Discussion forums are hugely important tools in running a successful MOOC; they allow for substantive community development, in addition to being excellent sources of feedback and ideas for future iterations of the course.
Moderators are the key to effectively managing these online communities. Moderators keep the discussions productive and relay important information (errata, student confusion or interest with particular topics, etc.) to the rest of the course staff. Discussions can be moderated by any of a number of members of the course team, but dedicating enough time to moderation is the best way to cultivate a successful discussion culture.
Please feel free to use some or all of the information in this chapter to guide the contributions of your discussion moderators.
**********************
Responsibilities
**********************
* Answer basic questions posed by students, and direct students with questions to the right resources: syllabi, course documents, course updates, useful lecture segments, example problems, etc.
* Relay reports of errata, common misconceptions and questions, highly disruptive participants, bugs, and amusing or interesting posts to the most appropriate course staff.
* Enforce the Honor Code by editing or deleting problem answers, or requests for answers, promptly.
* Edit out offensive content from the discussion, and remind the originators of discussion etiquette and expectations.
* Communicate problems and successes to your fellow moderators.
* Identify students whose presence in the discussions has a strongly positive impact. These students can be promoted to community TA role and publicly acknowledged.
* Add helpful items to the FAQ or Course Info page.
***************************************
Qualities of good discussion moderators
***************************************
* Good or great content knowledge: stellar students from previous years often make good moderators.
* Solid communication skills: the ability to organize positive, consistent, and effective communication with students, other moderators, and course staff.
* Time: keeping up-to-date with the discussions for a large MOOC requires at least 5 hours per week for reading posts, replying to or editing posts, and communicating with the other moderators and course staff.
* Enthusiasm: this is the best predictor of moderator excellence!
******************************************
Best practices for discussion moderation
******************************************
* Always maintain a positive attitude. Keeping a positive attitude is crucial to encouraging participation in the discussion community.
* Encourage discussion between students. Actively thank students who answer the questions of others.
* Use the course’s FAQ and Course Info pages as resources. Provide links to these pages in your responses when appropriate. Suggest that information be added to these resources when necessary to respond to a common question or fix confusion.
* Always make it obvious that you have read the student’s question. When posting a response, make sure that you are on topic. Respond in the context of the thread.
* Develop a discussion persona. Try to answer your questions in your own slightly unique way.
*******************************************
Guidelines for specific types of posts
*******************************************
Certain types of posts require more attention from the moderators than others, or may need to be handled in a particular way.
============================
Time sensitive problems
============================
* Try to be present on discussion threads when assignment due dates are approaching or new content is being released. The discussions tend to be extra busy at these times.
* Please alert the course staff about problems that need to be dealt with quickly, such as problems with a graded assignment. Setting up a course email address that is checked frequently is a good way to manage these alerts.
* Content Questions
- Assist with content questions sensitively, but be careful not to post spoilers. Do not ask students to post their solutions!
- A good guiding question can be better than an answer.
============================
Redundant posts
============================
* When possible, help discourage redundancy by responding to such posts with links to an earlier or higher quality thread that asks the same question.
* When responding to a post, search for similar posts and respond to the most pertinent thread. Redirect the other posts to the thread with your response and then close the redundant threads.
* Don’t simply delete them; instead, edit and explain why they were edited. Inappropriate posts include spoilers, solutions, and information on how to pirate educational materials.
* Check links that students post. If offensive sites and materials are found, they need to be edited quickly.
============================
Bugs or errors
============================
* Check if there is in fact an error.
- If not, suggest to the students that they check their work.
- If so, contact course staff, and notify the thread that the error has been reported.
* Use language that does not assign blame or discourage users from the platform.
You might say: “Thanks for letting us know about that issue. We are working with edX to get it fixed as quickly as possible.”
============================
Feature requests
============================
* Keep an organized collection of feature requests cultivated by the course team. That list can subsequently be shared with an edX product manager, who will log those requests internally.
* Reply to the post to let the person know that their request was heard, without promising that the feature will be implemented.
You might say: “Thanks for your suggestion. I’ve logged it for review by edX staff, who will prioritize feature requests on the development roadmap.”
* Search the discussions for other similar requests, and respond to and close those as well.
Discussions, or discussion forums, foster interaction among your students and between students and course staff. You set up discussion topics and categories when you create your course, and then run and moderate discussions throughout the course to guide participation and develop course community.
