@@ -29,7 +29,7 @@ To set the grade range, from the **Settings** menu, select **Grading**.
The control for the grade range is at the top of the Grading page.
.. image:: Images/grade_range.png
.. image:: ../Images/grade_range.png
:width: 800
:alt: Image of the Grade Range control
...
...
@@ -42,7 +42,7 @@ You use the grade range control to change these settings:
A new grade is added to the range between the existing grades. For example, if you add a grade in the default setting,
the grade range changes to **F** (0 to 50), **B** (50 to 75), and **A** (75 to 100):
.. image:: Images/grade_range_b.png
.. image:: ../Images/grade_range_b.png
:width: 800
:alt: Image of an altered Grade Range control
...
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@@ -176,13 +176,13 @@ You set the grading policy for the subsection from two places:
From the course outline, click the checkmark next to the subsection. Then select a grading policy from the popup menu:
.. image:: Images/course_outline_set_grade.png
.. image:: ../Images/course_outline_set_grade.png
:width: 600
:alt: Image of the assignment type for a subsection
From the subsection page, click the text next to the **Graded as** label, then select a grading policy from the popup menu:
.. image:: Images/subsection_set_grade.png
.. image:: ../Images/subsection_set_grade.png
:width: 600
:alt: Image of the assignment type on the subsection page
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@@ -205,7 +205,7 @@ You can also :ref:`Set the Grace Period` for your assignments to cover any misun
Students see the due date in the course accordian under the subsection title. For example:
.. image:: Images/Subsection_due_date.png
.. image:: ../Images/Subsection_due_date.png
:alt: Image of subsection due dates in the course accordian
There are several problems in this subsection, all due November 3, 2013 at 23:30 UTC.
...
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@@ -220,7 +220,7 @@ The Student View of Grades
**************************
Once a grading policy is in place, students can view both their problem scores and the percent completed and current grade in the **Progress** tab for the course.
@@ -33,12 +33,12 @@ To open the course outline, on the **Content** menu, click **Outline**.
The following image shows the different elements of a course outline:
.. image:: Images/Course_Outline.gif
.. image:: ../Images/Course_Outline.png
:alt: Image of the course outline, with callouts for sections, subsection, and units
The following image shows the way this course content appears in the LMS:
.. image:: Images/Course_Outline_LMS.gif
.. image:: ../Images/Course_Outline_LMS.png
:alt: Image of sections from the student's point of view
.. _Sections:
...
...
@@ -87,7 +87,7 @@ You add and delete subsections from the **Course Outline** page. You edit a subs
On the page for the subsection, you can see all the units in the subsection.
.. image:: Images/Subsection.gif
.. image:: ../Images/subsection.png
:alt: Image of the subsection page
You can also do the following.
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@@ -116,7 +116,7 @@ Subsections are divided into units. A unit, in turn, contains one or more compon
In the LMS, each unit in the subsection appears as a link on the course ribbon at the top of the page. The following image shows a subsection that has eight units:
.. image:: Images/Units_LMS.gif
.. image:: ../Images/Units_LMS.png
:alt: Image of units from a student's point of view
The titles in the pop-up dialog, in white text on a black background, are the display names of the components in that unit.
...
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@@ -153,7 +153,7 @@ A component is the part of a unit that contains your actual course content. A un
A student can view the name of all components in a unit by hovering over the unit in the ribbon at the top of the page.
By default, Studio includes four types of components.
...
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@@ -165,7 +165,7 @@ By default, Studio includes four types of components.
To add a component to the unit, click the component type that you want under **Add New Component**.
.. image:: Images/AddNewComponent.gif
.. image:: ../Images/AddNewComponent.png
:alt: Image of adding a new component
For more information, see the documentation for the specific component type that you want:
...
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@@ -183,7 +183,7 @@ You can edit a component only if the unit that contains it is Private, or if you
When you can edit the component, the Edit icon and the Display Name appear in the component header:
.. image:: Images/unit-edit.png
.. image:: ../Images/unit-edit.png
:alt: Image of a unit with Edit icon circled
Click the Edit icon. Then follow instructions for the type of component you are editing.
...
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@@ -200,7 +200,7 @@ To set the display name for a component:
#. Click **Settings**.
#. Edit the **Display Name** field.
.. image:: Images/display-name.png
.. image:: ../Images/display-name.png
:alt: Image of the Display Name field for a component.
