first tab\).
+
+![](../../.gitbook/assets/images264.png)
+
+_Illustration: Sessions – Learning paths_
+
+The publication date of each learning path gives you an idea of the chronological order of the learning paths. Where you have several simultaneous courses \(which might be the case in a session\) all offering several learning paths, organizing the right learning paths schedule will provide the learner with a clear indication of the order in which we expect him to follow them. The learner can enter a learning path directly from this screen, simply by clicking its name.
+
+> **Note** : there are three view types for learning paths: _All, Per week, By course._ They do not affect the way contents are ordered, so don't hesitate to try them out.
+
diff --git a/teacher-guide/session_view/my_mcq_tab.md b/teacher-guide/session_view/my_mcq_tab.md
new file mode 100644
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+++ b/teacher-guide/session_view/my_mcq_tab.md
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+# My MCQ tab
+
+The _My MCQ_ tab contains all tests pertaining to courses in the session, sorted by publication date. Because the display of these test is relative \(comparing results to those of other learners\) and is in a chronological order, it is doubly critical to establish publication dates for all your tests.
+
+![](../../.gitbook/assets/images265.png)
+
+_Illustration: Sessions – My QCM tab_
+
+Exercises which have not yet been attempted are indicated by a yellow star ![](../../.gitbook/assets/graphics371.png). The number of attempts is indicated as well as the exercise results, and also the highest scores obtained by any learner in the session. Finally, the position in the table reflects a learner's relative results within this session. By clicking the test title, the learner goes directly to the test or, once all attempts have been exhausted, directly to the test results screen.
+
diff --git a/teacher-guide/session_view/my_statistics_tab.md b/teacher-guide/session_view/my_statistics_tab.md
new file mode 100644
index 00000000..b8e15735
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+++ b/teacher-guide/session_view/my_statistics_tab.md
@@ -0,0 +1,16 @@
+# My statistics tab
+
+The _My statistics_ tab offers teachers and learners an innovative set of features, provided publication dates have been established for exercises. Learners will then be able to see a visual result of their scores in comparison with those of other learners.
+
+![](../../.gitbook/assets/images266.png)
+
+_Illustration: Sessions – My statistics tab_
+
+By clicking the double blue arrow for any course, you'll be able to view a series of more detailed result information:
+
+![](../../.gitbook/assets/images267.png)
+
+_Illustration: Sessions – Statistical details_
+
+This detailed view presents a graphical visualization of the scores repartition. Each bar represents a rank of results \(0-20%, 21-40%, 41-60%, 61-80%, 81-100%\). The global chart represents the repartition of all students' results for this exercise. The orange bar is the bar in which the current user's results are located. You can click the chart to get an exploded view.
+
diff --git a/teacher-guide/social_network/README.md b/teacher-guide/social_network/README.md
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+# Social network
+
+Chamilo recognizes that effective online social interaction is an important element in successful online learning. The Social Network facility offered on the platform is designed to optimize support, within the platform, for teachers and learners wanting to make use of various social network features as an integral part of their online learning \(and teaching\) experience. These include simple profiling, an internal messaging system available to users and the facility to create interest groups. \(Note that some of these features need to be enabled by the platform administrator.\)
+
+![](../../.gitbook/assets/images255.png)
+
+_Illustration: Social network - Home_
+
diff --git a/teacher-guide/social_network/friends.md b/teacher-guide/social_network/friends.md
new file mode 100644
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+++ b/teacher-guide/social_network/friends.md
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+# “Friends”
+
+In the _Social network_ tab, you can make contacts and invite them as _Friends_ \(a rather free use of the term _friend_!\). You can search for people by:
+
+* clicking the _Invitations_ link in the left menu ![](../../.gitbook/assets/graphics340.png),
+* click _Search_.
+
+By simply entering a few characters of the user's first or last name, Chamilo will help by proposing a list of users matching these characters. The invitation can then be sent to the user, who can choose whether to accept or refuse it.
+
+![](../../.gitbook/assets/images258.png)
+
+_Illustration: Social network – send and receive invitations_
+
+The _Friends_ link ![](../../.gitbook/assets/graphics342.png) gathers all friends you have linked to on the platform. It allows you to see the shared profile of the user and send him a message with a click on his name.
+
+![](../../.gitbook/assets/images259.png)
+
+_Illustration: Social network – Shared profile_
+
diff --git a/teacher-guide/social_network/internal_messaging.md b/teacher-guide/social_network/internal_messaging.md
new file mode 100644
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+++ b/teacher-guide/social_network/internal_messaging.md
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+# Internal messaging
+
+From the _Social network_ tab \(left menu\) the _Messages_ entry allows you to send or receive messages. It is similar to most messaging tools.
+
+![](../../.gitbook/assets/images257.png)
+
+_Illustration: Social network – Internal messaging - Inbox_
+
+To write a message to another user \(or a friend\) subscribed to the platform:
+
+* click the _Messages_ link below your picture,
+* click the _Compose message_ icon ![](../../.gitbook/assets/graphics338.png),
+* Chamilo will auto-complete the send-to field with known contacts,
+* enter the subject and message \(optionally you can add an attached file\),
+* click the _Send message_ button.