Discussions are also excellent sources of feedback and ideas for the future.
For options you can use to run and moderate discussions, see the following topics:
* :ref:`Organizing_discussions`
* :ref:`Running_discussions`
* :ref:`Moderating_discussions`
.. _Organizing_discussions:
*************************************************
Setting up discussions for your course
*************************************************
Discussions in an edX course include both the specific topics that you add to course units as discussion components, and broader forums on course-wide areas of interest, such as Feedback, Troubleshooting, or Technical Help, that you can add as discussion categories.
============================================
Adding units with a discussion component
============================================
Typically, all units are added during the design and creation of your course in Studio. To add a component to a unit, follow the instructions in :ref:`Working with Discussion Components`.
This type of discussion is subject to the release date of the section that contains it. Students cannot contribute to these discussions until that date.
=====================================
Creating discussion categories
=====================================
All courses have a static page named **Discussion**. When you create a course, a discussion category named General is available for you to include by default. You can add more discussion categories to guide how students share and find information during your course. Categories might include Feedback, Troubleshooting, or Technical Help. Discussions in these categories can begin as soon as your course is available.
To create a discussion category:
#. Open your course in Studio.
#. Select **Settings** > **Advanced Settings**.
#. Scroll down to the Policy Key labeled **discussion_topics**. By default, its Policy Value is:
| {
| "General": {
| "id": "i4x-test_doc-SB101-course-2014_Jan"
| }
| }
4. Add a comma between the two closing braces.
| {
| "General": {
| "id": "i4x-test_doc-SB101-course-2014_Jan"
| },
| }
5. Copy the three lines provided for the General discussion category and paste them above the closing brace:
| {
| "General": {
| "id": "i4x-test_doc-SB101-course-2014_Jan"
| },
| "General": {
| "id": "i4x-test_doc-SB101-course-2014_Jan"
| }
| }
6. Replace the second "General" with the quoted name of your new discussion category.
#. Change the second id value to a unique identifier. For example, append a reference to the category name:
| {
| "General": {
| "id": "i4x-test_doc-SB101-course-2014_Jan"
| },
| "Questions about the course": {
| "id": "i4x-test_doc-SB101-course-2014_Jan_faq"
| }
| }
8. Click **Save Changes**.
When students click the **Discussion** static page for your course, the drop-down list includes this new category.
.. image:: Images/NewCategory_Discussion.png
:alt: Image of a new discussion category
.. _Assigning_discussion_roles:
==========================================
Assigning discussion administration roles
==========================================
You can designate a team of people to help you run course discussions. Different options for working with discussion posts are available to discussion administrators with these roles:
* Forum moderators can edit and delete posts, review posts flagged for misuse, close and reopen threads, pin posts and endorse responses, and, if the course is cohorted, see posts from all cohorts. Responses and comments made by moderators are marked as "Staff".
* Forum community TAs have the same options for working with discussions as moderators. Responses and comments made by community TAs are marked as "Community TA".
* Forum admins have the same options for working with discussions as moderators. Admins can also assign these discussion management roles to more people while your course is running, or remove a role from a user whenever necessary. Responses and comments made by admins are marked as "Staff".
Before you can assign roles to your discussion administrators, you need their email addresses.
* To get the email address for a staff member, on the Instructor Dashboard click **Membership** and then select Course Staff from the drop-down list.
* To get the email address of a student, on the Instructor Dashboard click **Data Download** > **List enrolled students' profile information**.
**Tip**: These instructions are for the new Instructor Dashboard: click **Try New Beta Dashboard**.
To assign a role:
#. View the live version of your course.
#. Click **Instructor Dashboard** then **Try New Beta Dashboard**.
#. Click **Membership**.
#. In the Administration List Management section, use the drop-down list to select Forum Admins, Forum Moderators, or Forum Community TAs.
#. Under the list of users who currently have that role, enter an email address and click **Add** for the role type.
#. To remove an assigned role, view the list of users and then click revoke access (the **X**) next to that email address.
You can also use the older version of the Instructor Dashboard. You need the usernames of your discussion modertors or students. Click **Forum Admin**, enter the username in the appropriate field, then click the **Add** button for the role you want to assign.
.. _Running_discussions:
*********************
Running a discussion
*********************
On an ongoing basis, discussion administrators run the course discussions by making contributions and guiding student posts into threads. Techniques that you can use throughout your course to make discussions successful follow.
