beeswax

Pupils aren't widgets. In a business setting if you make a faulty widget you either scrap it or recycle it. You can't do that with a pupil, and they generally only have one chance. I feel it is your duty to give them as much explanation as you can. If they ask for the admin password, don't just say they can't have it, give them all the reasons why they can't have it. With pupils "No" is often not an adequate answer. Anyone who has young children, or who has raised children will know the constant questioning you get.

Motherboard is Intel DG35EC MicroATX 1333mhz fsb and the cpu is Intel Core 2 Quad Q9400 2.66ghz 6mb cache.

I'm looking to increase the memory in my PC. Win7 Ultimate x64 bit currently has 2 x 2Gb of Kingston 800Mhz DDR2 Non ECC CL5, looking to double that. Quotes, or recommendations welcome.

We did a similar itinerary to yours, only in the opposite direction. If you're in Yosemite over a weekend I can recommend Sunday brunch at the Ahwahnee Hotel. Perhaps not such a white knuckle ride as white water rafting, but quite an experience in itself.

There is some new research (can't lay my finger on it ATM) which suggests that children have just as many problems with new technology as older folk.

they made vicious darts though!

It's over 35 years since had had to sell off my Jazz Bass, and just like those middle aged men who take up motorbiking again, I'm looking out for another Fender, probably a Precision this time. This is the sort of site which will help me get some of the rust/stiffness from my joints. While I've been researching prices I've noticed that there seem to be 3 bands. Cheap, middling and expensive. I assume the expensive ones are made in the USA, while the others are made elsewhere. Anyone know the answer to this?

My 19 year old daughter was recently refused insurance as she hadn't completed her Pass Plus.

Have a good one.

As Zak suggested it is css related, however, I can't find the cause of the problem. I'm using the Edumoodle (Pretty simple) theme, and if anyone knows what to do and where in the css to get bullets and indents to show I'd be grateful.

Thanks for finding the borked link. One of my initial points to teachers was that when you create a course the name you give it is important. I get them all to begin each course name with the year group, e.g Y7-English, Y7-Maths.Simple Fractions etc as it doesn't half help out with finding the courses in a long list. Most staff stick to this.

You're right Zak. I didn't suspect that could be the problem.

I haven't had a chance to look yet, but thanks for the heads up on that.

Didn't know of that one!

I've now attempted this myself with the same result. In the first case I created a bulleted list in the editor, saved the changes, and when the page came up both bullets and indenting had gone. Next I recreated the same list in Dreamweaver and cut and pasted the code into the editor (with the HTML source toggled open) with the same result. Tried in both FF & IE8, ditto result. I've included screen shots. The first image shows what I see in the editor, and the second image is what the user sees on the course page.

What's your impression of it?

A teacher has been trying to add a label to a course and has attempted to make a bullted list. All appears well in the editor, but when it is saved the bullets disappear as does the indentation. Has anyone come across a solution for this?

Get the school to buy you http://amazon/s/ref=nb_sb_ss_i_1_21?url=search-alias%3Daps&field-keywords=moodle+administration+alex+buchner&x=0&y=0&sprefix=moodle+administration

Each course should have a People Block. If you can't see it, turn editing on for that course and look for the Blocks block. From the dropdown select People and the People block should now appear somewhere on your page. The block should say Participants. Click on this and you should see a list of all the participants on the course. Select them all and from the "With selected users..." dropdown select Add/send message; the rest should be straightforward. Pupils replying to this message will be replying only to the teacher who sent it. By the way (which is a different way of saying "Oh" I suppose) if you didn't know, you can add the chat/messaging function to a course so that only those within that course can message each other within that course. You'll find it in the Blocks block.