4. Click **Save**.
...
...
@@ -217,7 +217,7 @@ When you duplicate a component, a new copy of that component is added directly b
When you can duplicate the component, the Duplicate icon appears in the component header:
.. image:: Images/unit-dup.png
.. image:: ../Images/unit-dup.png
:alt: Image of a unit with Duplicate icon circled
...
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@@ -233,7 +233,7 @@ You can delete a component only if the unit that contains it is Private, or if y
When you can delete the component, the Delete icon appears in the component header:
.. image:: Images/unit-delete.png
.. image:: ../Images/unit-delete.png
:alt: Image of a unit with Delete icon circled
Click the Delete icon. Then follow instructions for the type of component you are editing.
...
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@@ -248,10 +248,10 @@ You can reorganize your course by dragging and dropping sections, subsections, u
To move an element, hover over the element handle on the right side of the screen until the mouse pointer changes to a four-headed arrow. Then, click and drag the element to the location that you want.
.. image:: Images/DragAndDropExample.gif
.. image:: ../Images/DragAndDropExample.png
:alt: Image of the course outline, with the handle for a unit selected for drag and drop
When you move an element, a blue line indicates where the element will land when you release the mouse.
.. image:: Images/DragAndDrop_BlueLine.gif
.. image:: ../Images/DragAndDrop_BlueLine.png
:alt: Image of the course outline, with a unit being dragged to a different location
- Added information about setting up your course summary page to :ref:`The Course Start Date`, :ref:`The Course End Date`, :ref:`Add a Course Image`, :ref:`Add a Course Video`, and :ref:`Describe Your Course`.
- Added information about setting up your course summary page to
* :ref:`The Course Start Date`
* :ref:`The Course End Date`
* :ref:`Add a Course Image`
* :ref:`Add a Course Video`
* :ref:`Describe Your Course`
* - 02/25/14
- Updated :ref:`Add Files to a Course` section to include new External URL feature.
@@ -31,14 +31,14 @@ The HTML Component User Interface
When you create a new HTML component, you work with the HTML component editor. The editor has two views: **Visual view** and **HTML view.** To switch between Visual view and HTML view, click the tab in the upper-right corner of the component editor.
.. image:: Images/HTMLEditorTabs.gif
.. image:: ../Images/HTMLEditorTabs.png
:alt: Image of the HTML component editor, with the Visual and HTML tabs circled
- **Visual view** provides a “what you see is what you get” (WYSIWYG) editor that allows you to format text by clicking the formatting buttons at the top of the editor. By default, every HTML component opens in Visual view.
Visual view includes the following formatting buttons.
.. image:: Images/HTML_VisualView_Toolbar.gif
.. image:: ../Images/HTML_VisualView_Toolbar.png
:alt: Image of the HTML visual editor, with callouts for formatting buttons
#. Select a formatting style, such as heading 1, heading 2, or paragraph.
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@@ -56,12 +56,12 @@ When you create a new HTML component, you work with the HTML component editor. T
Visual view shows your content the way it will appear in the LMS. The following is the LMS rendition of the HTML component above.
:alt: Image of the visual view of the HTML component
- **HTML view** allows you to edit HTML code directly.
.. image:: Images/HTML_HTMLView.gif
.. image:: ../Images/HTML_HTMLView.png
:alt: Image of the HTML code view of the HTML component
.. note:: If you're in HTML view, you can always switch to Visual view to make sure your content looks the way you expect. For example, we recommend that you do this if you add an image or a link to an HTML component.
...
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@@ -76,7 +76,7 @@ To create an HTML component:
1. Under **Add New Component**, click **html**.
.. image:: Images/NewComponent_HTML.gif
.. image:: ../Images/NewComponent_HTML.png
:alt: Image of adding a new HTML component
2. In the list that appears, click **Text**.
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@@ -85,14 +85,14 @@ To create an HTML component:
An empty component appears at the bottom of the unit.
.. image:: Images/HTMLComponent_Edit.png
.. image:: ../Images/HTMLComponent_Edit.png
:alt: Image of an empty HTML component
3. In the empty component, click **Edit**.
The HTML component editor opens in Visual view.
.. image:: Images/HTMLEditor.gif
.. image:: ../Images/HTMLEditor.png
:alt: Image of the HTML component Visual view
4. Enter the text and formatting that you want, either by using the formatting buttons in Visual view or by manually adding HTML tags in HTML view.