========================
Seeding a discussion
========================
Before you contribute to a discussion, you can decide whether you want to be identified as a staff member or community TA, or to appear like other students' work. Depending on the subject and your purpose, one or the other might be more appropriate to spark discussion and inform students.
You can also post anonymously. Regardless of your role, you can choose to make a post anonymous. However, you may want to discourage your students from posting anonymously, and therefore choose not to use this option yourself.
* To identify your posts with your role, log in with your discussion administrator email address and add the post or response. The responses and comments that you make include a colored banner with either "Staff" or "Community TA".
* To post as a student, you must set up an alternate, test account with a different email address, go to the course URL and register, and then join the discussion. Reponses and comments do not have a banner and appear like any other student post.
note:: Posts by discussion administrators do not include a colored "Staff" or "Community TA" banner. Only responses to posts and comments made on responses do.
==========================================
Using conventions in discussion subjects
==========================================
To identify certain types of posts and make them easier for your students to find, you can define a set of standard tags to include at the beginning of the subject. Examples follow.
* Use "[OFFICIAL]" at the start of announcements about changes to the course.
* Post information about corrected errors with a subject that begins "[ERRATA]".
.. * In the General discussion category, add an "[INTRO]" post to initiate a thread for student and staff introductions.
* Direct students to use "[STAFF]" in the subject of each post that needs the attention of a course staff member.
======================================
Minimizing thread proliferation
======================================
To encourage longer, threaded discussions rather than many similar, separate posts, discussion administrators can use these techniques. However, be aware that long threads (with more than a 200 responses and comments) can be difficult to read and slow to display, and can therefore result in an unsatisfactory experience in the discussion.
* Pin a post.
Pinning a post makes it appear first in the discussion, so that it is more likely that students will see and respond to it. Otherwise, each post is listed in reverse chronological order or sorted as each student chooses. You can write your own post and then pin it, or pin a post by any author. Click **Pin Thread**.
.. image:: Images/Pin_Discussion.png
:alt: Image of the pin icon for discussion posts
* Endorse a response.
Endorsing a response indicates that it provides value to the discussion, such as a correct answer to a question. Click the **check mark** that displays at upper right of the response.
.. image:: Images/Endorse_Discussion.png
:alt: Image of the Endorse button for discussion posts
* Close a thread.
You can respond to a redundant post or response by pasting in a link to the thread that you prefer students to contribute to, and then prevent further thread interaction by closing the entire post or a specific response. Click the **Close** button that displays below the post or response to close it.
* Provide post/response/comment guidelines.
A set of :ref:`Discussion Forum Guidelines` or a post in the General discussion can provide guidance about when to create a new thread, respond to an existing post, or comment on a response.
.. _Moderating_discussions:
***********************
Moderating discussions
***********************
Discussion administrators monitor discussions and keep them productive. They can also collect inforrmation, such as areas of particular confusion or interest, and relay it to the course staff.
Developing and sustaining a positive discussion culture requires that sufficient moderator time is dedicated to reviewing and responding to discussions. Keeping up-to-date with a large MOOC forum requires a commitment of 5 or more hours per week, and involves reading posts, replying to and editing posts, and communicating with the other discussion administrators and course staff.
For information on setting up moderators for your course, see :ref:`Assigning_discussion_roles`.
========================================
Providing guidelines for students
========================================
You can develop a set of best practices for discussion participation and make them avaialbe to students as a course handout file or as a static page. These guidelines can define your expectations and optionally introduce features of edX discussions.
.. For a template that you can use to develop your own guidelines, see :ref:`Discussion Forum Guidelines`.
========================================
Developing a positive forum culture
========================================
Monitors can cultivate qualities in their own discussion interactions to make their influence positive and their time productive.
* Encourage quality posts: thank students whose posts have a positive impact and who answer questions.
* Check links, images, and videos in addition to the text that students post. Edit offensive or inappropriate posts quickly, and explain why.
* Review posts with a large number of votes and recognize "star posters" publicly and regularly.
* Stay on topic yourself: before responding to a post, be sure to read it completely.
* Maintain a positive attitude. Acknowledge problems and errors without assigning blame.
* Provide timely responses. More time needs to be scheduled for answering discussion questions when deadlines for homework, quizzes, and other milestones approach.
