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Commit 89c2832e by Mark Hoeber
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New Updated Studio Documentation 

New documentation from rewrite, audit, and integration of some
documentation from edx101.  Intent to release by training on 12/5.
parent d1f3e3a6
Showing with 3282 additions and 2223 deletions
docs/course_authors/source/add_syllabus.rst deleted 100644 → 0
*******************************************************
Add a Syllabus, StaticPage, Update, or Course Handouts
*******************************************************
Add a Static Page
*****************
**Static Pages** takes you to a list of the important pages for your course that
you want students to be able to access easily. Static pages usually apply to the
whole course rather than a particular sequence. For example, your static pages
might include your syllabus or information about your grading policy.
.. image:: Images/image155.png
When you create a static page, the name of that page appears in your course's
navigation bar at the top of the page, along with **Courseware**, **Course
Info**, and other tabs. For example, the following navigation bar includes a
**Syllabus** static page and a **Projects** static page.
.. image:: Images/image157.png
To add a static page:
1. On the navigation bar, click **Course Content**, and then click **Static
Pages**.
.. image:: Images/image159.png
2. In the top right corner, click **New Page**. The following entry appears.
.. image:: Images/image161.png
3. On the right side of the box, click **Edit**. The following dialog box opens.
.. image:: Images/image163.png
4. In the **display_name** box, type the name that you want to appear in the
navigation bar for your course.
5. Replace the placeholder text with your content.
6. Click **Save**.
Add a Schedule
**************
To create a schedule for your course, you can create a Google calendar that
students can incorporate into their personal Google calendars, or you can use
HTML to create a dynamic schedule with links that students can click. You can
also include both types of calendar in your course.
Google Calendar
===============
Your Google calendar should include all release dates and due dates. You can
link to it in your course. Your calendar may look like the following calendar
for BerkeleyX's CS 169.2x course. To see this calendar live,
click
https://www.google.com/calendar/embed?src=edx.org_mcjhp2tv3ul2etfpb43hd388p4@group.calendar.g
oogle.com&ctz=America/New_York_
.. image:: Images/image165.png
To create a Google calendar, access your Google account, and then click
**Calendar** at the top of the page. You can then enter your schedule
information. You can also create a link to this calendar anywhere in your
course.
Dynamic HTML Schedule
=====================
You can create a dynamic HTML schedule page that you update manually as the
course progresses. The template below was adapted from a version created by
Professors Dan Klein and Pieter Abbeel.
Below is a sample course schedule that shows the way the schedule would look
during week 3 of the course. As you can see, there are no links for material
after week 3, since that information has not yet been released.
This course uses the following release schedule:
1. All lessons are released on Mondays. 2. All homework assignments are released
on Wednesdays, and are due on Sunday of the following week. 3. All quizzes are
released on Fridays and due on Sunday of the following week (9 days later).
.. image:: Images/image285.png
To create a dynamic HTML schedule:
1. On the navigation bar, click **Course Content**, and then click **Static
Pages**.
.. image:: Images/image159.png
2. In the top right corner, click **New Page**. The following entry appears.
.. image:: Images/image161.png
3. On the right side of the box, click **Edit**. The following dialog box opens.
4. In the editor that opens, type **Schedule **in the **display_name** box.
5. Click the **HTML** tab.
.. image:: Images/image163.png
6. Go to `Appendix B <appendices/b.html>` and copy the code for the dynamic
schedule template.
7. In the editor in Studio, replace the placeholder code on the HTML tab with
the code for the dynamic schedule template.
Course Handouts
***************
Your course handouts are available on Edge from the **Course Handouts** sidebar
on the **Course Info** page. To add these items, you must create a file and
upload the file to the **>Files & Uploads** page. When you do this, a URL is
created for that file. You then use this URL to create a link to the file on the
**Handouts** sidebar. You create this link on the **Course Updates** page.
.. note::
You cannot upload videos to the Files & Uploads page.
Upload a File to the Files & Uploads page
=========================================
The **Files & Uploads** page lists handouts, images, and other content that you
want to integrate into your course.
.. image:: Images/image160.png
For example, if you want to include a cartoon in one of your weekly updates, you
upload the image to **Files & Uploads**. When you do this, the file receives its
own URL, and you then use that URL to create a link to the image in the body of
the course. Likewise, if you want to include a handout in the **Course
Handouts** section of the **Course Info** page or in a lesson, you upload the
handout here, and then create a link to the handout under **Course Handouts** or
in the lesson.