+
+If the recipient has entered their email in their profile, the message will also go automatically go to their email address.
+
+> **Note**: If the other user has chosen to, the message will also be sent to his e-mail as a notification of internal message. However, he will have to enter the platform to answer you.
+
diff --git a/teacher-guide/social_network/my_files.md b/teacher-guide/social_network/my_files.md
new file mode 100644
index 00000000..d07dd2a9
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+++ b/teacher-guide/social_network/my_files.md
@@ -0,0 +1,10 @@
+# My files
+
+A user can use the _My files_ link ![](../../.gitbook/assets/graphics343.png) in the social network to upload and store personal files \(e.g. profile pictures, notes, assignment documents etc.\). The link brings up an interface where the user can upload and organize files on the server:
+
+![](../../.gitbook/assets/graphics344.png)
+
+_Illustration: Social network – My files_
+
+Files can be viewed or downloaded by clicking on them.
+
diff --git a/teacher-guide/social_network/profile_information.md b/teacher-guide/social_network/profile_information.md
new file mode 100644
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+++ b/teacher-guide/social_network/profile_information.md
@@ -0,0 +1,16 @@
+# Profile information
+
+To enter/edit your personal details, go to the _Social network_ tab:
+
+* click the _Edit profile_ link,
+* update the fields,
+* click _Save settings_.
+
+Profile options allow you to edit your _name_, your Chamilo _code_, your _email_ and you _phone_ number, as well as a profile _picture_ and preferred _language_. Other fields \(if enabled by the administrator\) allow you to choose a _graphical theme_ and enter details of personal _competences_, _diplomas_ \(qualifications\), and _what you are able to teach_. You can upload any relevant file using _productions_, and write any other relevant information in m_y personal open area_. More recent versions of Chamilo also invite you to enter/edit your _password_, _tags_, _rss_ _feeds_, _timezone_, _email_ _notifications_, your _Google calendar URL_, your _country_, your _birthday_ and even a range of personal social networking links:
+
+![](../../.gitbook/assets/graphics339.png)
+
+_Illustration: Social network – Extended profile update_
+
+Remember to click the _save_ button when you've completed entering/editing your profile details!
+
diff --git a/teacher-guide/social_network/social_groups.md b/teacher-guide/social_network/social_groups.md
new file mode 100644
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+++ b/teacher-guide/social_network/social_groups.md
@@ -0,0 +1,19 @@
+# Social groups
+
+The _Social groups_ link ![](../../.gitbook/assets/graphics341.png) compiles together all groups that exist on the platform. These groups can only be created by administrators, unless they have enabled this option for all users.
+
+There are two types of groups, depending on access:
+
+* public \(everybody can join\)
+* private \(the group administrator must authorize the membership request\)
+
+![](../../.gitbook/assets/images260.png)
+
+_Illustration: Social network – Social groups_
+
+The _My groups tab_ lists the groups of which you are a member. These groups work as a forum. The administrator \(or moderator\) creates discussion topics and users start contributing.
+
+![](../../.gitbook/assets/images261.png)
+
+_Illustration: Social network – Social groups interface_
+
diff --git a/teacher-guide/structure_learning_paths/README.md b/teacher-guide/structure_learning_paths/README.md
new file mode 100644
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+++ b/teacher-guide/structure_learning_paths/README.md
@@ -0,0 +1,2 @@
+# Structure: Learning paths
+
diff --git a/teacher-guide/structure_learning_paths/add_learning_objects_and_activities.md b/teacher-guide/structure_learning_paths/add_learning_objects_and_activities.md
new file mode 100644
index 00000000..e6154918
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+++ b/teacher-guide/structure_learning_paths/add_learning_objects_and_activities.md
@@ -0,0 +1,50 @@
+# Add Learning Objects and Activities
+
+As you build your learning path/course, you have the option to include existing learning objects or activities or to create your own using Chamilo.
+
+![](../../.gitbook/assets/graphics12.png)
+
+_Illustration: Adding a learning object or activity to a course_
+
+## Create a new document <a id="create-a-new-document"></a>
+
+This option allows you to generate a document which will be automatically added to the learning path and saved in _.html_ format in the learning path documents.
+
+In essence, it is possible to use the rich text editor to edit styles, add images, videos, etc. You can toggle between html and the WYSIWYG editor to produce whatever content you wish. In other words, Chamilo provides you with a complete learning path creation tool.