* Discourage redundancy: before responding to a post search for similar posts. Make your response in the most pertinent or active thread, then use links to direct other posts to that thread.
* Publicize issues raised in the discussions: add questions and their answers to an FAQ discussion category, or announce them on the Course Info page.
For a template that you can use to develop guidelines for your course moderators, see :ref:`Guidance for Discussion Moderators`.
==================
Editing posts
==================
Posts and responses can be edited by discussion moderators, community TAs, and admins. Posts that include spoilers or solutions, or that contain inappropriate or off-topic material, should be edited quickly to remove text, images, or links.
#. Log in to the course with your discussion administrator username.
#. Click the **Edit** button below the post or response.
#. Remove the problematic portion of the post, or replace it with standard text such as "[REMOVED BY MODERATOR]".
#. Communicate the reason for your change. For example, "Posting a solution violates the honor code."
==================
Deleting posts
==================
Posts and responses can be deleted by discussion moderators, community TAs, and admins. Posts that include spam or abusive language may need to be deleted, rather than edited.
#. Log in to the course with your discussion administrator username.
#. Click the **Delete** button below the post or response.
#. Click **OK** to confirm the deletion.
.. how to communicate with the poster?
**Important**: If a post is threatening or indicates serious harmful intent, contact campus security at your institution. Report the incident before taking any other action.
==================================
Responding to reports of misuse
==================================
Students can use the **Report Misuse** flag to indicate posts that they find inappropriate. Moderators, community TAs, and admins can check for posts that have been flagged in this way and edit or delete them as needed.
#. View the live version of your course and click **Discussion** at the top of the page.
#. On the drop-down list of discussion topics click **Show Flagged Discussions**.
#. Review each post listed as a flagged discussion. Posts and responses show a flag and **Misuse Reported** in red font; comments show only a red flag.
#. Edit or delete the post. Alternatively, leave the post unchanged and click **Misuse Reported** or the flag to remove the notification.
===============
Blocking users
===============
For students who continue to misuse the discussion, you can block further particpation by unenrolling the student from the course.
#. View the live version of your course.
#. On the Instructor Dashboard click **Try New Beta Dashboard**.
#. To get the student's email address, on the Instructor Dashboard click **Data Download** > **List enrolled students' profile information**.
#. To unenroll the student, click **Membership** and in the Batch Enrollment section enter the email address.
The course page that provides potential students with a course summary, prerequisites, a course video and image,
The course page that provides potential students with a course summary, prerequisites, a course video and image, and important dates.
and important dates.
See :ref:`Setting up a New Course` for more information.
See :ref:`Setting up a New Course` for more information.
.. _Advanced Editor-g:
.. _Advanced Editor-g:
**Advanced Editor**
**Advanced Editor**
An XML-only editor in a Problem component that allows you to can create and edit any type of problem. For more information, see :ref:`Advanced Editor`.
An XML-only editor in a Problem component that allows you to can create and edit any type of problem. For more information, see :ref:`Advanced Editor`.
...
@@ -32,9 +31,9 @@ An XML-only editor in a Problem component that allows you to can create and edit
...
@@ -32,9 +31,9 @@ An XML-only editor in a Problem component that allows you to can create and edit
**Assignment Type**
**Assignment Type**
The category of graded student work, such as homework, exams, and exercises.
The category of graded student work, such as homework, exams, and exercises.
For more information, see :ref:`Establish a Grading Policy`.
For more information, see :ref:`Establish a Grading Policy`.
.. _C:
.. _C:
...
@@ -47,8 +46,7 @@ C
...
@@ -47,8 +46,7 @@ C
**Certificate**
**Certificate**
A document issued to a registered student who successfully completes a course.
A document issued to a registered student who successfully completes a course. Not all edX courses offer certificates, and not all students register as certificate candidates.
Not all edX courses offer certificates, and not all students register as certificate candidates.
...
@@ -56,56 +54,51 @@ Not all edX courses offer certificates, and not all students register as certif
...
@@ -56,56 +54,51 @@ Not all edX courses offer certificates, and not all students register as certif
**Checkbox Problem**
**Checkbox Problem**
A problem that prompts the student to select one or more options from a list of possible answers. For more information, see :ref:`Checkbox`.
A problem that prompts the student to select one or more options from a list of possible answers. For more information, see :ref:`Checkbox`.