You can also use the **Files & Uploads** page to keep all of the content for
your course in one place. Content is only visible to students if you create a
link to it. You can thus keep older versions of your content.
For example, if you create a Word file to use in your class, and you then create
a PDF copy of that Word file, you can link to the PDF file but keep the Word
file on the **Files Uploads** page. If you later delete the file from your
personal computer, or if a colleague asks you if they can run a version of your
course but change the dates in your handout, you can easily find the Word file
on the **Files Uploads** page.
Note that you should be careful when you name files that you add to the **Files
& Uploads** page. Because the file name becomes part of the URL, students can
see the name of the file when they open it. Avoid using file names such as
"AnswerKey.pdf."
.. warning::
Uploading a file with the same name as a file that is already
uploaded will cause the original file to be overwritten. There is not currently
a warning when you try to upload a file that has the same name.
To upload a file to the **Files & Uploads** page:
1. On the navigation bar, click **Course Content**, and then click **Files &
Uploads**.
2. On the **>Files & Uploads** page, click **Upload New File**.
.. image:: Images/image162.png
3. In the **Upload New File** dialog box, click **Choose File**.
4. In the **Open** dialog box, locate the file that you want, and then click
**Open**.
To add another file, click **Load Another File**. To close the dialog box, click
the **x** in the top right corner. When you close the dialog box, the file
appears on the **Files & Uploads** page.
5. Determine the URL of your newly uploaded file. To do this, on the **Files &
Uploads** page, locate the file in the list. In the **URL** column on the right,
you can see the URL you will need to use to display an image or create a
hyperlink.
.. image:: Images/image164.png
.. note::
Currently, you cannot delete a file after you upload it to the **Files &
Uploads** page. You can replace a file by uploading another file with the same
name, but you cannot delete the file.
Add Items to the Handouts Sidebar
=================================
1. On the navigation bar, click **Course Content**, and then click **Updates**.
image:: Images/image166.png
2. Locate the **Course Handouts** sidebar on the right, and then click **Edit**.
.. image:: Images/image168.png
3. In the XML box that appears, create links to your files.
* To create a link to a document, enter the following syntax, where URL OF FILE
is the URL that you noted in step 5 of **Upload a File** on the **Files &
Uploads Page** and LINK TEXT is the text that you want to appear in the
**Handouts** sidebar.
.. code-block:: html
<p><a href="[URL OF FILE]">[LINK TEXT]</a></p>
* To create a link to an image that you've uploaded, enter the following syntax,
where URL OF FILE is the URL that you noted in step 5 of **Upload a File to
Your Assets Tab**.
.. code-block:: html
<p><img src="[URL OF FILE]"/></p>
4. Click **Save**. Your files appear under **Course Handouts**.
Add an Announcement or Update
*****************************
You can add announcements or updates to welcome students to the class,
remind students of exams, notify students of changes in the course schedule,
and call out important steps students need to keep in mind. These updates
appear on the **Course Info** tab on edX or Edge. Because your course
automatically opens to the **Course Info** page, students will see the
update as soon as they sign in.
1. On the **Course Content** menu, click **Updates**. The **Course Updates**
page opens.
.. image:: Images/image185.png
2. Click **New Update**. The following dialog box opens.
.. image:: Images/image187.png
The content for this box must be formatted in HTML. For a template that you
can use that includes placeholders, see `Appendix A <appendices/a.html>`.
3. Enter your update formatted as HTML, and then click **Save**.
docs/course_authors/source/advanced_problems.rst 0 → 100644
.. _Advanced Problems:
Advanced Problems
=================
Advanced problems are problems such as drag and drop, circuit schematic
builder, and math expression problems. These problems appear on the
Advanced tab when you create a new Problem component. Studio provides
templates for these problems, but the problems open directly in the
**Advanced Editor** and have to be created in XML.
- :ref:`Circuit Schematic Builder` In circuit schematic problems, students
create and modify circuits on an interactive grid and submit
computer-generated analyses of the circuits for grading.
- :ref:`Write-Your-Own-Grader` Write-your-own-grader problems
evaluate students' responses using an embedded Python script that you
create. These problems can be any type.