The Site Administration panel is your friend here (see attached image). Go to Users>Accounts>Browse List of Users and then do a search for the user who's details/activities you want to look at. The user should then appear. Click on the name of the user and you'll get taken to another window with some tabs, one of which will be called Activity reports. Hit this tab and then you'll get the option to view Today's Logs and All logs. If you want to get a general idea of what people are doing on your Moodle, go back to the Site Administration panel, click Reports, then click Logs. You should then be able to view the daily logs from the inception date of your Moodle. Play around with the dropdowns once you're on the logs page for a more granular view.

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You might want to try this Parent role - MoodleDocs thought I don't know if it's quite what you're looking for. AFAIK Mahara only works with Linux systems, though some people claim to have integrated it with Windows.

"We suggest an alternative model of managing technological change, one that reflects the dynamic and variable nature of contemporary organizations and technologies, and which accommodates iterative experimentation, use, and learning over time. We label such a model of managing technological change "improvisational," and suggest that it may enable organizations to take advantage of the evolving capabilities, emerging practices, and unanticipated outcomes that accompany use of new technologies in contemporary organizations." Orlikowski & Hofman, An Improvisational Model of Change Management (M.I.T. 1997) This has been my guiding light when attempting to gain interest in our VLE. I should add that I work in a secondary school and we use Moodle, though ‬I suspect that you may be able to achieve some of this with your own VLE. Don't expect everyone to add interactive lessons, make a start with material given by the exam bodies, for example, our Year 10/11 courses tend to feature Exam specifications which list Areas of Study, Knowledge, Skills & Understanding. The teacher can then add Schemes of Work with Levels, e.g. To achieve Level 5 you need to be able to etc.. I managed to engage our English department by first getting them to put revision material online a few weeks before study leave began, and created forums so that if any pupils were struggling they could post to the forum, where either a teacher or another pupil would pick it up. I know from the stats that these sections were hammered by the pupils in the run up to the exams, and I believe advances were made in some grades attained by pupils. These stats were then used as hard evidence that the VLE was having a positive affect. SLT caught on quickly. I'd helped set up a photography course at the very beginning of our VLE's introduction, then found the teacher still handing out printed sheets asking pupils to create a PowerPoint presentation on certain photographers. I used the opportunity to show him how to set assignmenmts/homework on the VLE. Now he has a record of everything each pupil has done on the course attached to that pupil's name. I set up galleries for the pupils where they can peer review each other's work, and hopefully in the future examiners will be given acces to these galleries, rather than submitting CDs through the post, where they can then mark them. I ask for details of any new staff beginning school in the forthcoming term and give them a login to the VLE alongside setting up an email account. I email them the information and point them to the online training materials, which they can look at during the holidays before they start work at our school. New teachers don't know any different, for them the VLE has always been in operation at our school. Put on a map of the school, possibly with photographs of every member of staff. This is the ideal place for induction materials, rather than handing out sheaves of paper. We train and mentor graduate teachers, and to this end I've set up a sections where they can communicate with their mentors, link to teacher training websites etc. Not only does this get the trainees involved, but also the member of SLT responsible for handling their time at school, and a teacher from the faculty the trainees will be shadowing. I used to use Webman's very good online room booking system, but when we got the VLE I chose one which intergrated with it so that by logging onto the VLE they were automatically logged into the room booking system. It was step backward in sophistication, but a step forward in getting teachers to log into the VLE. Admin staff use it to locate teachers if they are not in their timetabled rooms, but are in fact using one of our IT suites. That's an improvisational use of technology. Policy documents can go online. Exam timetables. School clubs. Show SLT that these services are being used. It takes time. You have to stay on your toes, alert for these types of opportunity to promote the VLE in devious ways. And be prepared to do the hard work for them, at least initially. Get your ICTAC representatives in a meeting and demonstrate some of the possibilities of the VLE. It's their job to cascade this down to their faculties. Be prepared to show people how to do stuff at the drop of a hat as the topic may not come to the top of their pile again for a very long time. Be prepared for disappointments. Teachers have a lot on their plates. It's a long slow process.

Yes, now that I've tried it, it should be the other way round.

Our Half term is May 31st to 4th June.