.. _Chemical Equation Response Problem:
.. _Chemical Equation Response Problem:
**Chemical Equation Response Problem**
**Chemical Equation Response Problem**
A problem that allows the student to enter chemical equations as answers. For
A problem that allows the student to enter chemical equations as answers. For more information, see :ref:`Chemical Equation Response`.
more information, see :ref:`Chemical Equation Response`.
.. _Circuit Schematic Builder Problem:
.. _Circuit Schematic Builder Problem:
**Circuit Schematic Builder Problem**
**Circuit Schematic Builder Problem**
A problem that allows the student to construct a schematic answer
A problem that allows the student to construct a schematic answer (such as an electronics circuit) on an interactive grid.
(such as an electronics circuit) on an interactive grid.
See :ref:`Circuit Schematic Builder` for more information.
See :ref:`Circuit Schematic Builder` for more information.
.. _Cohort:
.. _Cohort:
**Cohort**
**Cohort**
A group of students that participate in the class together. A cohort can have forum discussions apart from the rest of the students.
A group of students that participate in the class together. A cohort can have forum discussions apart from the rest of the students.
.. _Component_g:
.. _Component_g:
**Component**
**Component**
The part of a unit that contains your actual course content. A unit can contain one or more components.
The part of a unit that contains your actual course content. A unit can contain one or more components. For more information, see :ref:`Components`.
For more information, see :ref:`Components`.
.. _Course Accordion:
.. _Course Accordion:
**Course Accordion**
**Course Accordion**
The left-hand navigation bar in the courseware that shows the sections and subsections for a course.
The left-hand navigation bar in the courseware that shows the sections and subsections for a course. The word “accordion” is intended to evoke the folding and unfolding of an accordion, because when you click a section, the section expands to show subsections.
The word “accordion” is intended to evoke the folding and unfolding of an accordion,
because when you click a section, the section expands to show subsections.
.. _Course Catalog:
.. _Course Catalog:
**Course Catalog**
**Course Catalog**
The page that lists all courses offered in the edX learning management system.
The page that lists all courses offered in the edX learning management system.
...
@@ -113,41 +106,36 @@ The page that lists all courses offered in the edX learning management system.
...
@@ -113,41 +106,36 @@ The page that lists all courses offered in the edX learning management system.
**Course Handouts**
**Course Handouts**
Course handouts are files you make available to students in the Course Info page.
Course handouts are files you make available to students in the Course Info page.
See :ref:`Add Course Handouts` for more information.
See :ref:`Add Course Handouts` for more information.
.. _Course Info Page:
.. _Course Info Page:
**Course Info Page**
**Course Info Page**
The page that opens first every time students access your course. You can post announcements on the Course Info page.
The page that opens first every time students access your course. You can post announcements on the Course Info page. The Course Handouts sidebar appears in the right pane of this page.
The Course Handouts sidebar appears in the right pane of this page.
.. _Run:
.. _Run:
**Course Run**
**Course Run**
The term in which your course takes place. You set the course run when you create your course.
The term in which your course takes place. You set the course run when you create your course. For more information, see :ref:`Create a New Course`.
For more information, see :ref:`Create a New Course`.
.. _Courseware:
.. _Courseware:
**Courseware**
**Courseware**
The page where students access the primary instructional materials for your course.
The page where students access the primary instructional materials for your course. Sections, subsections, units and components are all accessed from the Courseware page.
Sections, subsections, units and components are all accessed from the Courseware page.
.. _Custom Response Problem:
.. _Custom Response Problem:
**Custom Response Problem**
**Custom Response Problem**
A custom response problem evaluates text responses from students using an embedded Python script. These
A custom response problem evaluates text responses from students using an embedded Python script. These problems are also called "write-your-own-grader" problems. For more information, see :ref:`Custom Response` and :ref:`Write-Your-Own-Grader`.
problems are also called "write-your-own-grader" problems.
For more information, see :ref:`Custom Response` and :ref:`Write-Your-Own-Grader`.
.. _D:
.. _D:
...
@@ -159,27 +147,24 @@ D
...
@@ -159,27 +147,24 @@ D
**Discussion Forum**
**Discussion Forum**
The page where students can communicate with peers and staff by
The page where students can communicate with peers and staff by typing in questions and responding to each other.
typing in questions and responding to each other.
See :ref:`Working with Discussion Components` for more information.
See :ref:`Working with Discussion Components` for more information.