+
+To begin, click the _Rich media page / activity_ icon ![](../../.gitbook/assets/graphics24.png) to see the following page:
+
+![](../../.gitbook/assets/graphics25.png)
+
+_Illustration: Learning paths – Rich media creation tool_
+
+## Use existing resources <a id="use-existing-resources"></a>
+
+You can use any document you have previously imported or created in the documents tool of the course \(e.g. a SCORM course, _.html_ pages, videos, images, etc. - see_Authoring content in Chamilo\_\_\)._
+
+You can also add tests, links, assignments and forums by dragging them across to the learning paths list on the left of the page using the green “handle” ![](../../.gitbook/assets/graphics26.png) . The chosen resource will appears in the wherever you choose in the learning path. Use the handle to re-order items, and the pencil ![](../../.gitbook/assets/graphics32.png) and cross ![](../../.gitbook/assets/graphics27.png) icons to edit/delete elements.
+
+Links, tests, assignments and forums can be created prior to building the learning path in the _Authoring_ or _Interaction_ sections on your course's homepage, and then added from these sections into your learning path via the relevant tab on the learning path page. \(Alternatively, they can be created directly from within the tabs themselves as you build the learning path:\)
+
+![](../../.gitbook/assets/graphics28.png)
+
+_Illustration: Learning paths – Importing existing resources_
+
+## Add a new section <a id="add-a-new-section"></a>
+
+The _Sections_ tool ![](../../.gitbook/assets/graphics33.png) is a simple but effective tool allowing you to group activities in the the learning path under headings for clarity.
+
+![](../../.gitbook/assets/graphics29.png)
+
+_Illustration: Learning paths – New sections_
+
+## Display the learning path <a id="display-the-learning-path"></a>
+
+Display the results of the learning path you just built:
+
+![](../../.gitbook/assets/graphics30.png)
+
+_Illustration: Learning paths – Learner's view_
+
+You can toggle between the above teacher and learner views by clicking the teacher/learner view button ![](../../.gitbook/assets/graphics31.png):
+
diff --git a/teacher-guide/structure_learning_paths/create_a_learning_path.md b/teacher-guide/structure_learning_paths/create_a_learning_path.md
new file mode 100644
index 00000000..2fbebdc6
--- /dev/null
+++ b/teacher-guide/structure_learning_paths/create_a_learning_path.md
@@ -0,0 +1,30 @@
+# Create a learning path
+
+_Click on the create new course_ _icon:\_\__![](../../.gitbook/assets/graphics13.png)
+
+![](../../.gitbook/assets/graphics9.png)
+
+_Illustration: Learning paths - Creating a new learning path_
+
+Give a name to your learning path and click _Continue_. The learning path is created immediately \(without content for the time being\). It will appear in the learning paths list. Once the learning path is created, you get access to a series of tools to:
+
+* update the learning path's settings ![](../../.gitbook/assets/graphics8.png)
+* add and order elements as you build the learning path ![](../../.gitbook/assets/graphics22.png)
+* add an activity / object / document ![](../../.gitbook/assets/graphics23.png)
+* add a new section ![](../../.gitbook/assets/graphics19.png)
+* use a preview screen to check how it's going to look for learners![](../../.gitbook/assets/graphics21.png)
+
+![](../../.gitbook/assets/graphics10.png)
+
+_Illustration: Learning paths – Learning paths – Adding a learning object or activity_
+
+## Learning path's settings <a id="learning-path-s-settings"></a>
+
+Clicking on the settings icon ![](../../.gitbook/assets/graphics20.png) will open the settings page. The example image on the right of the form represents what will be seen by the learner when using the learning path, depending on the options configured in the form.
+
+![](../../.gitbook/assets/graphics11.png)
+
+_Illustration: Learning paths – Settings_
+
+: Note that Chamilo uses the simple term “course” here rather than “learning path”. Don't confuse this with the the term “course” as applied to the overall course \(Learn English in the illustration\)
+
diff --git a/teacher-guide/structure_learning_paths/generating_certificates.md b/teacher-guide/structure_learning_paths/generating_certificates.md
new file mode 100644
index 00000000..a0f1b9d2
--- /dev/null
+++ b/teacher-guide/structure_learning_paths/generating_certificates.md
@@ -0,0 +1,4 @@
+# Generating certificates
+
+You can readily create a certificate for students successfully completing the course. To do so, just make the last step in your course a certificate which students can view or print off. You can upload an existing pre-made certificate to the course documents area \(e.g. an image or .pdf file\). Alternatively, Chamilo offers a tool for creating certificate templates, which allows for the automatic generation of a certificate detailing relevant data for each learner in the course \(see Chapter 18\).
+
diff --git a/teacher-guide/structure_learning_paths/import_aicc_and_scorm.md b/teacher-guide/structure_learning_paths/import_aicc_and_scorm.md
new file mode 100644
index 00000000..ddf4662f
--- /dev/null
+++ b/teacher-guide/structure_learning_paths/import_aicc_and_scorm.md
@@ -0,0 +1,12 @@
+# Import AICC and SCORM
+
+Chamilo uses standards like [SCORM](http://fr.wikipedia.org/wiki/Sharable_Content_Object_Reference_Model) and [AICC](http://fr.wikipedia.org/wiki/Aviation_Industry_CBT_Committee) for the exchange of contents. Importing such files couldn't be easier. Click the Learning Path icon ![](../../.gitbook/assets/graphics34.png)on the _Learning paths_ page:
+
+![](../../.gitbook/assets/graphics35.png)
+
+_Illustration: Learning paths - Import SCORM_
+
+Click _choose file to_ select the relevant document on your hard disk and _send_ to upload it. That's it. Your imported course is ready to use.