- :ref:`Drag and Drop` Drag and drop problems require students to drag text
or objects to a specific location on an image.
- :ref:`JavaScript Input` JavaScript input problems allow you to incorporate
problem types that you've created in HTML into Studio via an IFrame.
- :ref:`Image Mapped Input` Image mapped input problems require students to
click a specific location on an image.
- :ref:`Math Expression Input` Math expression input problems require
students to enter a mathematical expression as text, such as
e=m\*c^2.
- :ref:`Problem Written in LaTeX` This problem type allows you to convert
problems that you've already written in LaTeX into the edX format.
Note that this problem type is still a prototype, however, and may
not be supported in the future.
- :ref:`Problem with Adaptive Hint` These problems can give students
feedback or hints based on their responses. Problems with adaptive
hints can be text input or multiple choice problems.
These problems are easy to access in Studio. To create them, click
**Problem** under **Add New Component**, click the **Advanced** tab, and
then click the name of the problem that you want to create.
.. _Circuit Schematic Builder:
Circuit Schematic Builder
-------------------------
In circuit schematic builder problems, students can arrange circuit
elements such as voltage sources, capacitors, resistors, and MOSFETs on
an interactive grid. They then submit a DC, AC, or transient analysis of
their circuit to the system for grading.
.. image:: /Images/CircuitSchematicExample.gif
Create a Circuit Schematic Builder Problem
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
#. In the unit where you want to create the problem, click **Problem**
under **Add New Component**, and then click the **Advanced** tab.
#. Click **Circuit Schematic Builder**.
#. In the component that appears, click **Edit**.
#. In the component editor, replace the example code with your own code.
#. Click **Save**.
.. _Write-Your-Own-Grader:
Write-Your-Own-Grader ("Custom Python-Evaluated Input")
-------------------------------------------------------
In write-your-own-grader problems (also called "custom Python-evaluated
input" problems), the grader evaluates a student's response using a
Python script that you create and embed in the problem. These problems
can be any type. Numerical input and text input problems are the most
popular write-your-own-grader.
.. image:: Images/WriteYourOwnGraderExample.gif
Create a Write-Your-Own-Grader Problem
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
To create a write-your-own-grader problem:
#. In the unit where you want to create the problem, click **Problem**
under **Add New Component**, and then click the **Advanced** tab.
#. Click **Custom Python-Evaluated Input**.
#. In the component that appears, click **Edit**.
#. In the component editor, replace the example code with your own code.
#. Click **Save**.
For more information about write-your-own-grader problems, see `CustomResponse XML and Python
Script <https://edx.readthedocs.org/en/latest/course_data_formats/custom_response.html>`_.
.. _Drag and Drop:
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/DragAndDropExample.gif
Create a Drag and Drop Problem
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
To create a drag and drop problem:
#. In the unit where you want to create the problem, click **Problem**
under **Add New Component**, and then click the **Advanced** tab.
#. Click **Drag and Drop**.
#. In the component that appears, click **Edit**.
#. In the component editor, replace the example code with your own code.
#. Click **Save**.
For more information about drag and drop problems, see `XML Format of Drag and Drop Input
<http://data.edx.org/en/latest/course_data_formats/drag_and_drop/drag_and_drop_input.html>`_.
.. _Image Mapped Input:
Image Mapped Input
------------------
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/ImageMappedInputExample.gif
Create an Image Mapped Input Problem
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
To create a image mapped input problem:
#. In the unit where you want to create the problem, click **Problem**
under **Add New Component**, and then click the **Advanced** tab.
#. Click **Image Mapped Input**.
#. In the component that appears, click **Edit**.
#. In the component editor, replace the example code with your own code.
#. Click **Save**.
.. _Math Expression Input:
Math Expression Input
---------------------
In math expression input problems, students enter text that represents
a mathematical expression, and Studio changes that text to a symbolic
expression that appears below the field where the student is typing.
Unlike numerical input problems, which only allow integers and a few
select constants, math expression problems can include more complicated
symbolic expressions.
When you create a math expression input problem for your students in
Studio, you'll use `MathJax <http://www.mathjax.org>`_ to change your
plain text into "beautiful math." For more information about how to use
MathJax in Studio, see *A Brief Introduction to MathJax in
Studio*.