...
...
@@ -117,7 +117,7 @@ Add a Link in an HTML Component
To add a link to a website, course unit, or file in an HTML component, you'll work with the **Insert/Edit Link** dialog box.
#. If you want the link to open in a new window, click the drop-down arrow next to the **Target** field, and then select **Open Link in a New Window**. If not, you can leave the default value.
...
...
@@ -160,7 +160,7 @@ You can add a link to a course unit in an HTML component.
#. Obtain the unit identifier of the unit you're linking to. To do this, open the unit page in Studio, and copy the unit ID from the **Unit Identifier** field under **Unit Location** in the right pane.
.. image:: /Images/UnitIdentifier.png
.. image:: ../Images/UnitIdentifier.png
:alt: Image of the unit page with the unit identifier circled
#. Open the HTML component where you want to add the link.
...
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@@ -176,7 +176,7 @@ You can add a link to a course unit in an HTML component.
Make sure to replace <unit identifier> (including the brackets) with the unit
identifier that you copied in step 2, and make sure to include both forward slashes (/).
:alt: Image of the Inser/Edit Link dialog box with a link to a file
#. If you want the link to open in a new window, click the drop-down arrow next to
the **Target** field, and then select **Open Link in a New Window**. If not, you can leave the default value.
...
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@@ -239,7 +241,7 @@ To add an image, you'll need the URL of the image that you uploaded to the cours
#. On the **Files & Uploads** page, copy the **Embed URL** of the image that you want.
.. image:: Images/image_link.png
.. image:: ../Images/image_link.png
:alt: Image of the Files & Upload page with the Embed URL for the image circled
.. note:: You must use the **Embed URL** to add the image, not the **External URL**.
...
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@@ -252,7 +254,7 @@ To add an image, you'll need the URL of the image that you uploaded to the cours
Make sure to include both forward slashes (/).
.. image:: /Images/HTML_Insert-Edit_Image.png
.. image:: ../Images/HTML_Insert-Edit_Image.png
:alt: Image of the Insert/Edit Image dialog box with a link to a file
4. Enter alternative text in the Image Description field. See :ref:`Best Practices for Describing Images` for more information.
...
...
@@ -265,6 +267,8 @@ To add an image, you'll need the URL of the image that you uploaded to the cours
.. note:: When you add the image URL in the format ``/static/FileName.type``, then later reopen the **Insert/Edit Image** dialog box, you see that the URL changes to ``/c4x/edX/Course-name/asset/FileName.type``. This URL is OK and you do not need to change it. In the HTML view, the URL appears as ``/static/FileName.type``.
``<p><img src="/static/GreatLakes.png" alt="Map of the Great Lakes" /></p>``
.. _Import LaTeX Code:
...
...
@@ -275,7 +279,7 @@ Import LaTeX Code into an HTML Component
You can import LaTeX code into an HTML component. You might do this, for example, if you want to create "beautiful math" such as the following.
.. image:: Images/HTML_LaTeX_LMS.gif
.. image:: ../Images/HTML_LaTeX_LMS.png
:alt: Image of math formulas created with LaTeX
.. warning:: The LaTeX processor that Studio uses to convert LaTeX code to XML is a third-party tool. We recommend that you use this feature with caution. If you do use it, make sure to work with your PM.
...
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@@ -295,12 +299,12 @@ To create an HTML component that contains LaTeX code:
#. Click **Edit** to open the new component. The component editor opens.
.. image:: Images/latex_component.png
.. image:: ../Images/latex_component.png
:alt: Image of the HTML component editor with the Latex compiler.
4. In the componenent editor, click **Launch Latex Source Compiler**. The Latex editor opens.
.. image:: Images/HTML_LaTeXEditor.gif
.. image:: ../Images/HTML_LaTeXEditor.png
:alt: Image of the HTML component editor with the Latex compiler.
#. Write Latex code as needed. You can also upload a Latex file into the editor from your computer by clicking **Upload** in the bottom right corner.
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@@ -309,7 +313,7 @@ To create an HTML component that contains LaTeX code:
The component editor closes, and the unit page opens. You can see the way your LaTeX content looks.
.. image:: Images/HTML_LaTeX_CompEditor.png
.. image:: ../Images/HTML_LaTeX_CompEditor.png
:alt: Image of the LaTeX component
#. On the unit page, click **Preview** to verify that your content looks the way you want it to in the LMS.