+
+> **Note** : Chamilo 1.8 and all its derivations \(including D0keos\) only support SCORM in version 1.2.
+
diff --git a/teacher-guide/structure_learning_paths/introduction.md b/teacher-guide/structure_learning_paths/introduction.md
new file mode 100644
index 00000000..ccb9e67b
--- /dev/null
+++ b/teacher-guide/structure_learning_paths/introduction.md
@@ -0,0 +1,14 @@
+# Introduction
+
+A _learning path_ in Chamilo is an organizational concept/tool which presents activities or learning objects from the course in an organized sequence to guide and support learning. It can be constructed in various ways appropriate to course content. At its simplest it constitutes a clear table of contents or, depending on the nature of the activities involved, it can provide the necessary agenda for the acquisition of a given area of knowledge, understanding or skill.
+
+A learning path can be sequenced in a way which is _suggestive_ \(simply displaying sections one after another like a menu\) or _prescriptive_ \(the learner is required to follow the sections in a given order\). It is important to bear in mind that a learning path is more than just diced-up course content: it represents a pedagogical itinerary which might include tests, discussions, evaluations, experimentation etc. Structuring a path effectively to guide students through these learning experiences is a key factor in good course design.
+
+On the course homepage, click on the _Learning path_ link: ![](../../.gitbook/assets/graphics18.png)
+
+Using the learning path tool, you can either import an existing AICC or SCORM course, create a new learning path within Chamilo or edit an existing learning path:
+
+![](../../.gitbook/assets/graphics7.png)
+
+_Illustration: The learning path tool:_
+
diff --git a/teacher-guide/structure_learning_paths/managing_learning_paths.md b/teacher-guide/structure_learning_paths/managing_learning_paths.md
new file mode 100644
index 00000000..c2d96a60
--- /dev/null
+++ b/teacher-guide/structure_learning_paths/managing_learning_paths.md
@@ -0,0 +1,24 @@
+# Managing learning paths
+
+Go to _My courses_, pick a course and click the _Learning paths icon_ ![](../../.gitbook/assets/graphics36.png):
+
+![](../../.gitbook/assets/graphics38.png)
+
+_Illustration: Learning paths – List_
+
+The right-side column, _Authoring options_ includes tools to manage your learning paths:
+
+| Icons | Features |
+| :---: | :--- |
+| ![](../../.gitbook/assets/images101.png) | Update the learning path's settings |
+| ![](../../.gitbook/assets/images102%20%281%29.png) | Delete the learning path |
+| ![](../../.gitbook/assets/graphics37.png) | Edit the learning path |
+| ![](../../.gitbook/assets/images104%20%281%29.png) ![](../../.gitbook/assets/images105%20%281%29.png) | Show / hide the learning path to/from learners |
+| ![](../../.gitbook/assets/images106%20%281%29.png) ![](../../.gitbook/assets/images107%20%281%29.png) | Show / hide the learning page on the course homepage |
+| ![](../../.gitbook/assets/images108%20%281%29.png) | Export the learning path in .zip format, to later use as SCORM content inside other tools |
+| ![](../../.gitbook/assets/images109%20%281%29.png) ![](../../.gitbook/assets/images110%20%281%29.png) | Allow / prevent multiple attempts by learners |
+| ![](../../.gitbook/assets/graphics362.png) ![](../../.gitbook/assets/images111%20%281%29.png) | Toggle between full-screen or normal \(embedded\) view |
+| ![](../../.gitbook/assets/graphics39.png) ![](../../.gitbook/assets/graphics42.png) | Re-order the learning paths |
+| ![](../../.gitbook/assets/images114%20%281%29.png) | Export the complete learning path as a large multi-pages PDF document |
+| ![](../../.gitbook/assets/graphics40.png) | Copy learning path |
+
diff --git a/teacher-guide/structure_learning_paths/prerequisites.md b/teacher-guide/structure_learning_paths/prerequisites.md
new file mode 100644
index 00000000..efd4dd4a
--- /dev/null
+++ b/teacher-guide/structure_learning_paths/prerequisites.md
@@ -0,0 +1,18 @@
+# Prerequisites
+
+If a learning path contains several elements, it is possible to establish the completion of tasks and targets expected of learners following the learning path using the _prerequisites_ feature.
+
+Click on the _prerequisites_ button ![](../../.gitbook/assets/graphics46.png) next to any element in the path \(or ![](../../.gitbook/assets/graphics41.png) in edit view\):
+
+![](../../.gitbook/assets/graphics43.png)
+
+_Illustration: Learning paths – Prerequisites_
+
+This allows the teacher to require the learner to have completed another task in the learning path \(e.g. the preceding task\) before they can access this element, and also, e.g. in the case of a test or assessment, to have achieved a given minimum score.