.. image:: Images/MathExpressionInputExample.gif
Create a Math Expression Input Problem
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
To create a math expression input problem:
#. In the unit where you want to create the problem, click **Problem**
under **Add New Component**, and then click the **Advanced** tab.
#. Click **Math Expression Input**.
#. In the component that appears, click **Edit**.
#. In the component editor, replace the example code with your own code.
#. Click **Save**.
For more information, see `Symbolic Response
<https://edx.readthedocs.org/en/latest/course_data_formats/symbolic_response.html>`_.
.. _Problem Written in LaTeX:
Problem Written in LaTeX
------------------------
If you have an problem that is already written in LaTeX, you can use
this problem type to easily convert your code into XML. After you paste
your code into the LaTeX editor, you'll only need to make a few minor
adjustments. Note that **this problem type is still a prototype and may
not be supported in the future**, so you should use it with caution.
***Note** If you want to use LaTeX to typeset mathematical expressions
in problems that you haven't yet written, use any of the other problem
templates together with `MathJax <http://www.mathjax.org>`_. For more
information about how to create mathematical expressions in Studio using
MathJax, see *A Brief Introduction to MathJax in
Studio*.
.. image:: Images/ProblemWrittenInLaTeX.gif
Create a Problem Written in LaTeX
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
To create a problem written in LaTeX:
#. In the unit where you want to create the problem, click **Problem**
under **Add New Component**, and then click the **Advanced** tab.
#. Click **Problem Written in LaTeX**.
#. In the component editor that appears, click **Edit**.
#. In the lower left corner of the component editor, click **Launch
LaTeX Source Compiler**.
#. Replace the example code with your own code.
#. In the lower left corner of the LaTeX source compiler, click **Save &
Compile to edX XML**.
.. _Problem with Adaptive Hint:
Problem with Adaptive Hint
--------------------------
A problem with an adaptive hint evaluates a student's response, then
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.
.. image:: Images/ProblemWithAdaptiveHintExample.gif
Create a Problem with an Adaptive Hint
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
To create a problem with an adaptive hint:
#. In the unit where you want to create the problem, click **Problem**
under **Add New Component**, and then click the **Advanced** tab.
#. Click **Problem with Adaptive Hint**.
#. In the component that appears, click **Edit**.
#. In the component editor, replace the example code with your own code.
#. Click **Save**.
docs/course_authors/source/appendices/a.rst
...@@ -2,6 +2,8 @@ ...@@ -2,6 +2,8 @@
\newpage % \newpage %
.. _Appendix A:
======================================== ========================================
APPENDIX A-Template For Course Overview APPENDIX A-Template For Course Overview
======================================== ========================================
......
docs/course_authors/source/appendices/b.rst
...@@ -2,6 +2,7 @@ ...@@ -2,6 +2,7 @@
\newpage % \newpage %
.. _Appendix B:
=========================================== ===========================================
APPENDIX B: Code for Dynamic HTML Schedule APPENDIX B: Code for Dynamic HTML Schedule
......
docs/course_authors/source/appendices/e.rst
...@@ -2,6 +2,8 @@ ...@@ -2,6 +2,8 @@
\newpage % \newpage %
.. _Appendix E:
========================== ==========================
APPENDIX E: Problem Types APPENDIX E: Problem Types
...@@ -580,7 +582,7 @@ default. These include: ...@@ -580,7 +582,7 @@ default. These include:
- ``pi`` - ``pi``
- ``k``: the Boltzmann constant (~1.38e-23 in Joules/Kelvin) - ``k``: the Boltzmann constant (~1.38e-23 in Joules/Kelvin)
- ``c``: the speed of light in m/s (2.998e8) - ``c``: the speed of light in m/s (2.998e8)
- ``T``: typical room temperature (298.15 Kelvin, same as 25C/77F) - ``T``: the positive difference between 0K and 0°C (285.15)
- ``q``: the fundamental charge (~1.602e-19 Coloumbs) - ``q``: the fundamental charge (~1.602e-19 Coloumbs)
Operators and Functions Operators and Functions
......
docs/course_authors/source/appendices/f.rst 0 → 100644
This source diff could not be displayed because it is too large. You can view the blob instead.
docs/course_authors/source/change_log.rst
...@@ -8,14 +8,7 @@ Change Log ...@@ -8,14 +8,7 @@ Change Log
============== ================================================================ ============== ================================================================
DATE CHANGE DATE CHANGE
============== ================================================================ ============== ================================================================
7/1/2013 Online help and pdf files finalized in Sphinx 1.2b1 12/05/2013 Complete revision of edX Studio documentation and integration
of edX101 content.