.. _Discussion Component:
.. _Discussion Component:
**Discussion Component**
**Discussion Component**
Forums that course staff can add directly to units. For example, a Video component can be followed by a Discussion component so that students can discuss the
Forums that course staff can add directly to units. For example, a Video component can be followed by a Discussion component so that students can discuss the video content without having to leave the page.
video content without having to leave the page.
See :ref:`Working with Discussion Components` for more information.
See :ref:`Working with Discussion Components` for more information.
.. _Dropdown Problem:
.. _Dropdown Problem:
**Dropdown Problem**
**Dropdown Problem**
A problem that asks students to choose from a collection of answer options, presented as a drop-down list. For
A problem that asks students to choose from a collection of answer options, presented as a drop-down list. For more information, see :ref:`Dropdown`.
more information, see :ref:`Dropdown`.
.. _E:
.. _E:
...
@@ -192,8 +177,7 @@ E
...
@@ -192,8 +177,7 @@ E
**edX101**
**edX101**
edX’s online course about how to create online courses. The intended audience is faculty and university administrators
edX’s online course about how to create online courses. The intended audience is faculty and university administrators It is also the first course ever to have been developed entirely using edX Studio.
It is also the first course ever to have been developed entirely using edX Studio.
@@ -202,9 +186,7 @@ It is also the first course ever to have been developed entirely using edX Studi
...
@@ -202,9 +186,7 @@ It is also the first course ever to have been developed entirely using edX Studi
**edX Edge**
**edX Edge**
A less restricted site than edX.org. While only consortium members can create and post
A less restricted site than edX.org. While only consortium members can create and post content on edX.org, any users with course creator permissions can create courses with Studio on studio.edge.edx.org, then view the courses on the learning management system at edge.edx.org.
content on edX.org, any users with course creator permissions can create courses with Studio
on studio.edge.edx.org, then view the courses on the learning management system at edge.edx.org.
.. _Edge: http://edge.edx.org
.. _Edge: http://edge.edx.org
...
@@ -215,17 +197,16 @@ on studio.edge.edx.org, then view the courses on the learning management system
...
@@ -215,17 +197,16 @@ on studio.edge.edx.org, then view the courses on the learning management system
**edX Studio**
**edX Studio**
The edX tool you use to build your courses.
The edX tool you use to build your courses.
See :ref:`What is Studio?` for more information.
See :ref:`What is Studio?` for more information.
.. _Exercises:
.. _Exercises:
**Exercises**
**Exercises**
Practice or practical problems interspersed in edX course content to keep the learner engaged.
Practice or practical problems interspersed in edX course content to keep the learner engaged. Exercises are also an important measure of teaching effectiveness and learner comprehension.
Exercises are also an important measure of teaching effectiveness and learner comprehension.
...
@@ -239,18 +220,18 @@ G
...
@@ -239,18 +220,18 @@ G
**Grade Range**
**Grade Range**
Thresholds that specify how numerical scores are associated with grades, and the score required to pass a course.
Thresholds that specify how numerical scores are associated with grades, and the score required to pass a course.
See :ref:`Set the Grade Range` for more information.
See :ref:`Set the Grade Range` for more information.
.. _Grading Rubric:
.. _Grading Rubric:
**Grading Rubric**
**Grading Rubric**
List of the items that a student's response should cover in an open response assessment.
List of the items that a student's response should cover in an open response assessment.
See :ref:`Rubrics` for more information.
See :ref:`Rubrics` for more information.
.. _H:
.. _H:
...
@@ -263,18 +244,18 @@ H
...
@@ -263,18 +244,18 @@ H
**HTML Component**
**HTML Component**
The component where you add and format text for your course. An HTML component can contain text, lists, links and images.
The component where you add and format text for your course. An HTML component can contain text, lists, links and images.
See :ref:`Working with HTML Components` for more information.
See :ref:`Working with HTML Components` for more information.
.. _HTML View:
.. _HTML View:
**HTML View**
**HTML View**
The view in the HTML component editor allows you to enter HTML code directly.
The view in the HTML component editor allows you to enter HTML code directly.
See :ref:`The User Interface` for more information.
See :ref:`The User Interface` for more information.
.. _I:
.. _I:
...
@@ -288,19 +269,17 @@ I
...
@@ -288,19 +269,17 @@ I
**Image Mapped Input Problem**
**Image Mapped Input Problem**
A problem that presents an image and accepts clicks on the image as an answer.