+
+Using the _prerequisite options_ button in the toolbar, prerequisites to complete the preceding step can be set globally for all steps in the path, or alternatively all prerequisites can be cleared from the path.
+
+![](../../.gitbook/assets/graphics45.png)
+
+_Illustration: Learning paths – Prerequisites options_
+
diff --git a/teacher-guide/survey/README.md b/teacher-guide/survey/README.md
new file mode 100644
index 00000000..742704bb
--- /dev/null
+++ b/teacher-guide/survey/README.md
@@ -0,0 +1,4 @@
+# Survey
+
+The S_urvey_ tool ![](../../.gitbook/assets/graphics290%20%283%29.png) allows the teacher to collect information, views and opinions from course participants. It might typically be used during or at the end of a course as an aid to overall course evaluation, or it may be used at the beginning of a course to gather information about learners' interests, aspirations, previous achievements etc. in order to help the teacher tailor aspects of the course content to suit his learners.
+
diff --git a/teacher-guide/survey/add_survey_questions.md b/teacher-guide/survey/add_survey_questions.md
new file mode 100644
index 00000000..99a1f350
--- /dev/null
+++ b/teacher-guide/survey/add_survey_questions.md
@@ -0,0 +1,10 @@
+# Add survey questions
+
+Once the shell of your survey has been created, you'll have to define a series of questions using a few pre-defined types \(similar in many ways to the _Tests_ tool\): _Yes/No, Multiple Choice, Multiple Answer, Open, Dropdown, Percentage, Performance, Comment._
+
+![](../../.gitbook/assets/images224.png)
+
+_Illustration: Surveys – Questions creation_
+
+To create questions, click the relevant icon and fill in the relevant fields as required.
+
diff --git a/teacher-guide/survey/results.md b/teacher-guide/survey/results.md
new file mode 100644
index 00000000..abef5b57
--- /dev/null
+++ b/teacher-guide/survey/results.md
@@ -0,0 +1,8 @@
+# Results
+
+Analyzing survey results can be an exhausting process. The tools provided in this section should be of great assistance. Click the _Reporting_ icon ![](../../.gitbook/assets/graphics295.png) to view a menu of automatically generated statistical and graphical reports, each of which will present a complete report which can be exported as a .csv or .xml file.
+
+![](../../.gitbook/assets/images227.png)
+
+_Illustration: Surveys - Results_
+
diff --git a/teacher-guide/survey/survey_creation.md b/teacher-guide/survey/survey_creation.md
new file mode 100644
index 00000000..9aca357a
--- /dev/null
+++ b/teacher-guide/survey/survey_creation.md
@@ -0,0 +1,14 @@
+# Survey creation
+
+To create a survey, click the _Create survey_ icon ![](../../.gitbook/assets/graphics291.png) on the main S_urvey_ page_:_
+
+![](../../.gitbook/assets/images223.png)
+
+_Illustration: Surveys – Creation form_
+
+Complete the fields, giving your survey a _Code_, a _Title,_ and a _Subtitle_ \(description\). Optionally, you can set a start and end date so the survey is only available for a limited time. You can choose whether your survey will be anonymous \(users' answers will not be identifiable\) by checking the relevant box. Finally, write a survey introduction \(this is a text that will appear just before the user starts the survey\) and a _Final thanks_ message \(this will appear when the users finish the survey, to thank them and maybe inform them of when the results will be compiled and used\).
+
+In the _Advanced settings_, you can choose whether you want this survey to be considered an essential element of the _Assessments_ \(_Gradebook_\)\_s\_tool , whether you want it to be attached to a parent survey \(not documented in this guide yet\), whether you want to have one question per page or whether you want to shuffle questions.
+
+Remember to click the _Create survey_ button.
+
diff --git a/teacher-guide/survey/survey_preview.md b/teacher-guide/survey/survey_preview.md
new file mode 100644
index 00000000..e4059696
--- /dev/null
+++ b/teacher-guide/survey/survey_preview.md
@@ -0,0 +1,8 @@
+# Survey preview
+
+Once the questions have been created, you can preview your survey before publishing it Click the _Preview_ icon ![](../../.gitbook/assets/graphics292.png) and the preview screen leads you through the questions as if you were a learner:
+
+![](../../.gitbook/assets/images225.png)
+
+_Illustration: Surveys – Preview survey_
+
diff --git a/teacher-guide/survey/survey_publication.md b/teacher-guide/survey/survey_publication.md
new file mode 100644
index 00000000..89be2e04
--- /dev/null
+++ b/teacher-guide/survey/survey_publication.md
@@ -0,0 +1,20 @@
+# Survey publication
+
+If you are satisfied with the survey, you just need to publish it \(make sure you don't contradict yourself with the start date, sending the invitation by e-mail for a survey which is not yet available!\)
+
+Click the _Publish_ icon ![](../../.gitbook/assets/graphics293.png). Select the course users to send the survey invitation to:
+
+![](../../.gitbook/assets/images226.png)
+
+_Illustration: Surveys – Publication: select course members_
+
+In addition/alternatively, send invitations using the same form directly by e-mail \(separate email addresses using semi-colons\). Invitations can be sent to people who are not registered users on the platform \(e.g. you may wish to send the invitation to potential customers, or to parents of learners\):
+
+![](../../.gitbook/assets/graphics296.png)
+
+_Illustration: Surveys – Publication: email additional recipients_
+
+Once you have completed the fields, remember to click the _Publish survey_ button.