@@ -95,7 +95,7 @@ In addition to your .srt file, you can provide other transcripts with your video
If you provide transcripts for students to download, a **Download transcript** button appears under the video. Students can then select either **SubRip (.srt) file** or **Text (.txt) file** to download the .srt or .txt transcript.
.. image:: Images/transcript-download.png
.. image:: ../Images/transcript-download.png
.. note:: Some past courses have used .sjson files for video transcripts. If transcripts in your course uses this format, see :ref:`Steps for sjson files`. We don't recommend that you use .sjson files.
...
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@@ -141,7 +141,7 @@ Step 4. Create a Video Component
#. When the new video component appears, click **Edit**. The video editor opens to the **Basic** tab.
.. image:: Images/VideoComponentEditor.gif
.. image:: ../Images/VideoComponentEditor.png
:alt: Image of the video component editor
You'll replace the default values with your own.
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@@ -251,7 +251,7 @@ You can provide transcripts for your video in other languages. To do this, you'l
#. In the box on the right, enter the URL for the language transcript file you uploaded to the **Files & Uploads** page. For example, you might enter **/static/Video1_Spanish.srt** or **/static/Video1_Russian.srt**.
.. image:: /Images/TranscriptTranslations.png
.. image:: ../Images/TranscriptTranslations.png
:alt: Image of Transcript Translations fields
.. note:: Make sure that all your transcript file names are unique to each video and language. If you use the same transcript name in more than one Video component, the same transcript will play for each video. To avoid this problem, you could name your foreign language transcript files according to the video's file name and the transcript language.
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`.
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 Python Evaluated Input` Custom Python-evaluated input (also called "write-your-own-grader" problems evaluate students'.
The chemical equation problem type allows the student to enter text that represents a chemical equation into a text box. The LMS converts that text into a chemical equation below the text box. The grader evaluates the student's response by using a Python script that you create and embed in the problem.
.. image:: /Images/ChemicalEquationExample.png
.. image:: ../Images/ChemicalEquationExample.png
:alt: Image of a chemical equation response problem
====================================
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@@ -191,7 +191,7 @@ Specifically, the Gene Explorer does the following:
#. Finds the start codon
#. Translates the mRNA
.. image:: /Images/GeneExplorer.png
.. image:: ../Images/GeneExplorer.png
:alt: Image of the Gene Explorer
For more information about the Gene Explorer, see `The Gene Explorer <http://intro.bio.umb.edu/GX/>`_.
...
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@@ -233,7 +233,7 @@ Interactive Periodic Table
You can create an interactive periodic table of the elements to help your students learn about various elements' properties. In the table below, detailed information about each element appears as the student moves the mouse over the element.
.. image:: /Images/Periodic_Table.gif
.. image:: ../Images/Periodic_Table.png
:alt: Image of the interactive periodic table
.. _Create the Periodic Table:
...
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@@ -271,7 +271,7 @@ Students can use the molecule editor to learn how to create molecules. The molec
The molecule editor incorporates two tools: the JSME molecule editor created by Peter Erl and Bruno Bienfait, and JSmol, a JavaScript-based molecular viewer from Jmol. (You don't need to download either of these tools--Studio uses them automatically.) For more information about the JSME molecule editor, see `JSME Molecule Editor <http://peter-ertl.com/jsme/index.html>`_. For more information about JSmol, see `JSmol <http://sourceforge.net/projects/jsmol/>`_.
.. image:: /Images/Molecule_Editor.gif
.. image:: ../Images/Molecule_Editor.png
:alt: Image of the molecule editor
.. _Create the Molecule Editor:
...
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@@ -433,7 +433,7 @@ Multiple Choice and Numerical Input Problem
You can create a problem that combines a multiple choice and numerical input problems. Students not only select a response from options that you provide, but also provide more specific information, if necessary.
:alt: Image of a multiple choice and numerical input problem
.. note:: Currently, students can only enter numerals in the text field. Students cannot enter words or mathematical expressions.
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@@ -479,7 +479,7 @@ Polls
You can run polls in your course so that your students can share opinions on different questions.
.. image:: /Images/PollExample.png
.. image:: ../Images/PollExample.png
.. note:: Creating a poll requires you to export your course, edit some of your course's XML files in a text editor, and then re-import your course. We recommend that you create a backup copy of your course before you create the poll. We also recommend that you only edit the files that will contain polls in the text editor if you're very familiar with editing XML.