A problem that presents an image and accepts clicks on the image as an answer.
See :ref:`Image Mapped Input` for more information.
See :ref:`Image Mapped Input` for more information.
.. _Import:
.. _Import:
**Import**
**Import**
A tool in edX Studio that loads a new course into your existing course. When you use the
A tool in edX Studio that loads a new course into your existing course. When you use the Import tool, Studio replaces all of your existing course content with the content from the imported course.
Import tool, Studio replaces all of your existing course content
with the content from the imported course.
See :ref:`Import a Course` for more information.
See :ref:`Import a Course` for more information.
...
@@ -316,11 +295,11 @@ L
...
@@ -316,11 +295,11 @@ L
**LaTeX**
**LaTeX**
A document markup language and document preparation system for the TeX typesetting program.
A document markup language and document preparation system for the TeX typesetting program.
In edX Studio, you can :ref:`Import LaTeX Code`.
In edX Studio, you can :ref:`Import LaTeX Code`.
You can also create a :ref:`Problem Written in LaTeX`.
You can also create a :ref:`Problem Written in LaTeX`.
...
@@ -328,7 +307,7 @@ You can also create a :ref:`Problem Written in LaTeX`.
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**Learning Management System (LMS)**
**Learning Management System (LMS)**
The platform that students use to view courses.
The platform that students use to view courses.
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@@ -336,10 +315,9 @@ The platform that students use to view courses.
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**Live Mode**
**Live Mode**
A view that allows course staff to review all public units as students see them,
A view that allows course staff to review all public units as students see them, regardless of the release dates of the section and subsection that contain the units.
regardless of the release dates of the section and subsection that contain the units.
See :ref:`View Your Live Course` for more information.
See :ref:`View Your Live Course` for more information.
.. _M:
.. _M:
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@@ -352,19 +330,18 @@ M
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**Math Expression Input Problem**
**Math Expression Input Problem**
A problem that requires students to enter a mathematical expression as text, such as e=m*c^2.
A problem that requires students to enter a mathematical expression as text, such as e=m*c^2.
See :ref:`Math Expression Syntax` for more information.
See :ref:`Math Expression Syntax` for more information.
.. _MathJax:
.. _MathJax:
**MathJax**
**MathJax**
A LaTeX-like language you use to write equations. Studio uses MathJax to render
A LaTeX-like language you use to write equations. Studio uses MathJax to render text input such as x^2 and sqrt(x^2-4) as "beautiful math."
text input such as x^2 and sqrt(x^2-4) as "beautiful math."
See :ref:`MathJax in Studio` for more information.
See :ref:`MathJax in Studio` for more information.
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@@ -373,9 +350,9 @@ See :ref:`MathJax in Studio` for more information.
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**Multiple Choice Problem**
**Multiple Choice Problem**
A problem that asks students to select one answer from a list of options.
A problem that asks students to select one answer from a list of options.
See :ref:`Multiple Choice` for more information.
See :ref:`Multiple Choice` for more information.
.. _N:
.. _N:
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@@ -388,9 +365,9 @@ N
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**Numerical Input Problem**
**Numerical Input Problem**
A problem that asks students to enter numbers or specific and relatively simple mathematical expressions.
A problem that asks students to enter numbers or specific and relatively simple mathematical expressions.
See :ref:`Numerical Input` for more information.
See :ref:`Numerical Input` for more information.
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@@ -404,19 +381,18 @@ P
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**Preview Mode**
**Preview Mode**
A view that allows you to see all the units of your course as students see them, regardless of whether the
A view that allows you to see all the units of your course as students see them, regardless of whether the visibility of each unit is set to Public or Private and regardless of whether the release dates have passed.
visibility of each unit is set to Public or Private and regardless of whether the release dates have passed.
See :ref:`Preview Your Course` for more information.
See :ref:`Preview Your Course` for more information.
.. _Private Unit:
.. _Private Unit:
**Private Unit**
**Private Unit**
A unit whose **Visibility** option is set to Private so that students cannot see the unit, even if it is located in a subsection that has been released.
A unit whose **Visibility** option is set to Private so that students cannot see the unit, even if it is located in a subsection that has been released.
See :ref:`Public and Private Units` for more information.
See :ref:`Public and Private Units` for more information.