+
+> **Note**: you can also invite anonymous individuals without requiring an email address \(e.g. visitors to a web page\) using the Generate access link icon ![](../../.gitbook/assets/graphics294.png) in the survey listings.
+
diff --git a/teacher-guide/survey/surveys_management.md b/teacher-guide/survey/surveys_management.md
new file mode 100644
index 00000000..c56466a1
--- /dev/null
+++ b/teacher-guide/survey/surveys_management.md
@@ -0,0 +1,15 @@
+# Surveys management
+
+A series of common icons are made available for the management of surveys, as well as a few specific icons.
+
+| Icons | Features |
+| :--- | :--- |
+| ![](../../.gitbook/assets/graphics297%20%283%29.png) | Edit survey settings |
+| ![](../../.gitbook/assets/images229%20%283%29.png) | Delete surveys |
+| ![](../../.gitbook/assets/graphics298%20%283%29.png) | Empty survey results |
+| ![](../../.gitbook/assets/graphics299%20%283%29.png) | Survey preview |
+| ![](../../.gitbook/assets/graphics300%20%283%29.png) | Publish survey |
+| ![](../../.gitbook/assets/graphics301%20%283%29.png) | Generate survey access link |
+| ![](../../.gitbook/assets/graphics302%20%283%29.png) | Access report features |
+| ![](../../.gitbook/assets/images234%20%283%29.png) | Change the order of the questions inside the survey |
+
diff --git a/teacher-guide/the_chamilo_homepage.md b/teacher-guide/the_chamilo_homepage.md
new file mode 100644
index 00000000..b041b92a
--- /dev/null
+++ b/teacher-guide/the_chamilo_homepage.md
@@ -0,0 +1,20 @@
+# The Chamilo homepage
+
+The homepage is the first visible page. It contains the login form and a few other important elements.
+
+![](../.gitbook/assets/images269.png)
+
+_Illustration: Homepage_
+
+Although your mileage may \(and certainly will\) vary, this is mostly what you should find on a Chamilo portal’s homepage:
+
+* The logo of your organization will always appear on the top left corner of the page. This can later be changed \(check the admin guide for more info\).
+* The blue bar \(color may change depending on the stylesheet selected by your admin\) contains the first elements of menu. This will change when you login or when the administrator ads new items to it.
+* The login block allows you to login, a very straightforward process \(the administrator assigns permissions to users depending on the platform configuration\).
+* It is possible to register on the platform using a simple form \(_Sign up!_ link\).
+* In case you lose your password, a new one can be generated easily \(using the _I lost my password_ link\).
+* Access to the Chamilo community's forum is provided through the _Forum_ link in the _Help_ box. This can be removed or edited by the administrator
+* A block with the most popular courses appear. This will be empty at the beginning \(when no courses exist on the platform\) or can later be removed by the administrator, in case you don’t want the public to know about the courses available on the platform.
+
+> **Note** : To view the courses with restricted access, you must be registered on the platform and must be subscribed by the course teacher, through the **course users** list.
+
diff --git a/teacher-guide/the_reporting_tab/README.md b/teacher-guide/the_reporting_tab/README.md
new file mode 100644
index 00000000..b5a01132
--- /dev/null
+++ b/teacher-guide/the_reporting_tab/README.md
@@ -0,0 +1,4 @@
+# The Reporting tab
+
+This chapter related to _Reporting_**tab** as opposed to the reporting **tool** discussed in earlier chapters which is accessed from the course home page and relates only to that specific course. The Reporting **tab** allows you to get an overview of what's happening inside **all** your courses or sessions. The _Reporting_ link inside a course is essentially just a filtered version of the following and has been described in detail in chapter 15, so you can refer to that chapter as regards the details of the reporting pages.
+
diff --git a/teacher-guide/the_reporting_tab/own_courses_and_sessions_reporting.md b/teacher-guide/the_reporting_tab/own_courses_and_sessions_reporting.md
new file mode 100644
index 00000000..66e447a3
--- /dev/null
+++ b/teacher-guide/the_reporting_tab/own_courses_and_sessions_reporting.md
@@ -0,0 +1,10 @@
+# Own courses and sessions reporting
+
+The main page of the R_eporting_ tab displays summary tables offering a general overview, some statistics relating to users on your courses \(each entry shows some statistical data which allows you to track the progress and the results of all learners as an average value\) , and a list of courses and sessions for which you are responsible:
+
+![](../../.gitbook/assets/images254.png)
+
+_Illustration: Reporting tab – main page_
+
+Clicking the _Details_ icon ![](../../.gitbook/assets/graphics365.gif) will show you a more detailed list for that specific course or session. Clicking on further _Details_ icon in any of those screens will show you a deeper level of detail. There are about 4-5 levels of detail and this guide does not cover them all. We recommend you take some time to have a look through all the options and see which report best meets your needs.