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@@ -649,7 +649,7 @@ Protex Protein Builder
The Protex protein builder asks students to create specified protein shapes by stringing together amino acids. In the example below, the goal protein shape is a simple line.
In custom Python-evaluated input (also called "write-your-own-grader problems" problems), the grader uses a Python script that you create and embed in the problem to evaluates a student's response or provide hints. These problems can be any type. Numerical input and text input problems are the most popular write-your-own-grader problems.
.. image:: Images/CustomPythonExample.png
.. image:: ../Images/CustomPythonExample.png
:alt: Image of a write your own grader problem
Custom Python-evaluated input problems can include the following:
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@@ -536,7 +536,7 @@ Drag and Drop
In drag and drop problems, students respond to a question by dragging
text or objects to a specific location on an image.
.. image:: Images/DragAndDropProblem.png
.. image:: ../Images/DragAndDropProblem.png
:alt: Image of a drag and drop problem
Create a Drag and Drop Problem
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@@ -596,7 +596,7 @@ In an image mapped input problem, students click inside a defined area
in an image. You define this area by including coordinates in the body
of the problem.
.. image:: Images/image294.png
.. image:: ../Images/ImageMappedInputExample.png
:alt: Image of an image mapped input problem
Create an Image Mapped Input Problem
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@@ -634,7 +634,8 @@ Math Expression Input
In math expression input problems, students enter text that represents a mathematical expression into a field, and the LMS changes that text to a symbolic expression that appears below that field.
Unlike numerical input problems, which only allow integers and a few select constants, math expression problems can include unknown variables and more complicated symbolic expressions. The grader uses a numerical sampling to determine whether the student's response matches the instructor-provided math expression, to a specified numerical tolerance. The instructor must specify the allowed variables in the expression as well as the range of values for each variable.
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@@ -748,7 +749,7 @@ gives the student feedback or a hint based on that response so that the
student is more likely to answer correctly on the next attempt. These
problems can be text input or multiple choice problems.
@@ -31,13 +31,13 @@ An external grader is particularly useful for software programming courses where
For example, you define a problem that requires students to submit Python code, and create a set of tests that an external grader can run to verify the submissions. When a student enters Python code for the problem and clicks **Check**, the code is sent to the grader for testing. If the code passes all tests, the grader returns the score and a string indicating that the solution is correct.
.. image:: Images/external-grader-correct.png
.. image:: ../Images/external-grader-correct.png
:alt: Image of a students view of a programming problem that uses an external grader, with a correct result
The external grader can return a string with results, which the student can see by clicking **See full output**. This can be particularly useful when the solution is not correct and you want to return information about the failed tests. For example:
When you add the instant hangout to your course, a control for the hangout appears on that page. The following example shows the control in a course unit. The control shows that the student can start the hangout and be the first participant.
.. image:: Images/hangout_unit.png
.. image:: ../Images/hangout_unit.png
:alt: Image of the instant hangout control on a unit
To start the hangout, the student clicks **Start the Hangout**. (After the first student clicks **Start the Hangout**, other students see a **Join the Hangout** button.)
The following example shows the control in a static page when a hangout has already started. The control has a **Join the Hangout** button, and shows that one other student is already in the hangout.
.. image:: Images/hangout_static_page.png
.. image:: ../Images/hangout_static_page.png
:alt: Image of the instant hangout control on a static page
To join the hangout, the student clicks **Join the Hangout**.
If not already logged in, the student is prompted to log in to Google:
.. image:: Images/google_login.png
.. image:: ../Images/google_login.png
:alt: Image of the Google login page
Students who do not have a Google account can create one from the login page.
After the student has logged in to Google, the hangout opens in a separate browser window:
@@ -18,7 +18,7 @@ Specialized problems are advanced problems such as annotations. These problems a
By default, when you create a new component in Studio, you see the
following options.
.. image:: Images/AddNewComponent.gif
.. image:: ../Images/AddNewComponent.png
:alt: Image of the Add a New Component panel
To create a specialized problem, you must first add the Advanced
...
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@@ -30,10 +30,10 @@ component to your course. To do this, follow these steps.
Definition** section, and then locate the **advanced_modules**
policy key (this key is at the top of the list).