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**Problem Component**
**Problem Component**
A component that allows you to add interactive, automatically
A component that allows you to add interactive, automatically graded exercises to your course content. You can create many different types of problems.
graded exercises to your course content. You can create many different
types of problems.
See :ref:`Working with Problem Components` for more information.
See :ref:`Working with Problem Components` for more information.
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@@ -445,10 +419,9 @@ The page in the learning management system that shows students their scores on g
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**Public Unit**
**Public Unit**
A unit whose **Visibility** option is set to Public so that the unit is visible to students, if
A unit whose **Visibility** option is set to Public so that the unit is visible to students, if the subsection that contains the unit has been released.
the subsection that contains the unit has been released.
See :ref:`Public and Private Units` for more information.
See :ref:`Public and Private Units` for more information.
.. _R:
.. _R:
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**Rubric**
**Rubric**
List of the items that a student's response should cover in an open response assessment.
List of the items that a student's response should cover in an open response assessment.
See :ref:`Rubrics` for more information.
See :ref:`Rubrics` for more information.
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.. _Section_g:
.. _Section_g:
**Section**
**Section**
The topmost category in your course. A section can represent a time period in your course, or another organizing principle.
See :ref:`Sections` for more information.
The topmost category in your course. A section can represent a time period in your course, or another organizing principle.
See :ref:`Sections` for more information.
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**Simple Editor**
**Simple Editor**
The graphical user interface in a Problem component that contains formatting buttons and is available for some problem types.
The graphical user interface in a Problem component that contains formatting buttons and is available for some problem types. For more information, see :ref:`Studio UI`.
For more information, see :ref:`Studio UI`.
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**Static Pages**
**Static Pages**
Pages that supplement the courseware for a course. Each static page appears in your course's navigation bar.
Pages that supplement the courseware for a course. Each static page appears in your course's navigation bar.
See :ref:`Add Static Pages` for more information.
See :ref:`Add Static Pages` for more information.
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**Subsection**
**Subsection**
A division that represents a topic in your course, or another organizing principle. Subsections are
A division that represents a topic in your course, or another organizing principle. Subsections are found inside sections and contain units. Subsections can also be called "lessons."
found inside sections and contain units. Subsections can also be called "lessons."
See :ref:`Subsections` for more information.
See :ref:`Subsections` for more information.
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**Short Course Description**
**Short Course Description**
The description of your course that appears on the edX `Course List <https://www.edx.org/course-list>`_ page.
The description of your course that appears on the edX `Course List <https://www.edx.org/course-list>`_ page.
See :ref:`Describe Your Course` for more information.
See :ref:`Describe Your Course` for more information.
.. _T:
.. _T:
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**Text Input Problem**
**Text Input Problem**
A problem that asks the student to enter a line of text, which is then checked against a specified expected answer.
A problem that asks the student to enter a line of text, which is then checked against a specified expected answer.
See :ref:`Text Input` for more information.
See :ref:`Text Input` for more information.
.. _Transcript:
.. _Transcript:
**Transcript**
**Transcript**
A printed version of the content of a video. You can make video transcripts available to students.
A printed version of the content of a video. You can make video transcripts available to students.
See :ref:`Working with Video Components` for more information.
See :ref:`Working with Video Components` for more information.
.. _V:
.. _V:
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**Video Component**
**Video Component**
A component that you can use to add recorded videos to your course.
A component that you can use to add recorded videos to your course.
See :ref:`Working with Video Components` for more information.
See :ref:`Working with Video Components` for more information.
.. _Visual View:
.. _Visual View:
**Visual View**
**Visual View**
The view in the HTML component editor that allows you format text without using HTML code.
The view in the HTML component editor that allows you format text without using HTML code.
See :ref:`The User Interface` for more information.
See :ref:`The User Interface` for more information.
.. _W:
.. _W:
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**Wiki**
**Wiki**
The page in each edX course that allows students as well as course staff to add, modify, or delete content.
The page in each edX course that allows students as well as course staff to add, modify, or delete content.
Students can use the wiki to share links, notes, and other helpful information with each other.
Students can use the wiki to share links, notes, and other helpful information with each other.
.. _X:
.. _X:
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@@ -596,8 +568,8 @@ X
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**XBlock**
**XBlock**
EdX’s component architecture for writing courseware components.
EdX’s component architecture for writing courseware components.
Third parties can create components as web applications that can run within the edX learning management system.
Third parties can create components as web applications that can run within the edX learning management system.