+
diff --git a/teacher-guide/users/README.md b/teacher-guide/users/README.md
new file mode 100644
index 00000000..9b302fdc
--- /dev/null
+++ b/teacher-guide/users/README.md
@@ -0,0 +1,8 @@
+# Users
+
+![](../../.gitbook/assets/graphics73.png)The _Users_ tool gathers all learners and teachers subscribed to the course. It allows you to manage a list of subscribed users, register new learners and assign specific roles and responsibilities. It also allows you to monitor the activities of all users subscribed to the course.
+
+![](../../.gitbook/assets/graphics173.png)
+
+_Illustration: Users – Main screen_
+
diff --git a/teacher-guide/users/subscribe_users.md b/teacher-guide/users/subscribe_users.md
new file mode 100644
index 00000000..15abd425
--- /dev/null
+++ b/teacher-guide/users/subscribe_users.md
@@ -0,0 +1,50 @@
+# Subscribe users
+
+Let's look first at how to subscribe new users as learners to the course. On the main _Users_ pagetoolbar, click on the _Enroll users to course_ icon ![](../../.gitbook/assets/graphics172.png)_._ This will display a list of users registered on the platform not subscribed to the course:
+
+![](../../.gitbook/assets/images129%20%281%29.png)
+
+_Illustration: Users – Action buttons_
+
+To subscribe a single learner, just click the _Register_ link ![](../../.gitbook/assets/graphics174.png) to the right of their listing.
+
+To subscribe several learners at once, check the relevant boxes on the left hand side, then select the _Register_ option in the drop-down list headed _Detail_ at the bottom of the table \_\(\_a confirmation window appears to ensure you want to subscribe them: once confirmed, a confirmation list appears indicating which learners have been subscribed.\)
+
+## Add teachers <a id="add-teachers"></a>
+
+You can also subscribe another user as teacher in your course. Just click the second _Enroll teacher_ icon ![](../../.gitbook/assets/graphics175.png) \(he's wearing a tie!\) and repeat the process as for learners. Users subscribed using this link will have the status of _Teacher_ on the course.
+
+## Unsubscribe a user <a id="unsubscribe-a-user"></a>
+
+You can unsubscribe users individually or as a group from a course.
+
+To unsubscribe a single user, click the _Unregister_ button ![](../../.gitbook/assets/graphics177.png) next to the corresponding user and confirm your choice.
+
+To unsubscribe a group of users, check the relevant boxes on the left side of the table and select _Unregister_ in the drop-down list headed _Detail_ at the bottom of the table, then click _U**nregister**._
+
+**Note** : As a teacher you cannot remove the main teacher of a course \(by default described in the listing as Trainer\) from this screen. Only the platform administrator can do that.
+
+## Add/update a user's description <a id="add-update-a-user-s-description"></a>
+
+* Click the _Edit_ icon ![](../../.gitbook/assets/graphics176.png) to the right of the relevant user's entry to view the user's basic details;
+* Complete/update the _Description_ field to inform other users of the role played by this user;
+* Save changes.
+
+The _Assistant_ box \(previously titled _Tutor_\) allows the teacher to assign a special _Course assistant_ role with its corresponding permissions. These permissions allow the assistant to view test and assignments results from other learners in the course, to help him assist the teacher in this role.
+
+## Search for a subscribed learner <a id="search-for-a-subscribed-learner"></a>
+
+If the teacher needs to find a specific learner in the list of users subscribed to the course, the search feature will allow him to find one or several users from all or part of his first name or last name.
+
+Just fill in the search field with the relevant characters and click the _Search_ button. A list of matching users will be displayed.
+
+## Export the list of subscribed users <a id="export-the-list-of-subscribed-users"></a>
+
+You might want, \(independently of the backup copies taken by your careful administrator!\) to keep a separate copy of your users list. To do so, from the main _Users_ page, click one of the export icons in the toolbar \(_CSV export_ ![](../../.gitbook/assets/graphics178.png) _Excel export_ _\__ ![](../../.gitbook/assets/graphics179.png)_\_or .pdf export_ ![](../../.gitbook/assets/graphics363.png)\) to download the list of users in the corresponding format.
+
+> **Note**: not all users details are exported through this feature \(their passwords, for example, are confidential information not available to other users, not even to the teacher\).