.. image:: Images/AdvancedModulesEmpty.gif
.. image:: ../Images/AdvancedModulesEmpty.png
:alt: Image of the Manual Policy Definition section of the Advanced Settings page
#. Under **Policy Value**, place your cursor between the brackets, and
3. Under **Policy Value**, place your cursor between the brackets, and
then enter the value for the type of problem that you want to create.
Make sure to include the quotation marks, but not the period.
...
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@@ -53,23 +53,23 @@ component to your course. To do this, follow these steps.
"annotatable","word_cloud"
.. image:: Images/AdvSettings_Before.png
.. image:: ../Images/AdvSettings_Before.png
:alt: Image of the Manual Policy Definition section of the Advanced Settings page, with specialized problems added
#. At the bottom of the page, click **Save Changes**.
4. At the bottom of the page, click **Save Changes**.
The page refreshes automatically. At the top of the page, you see a
notification that your changes have been saved.
The text in the **Policy Value** field now appears as follows.
.. image:: Images/AdvSettings_After.png
.. image:: ../Images/AdvSettings_After.png
:alt: Image of the Manual Policy Definition section of the Advanced Settings page, with specialized problems added after saving
#. Return to the unit where you want to add the specialized problem. The
5. Return to the unit where you want to add the specialized problem. The
list of possible components now contains an Advanced component.
.. image:: Images/AdvancedComponent.gif
.. image:: ../Images/AdvancedComponent.png
:alt: Image of the Add a New Component panel with the Advanced component option
When you click the Advanced component, you can see **Annotation** and **Word cloud** in the list. More information about how to create each problem is provided in the page for that problem type.
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@@ -86,7 +86,7 @@ questions appear when students hover the mouse over the highlighted
text. The questions also appear in a section below the text block, along
with space for students' responses.
.. image:: Images/AnnotationExample.gif
.. image:: ../Images/AnnotationExample.png
:alt: Image of an annotation problem
Create an Annotation Problem
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@@ -120,7 +120,7 @@ Add the **Annotation problem** segment of the problem.
@@ -29,17 +29,17 @@ The Student View of a Full Screen Image
-----------------------------------------
The student sees the full screen image in a unit page. When the student hovers the mouse pointer over the image, the **Fullscreen** button appears:
.. image:: Images/image-modal.png
.. image:: ../Images/image-modal.png
:alt: Image of the full screen image tool with the Full Screen button.
When the student clicks **Fullscreen**, the image opens and expands in the full browser window. The buttons **Close**, **Zoom In**, and **Zoom Out** appear:
.. image:: Images/image-modal-window.png
.. image:: ../Images/image-modal-window.png
:alt: Image of the Image Modal tool with the Full Screen button.
The student can then zoom in on the image, and drag the image to view the desired part of it:
.. image:: Images/image-modeal-zoomed.png
.. image:: ../Images/image-modeal-zoomed.png
:alt: Image of the Image Modal tool with the Full Screen button.
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@@ -145,14 +145,14 @@ Step 1. Add LTI to the Advanced Modules Policy Key
Definition** section, and then locate the **advanced_modules**
policy key (this key is at the top of the list).
.. image:: Images/AdvancedModulesEmpty.gif
.. image:: ../Images/AdvancedModulesEmpty.png
:alt: Image of the advanced_modules key in the Advanced Settings page
#. Under **Policy Value**, place your cursor between the brackets, and
then enter **“lti”**. Make sure to include the quotation marks, but
not the period.
.. image:: Images/LTIPolicyKey.gif
.. image:: ../Images/LTIPolicyKey.png
:alt: Image of the advanced_modules key in the Advanced Settings page, with the LTI value added
**Note** If the **Policy Value** field already contains text, place your
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@@ -285,7 +285,7 @@ their thoughts to the group.
For example, the following word cloud was created from students'
responses to a question in a HarvardX course.
.. image:: Images/WordCloudExample.gif
.. image:: ../Images/WordCloudExample.png
:alt: Image of a word cloud problem
Create a Word Cloud Exercise
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@@ -332,7 +332,7 @@ Zooming Image Tool
You may want to present information to your students as an image. If your image is very large or very detailed, students may not be able to see all the information in the image. You can use the zooming image tool to enlarge areas of your image as the student moves the mouse over the image, as in the example below.