+
+## Display learners reporting <a id="display-learners-reporting"></a>
+
+The teacher can directly access details from the main _Users_ page about each learner's participation in the course by clicking on the _Reporting_ icon ![](../../.gitbook/assets/graphics180.png) next to the user's listing. This will link to the L_earners details in course_ page, described more fully in chapter 15 above.
+
diff --git a/teacher-guide/wiki/README.md b/teacher-guide/wiki/README.md
new file mode 100644
index 00000000..3bbc704e
--- /dev/null
+++ b/teacher-guide/wiki/README.md
@@ -0,0 +1,6 @@
+# Wiki
+
+The _Wiki_ tool ![](../../.gitbook/assets/graphics208%20%283%29.png) is a collective or collaborative redaction tool. It allows users to work together on a single document, and to follow the history of modifications. It also allows you to save time and be more efficient during a group task. In many ways, it complements the forum tool.
+
+A wiki page can contain many links to other pages, which may or may not \(yet\) have existing content. Wiki pages can be updated; each contributor sharing the same rights to write and edit content. Originally designed to support collaboration between learners, the wiki may, at the beginning of a course, consist only of a list of links inserted by the teacher, pointing to empty pages which each learner will have to build using one another's ideas, views and experiences.
+
diff --git a/teacher-guide/wiki/add_a_new_linked_page.md b/teacher-guide/wiki/add_a_new_linked_page.md
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+# Add a new linked page
+
+From the page you're going to add the link to:
+
+* click the _Edit this page_ icon,
+* click the line you want to add the link on, then **either**:
+* add the text between double square brackets \[\[_link to the page to be created_\]\]. Once saved, the text entered between brackets will be transformed into a link to a new empty page
+
+  ![](../../.gitbook/assets/graphics213.png)
+
+* **or** click the _Insert/Edit Wiki Link_ icon in the editor to indicate the name of the new page to be created.
+
+  ![](../../.gitbook/assets/graphics212.png)
+
+* click _**Save**_.
+
diff --git a/teacher-guide/wiki/add_a_new_orphan_page.md b/teacher-guide/wiki/add_a_new_orphan_page.md
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+# Add a new orphan page
+
+By clicking the _Add new page_ link inside the drop-down menu icon ![](../../.gitbook/assets/graphics210.png) , you create a new page, unrelated to the rest of the wiki. This is one way of preparing a page which will temporarily not be visible to users \(at least not in the usual way\).
+
+> **Note** : Orphan pages can be listed from the _All pages_ link in the drop-down menu.
+
diff --git a/teacher-guide/wiki/commenting_a_page.md b/teacher-guide/wiki/commenting_a_page.md
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+# Commenting a page
+
+By clicking the _Discuss this page_ icon ![](../../.gitbook/assets/graphics211.png), you get access to a form to add/see comments. This area is visible and can be updated by any user. Other actions which can be executed on wiki pages are:
+
+| Icons | Features |
+| :--- | :--- |
+| ![](../../.gitbook/assets/images147%20%281%29.png) | Check the history of changes of a page |
+| ![](../../.gitbook/assets/images148%20%281%29.png) | Show a list of pages linked to the current page |
+| ![](../../.gitbook/assets/images149%20%281%29.png) | Delete the current page |
+| ![](../../.gitbook/assets/images150%20%281%29.png) | Export the page as an HTML document |
+| ![](../../.gitbook/assets/graphics214.png) | Export the page as a PDF document |
+| ![](../../.gitbook/assets/graphics215.gif) | Get an e-mail notification of all changes made to this page |
+| ![](../../.gitbook/assets/graphics216.png) | Make a page visible/invisible to learners |
+| ![](../../.gitbook/assets/images155%20%281%29.png) ![](../../.gitbook/assets/images152.png) | Lock / Unlock a page for edition by learners |
+
diff --git a/teacher-guide/wiki/other_wiki_features.md b/teacher-guide/wiki/other_wiki_features.md
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+# Other wiki features
+
+The menu located in the top left corner \(drop-down menu\) gives access to other wiki features, regardless of the current page:
+
+* search titles or contents of pages,
+* display a list of all the pages,
+* list only the latest modifications,
+* remove the whole wiki \(be careful with this command!\),
+* see the most active users,
+* see the most visited pages,
+* see the most updated pages,
+* see all orphan pages,
+* see all empty pages \(wanted pages\) created as such in order to invite somebody else to add content on a given topic.
+
diff --git a/teacher-guide/wiki/starting_the_wiki.md b/teacher-guide/wiki/starting_the_wiki.md
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+# Starting the wiki
+
+The main page is the entry point of the wiki. It can initially be edited only by the teacher, who unlocks it through this initial action. Until he does this, learners cannot access it.
+
+![](../../.gitbook/assets/images146%20%281%29.png)
+
+_Illustration: Wiki – Main page_
+
+* Click the _Edit this page_ icon ![](../../.gitbook/assets/graphics209.png),
+* Remove the existing content and replace it by new content \(for example, a list of links pointing to other pages of the wiki\),
+* Add a comment explaining your contribution,
+* Click _Save_.
+