.. image:: Images/Zooming_Image.gif
.. image:: ../Images/Zooming_Image.png
:alt: Example zooming image tool showing a chemistry exercise
Components of a Zooming Image Tool
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@@ -381,7 +381,7 @@ Create a Zooming Image Tool
The HTML in your zooming image tool may resemble the following.
:alt: Image of a unit settings panel with the replace it with this draft link circled
.. Warning:: Historical versions of units are not stored by Studio. After you replace the live version with a new draft, you cannot revert the unit to the previous version.
@@ -28,7 +28,7 @@ Before a student can be enrolled in a course, he or she must:
#. Activate the registered account by following the emailed instructions.
Students can then enroll themselves in edx.org courses, or can enroll in other courses if they know the URL. For a more detailed description of this process from a student's point of view, see :doc:`appendices/c`.
Students can then enroll themselves in edx.org courses, or can enroll in other courses if they know the URL. For a more detailed description of this process from a student's point of view, see :ref:`Sample Student Login Guide`.
Course authors and instructors can enroll students in a course either before or after the students register their user accounts.
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@@ -50,7 +50,7 @@ When you enroll students, you have options to:
An example of the email message that students receive when you select this option follows.
.. image:: Images/Course_Enrollment_Email.png
.. image:: ../Images/Course_Enrollment_Email.png
:alt: Email message inviting a student to enroll in the EdX 101 course
:alt: Studio example of homework assignment type and grading weight
For more information, see :ref:`Configure the Assignment Types`.
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@@ -115,7 +115,7 @@ To view current grades for a student:
The Course Progress page for the student displays a chart with the grade for each homework, lab, midterm, final, and any other assignment types in your course, and the total grade earned for the course to date.
.. image:: Images/Student_Progress.png
.. image:: ../Images/Student_Progress.png
:alt: A bar chart from a student's Progress page showing grade acheived for each assignment
@@ -195,7 +195,7 @@ To find the unique identifier in the URL for a problem:
Information about the problem displays, including its location or URL. This URL ends with the type of module, which is typically "problem", and the unique identifier.
.. image:: Images/Problem_URL.png
.. image:: ../Images/Problem_URL.png
:alt: The Staff Debug view of a problem with the unique identifier indicated at the end of a URL address
When students register with edX, they select a public username and supply information about themselves. Most of this information is optional, so not all of the students who are enrolled in your course provide it.
.. image:: Images/Registration_page.png
.. image:: ../Images/Registration_page.png
:alt: Fields that collect student information during registration
Students then register for as many individual courses as they choose, which enrolls them in each selected course.
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@@ -82,7 +82,7 @@ To view or download student data:
A table of the student data displays, with one row for each enrolled student. Longer values, such as student goals, are truncated.
.. image:: Images/StudentData_Table.png
.. image:: ../Images/StudentData_Table.png
:alt: Table with columns for the collected data points and rows for each student on the Instructor Dashboard
.. note:: In the future, edX may also request that students select a language and location. This data is not collected at this time.
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@@ -111,10 +111,10 @@ To display demographic data for your students:
* The Gender Distribution and Level of Education sections show tables with counts of responses made by enrolled students.
.. image:: Images/Distribution_Education.png
.. image:: ../Images/Distribution_Education.png
:alt: Table with columns for different possible values for gender and total count reported for each value
.. image:: Images/Distribution_Gender.png
.. image:: ../Images/Distribution_Gender.png
:alt: Table with columns for different possible values for level of education completed and total count reported for each value
"No Data" is the sum of the students for whom no value exists for the demographic.
@@ -89,7 +89,7 @@ To create a discussion category:
When students click the **Discussion** static page for your course, the drop-down list includes this new category.
.. image:: Images/NewCategory_Discussion.png
.. image:: ../Images/NewCategory_Discussion.png
:alt: Image of a new discussion category
.. _Assigning_discussion_roles:
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@@ -177,13 +177,13 @@ To encourage longer, threaded discussions rather than many similar, separate pos
* 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
.. 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
.. image:: ../Images/Endorse_Discussion.png
:alt: Image of the Endorse button for discussion posts
@@ -46,7 +46,7 @@ Click on the blue Register for [NUMBER OF YOUR CLASS] button:
A pop-up user authentication window will appear. It will ask you to log in or sign up for edX. (If you already have an account with edX, use it to log in. You should now be registered for the course. Skip to Step 5. Otherwise, go on with Step 3.)