5/6/2013 Universal change to UTC for all GMT references. Changed “Add Course Catalog Information” to show URL and note that on this page, the course author sees local time from browser. Changed “Invite Students to Register” to reflect new link.
4/18/13 “Create a Discussion” graphic change
4/9/13 Changed order of sections (moved “Create a Lesson in Studio” after “Create a New Course”) Added content to “Export or Import a Course,”Create Lesson,” “Create Schedule,” and Upload a File to the "Files & Updates Page” sections. Revised “Add an Announcement" or Update" section.
3/22/13 Revised “Add Manual Policy Data” section. Added “Appendix C: Time Zones”
============== ================================================================ ============== ================================================================
docs/course_authors/source/checking_student_progress.rst
************************************************** .. _Checking Student Progress and Issuing Certificates:
###################################################
Checking Student Progress and Issuing Certificates Checking Student Progress and Issuing Certificates
************************************************** ###################################################
As will be discussed more in later sections, the grading policy and stored The grading policy and stored problem scores are used to record progress through the course, determine
problem scores are used to record progress through the course, determine
final grades, and issue certificates at the end. This unit will give you final grades, and issue certificates at the end. This unit will give you
some advance information about how the grading policy will be visible to the some advance information about how the grading policy will be visible to the
students during the run of the course and what you will need to do at the students during the run of the course and what you will need to do at the
end of the course to give out grades. end of the course to give out grades.
.. _A Student's View:
Checking Progress as a Student ******************************
A Student's View
****************************** ******************************
Students can check their progress by clicking on
During the run of a course, students can check their progress by clicking on the **Progress** tab in the course. The
the Progress tab of the course on Edge. (This is the same page they would go
to to view subsection problem scores, as described in Viewing Scores.) The
student's progress through the graded part of the course is displayed at the student's progress through the graded part of the course is displayed at the
top of this page, above the subsection scores, as a chart with entries for top of this page, above the subsection scores, as a chart with entries for
all the assignments, total percentage earned in the course so far and all the assignments, total percentage earned in the course so far and
...@@ -26,17 +26,15 @@ progress through edX101. ...@@ -26,17 +26,15 @@ progress through edX101.
.. image:: Images/image245.png .. image:: Images/image245.png
:width: 800
The student can see from this page that edX101 was graded as a Pass/Fail course with a cutoff
The student will be able to see from this page that, at the time this
screenshot was taken, edX101 was graded as a Pass/Fail course with a cutoff
of 34% and that the grading rubric contained one assignment type, called of 34% and that the grading rubric contained one assignment type, called
Learning Sequence, consisting of 11 assignments total. Furthermore, this Learning Sequence, consisting of 11 assignments total. Furthermore, this particular student has only
picture says that this particular student has only submitted correct submitted correct responses to two assignments, and that her current total percent grade in
responses to two assignments, and that their current total percent grade in the course is 6%. By hovering over each progress bar, the student can
the course is 6%. By hovering over each progress bar, the student would be get further statistics of how much each assignment was counted as.
able to get further statistics of how much each assignment was counted as.
As was mentioned in the unit on Viewing Scores, further down on the Progress As was mentioned in the unit on Viewing Scores, further down on the Progress
...@@ -46,29 +44,27 @@ down view of the example Progress page for the student in the example above: ...@@ -46,29 +44,27 @@ down view of the example Progress page for the student in the example above:
.. image:: Images/image247.png .. image:: Images/image247.png
:width: 800
Again, note that point scores from graded sections are called "Problem Again, note that point scores from graded sections are called "Problem
Scores", while point scores from ungraded sections are called "Practice Scores", while point scores from ungraded sections are called "Practice
Scores". Scores".
.. raw:: latex .. _Check Progress of Students as an Instructor:
\newpage %
Checking Progress of Students as an Instructor **********************************************
Check Progress of Students as an Instructor
********************************************** **********************************************
To check the progress of the student, go to the
To check the progress of the student through the course, visit the Instructor Dashboard of your course click
Instructor dashboard of your course in instructor view on Edge and click on the Grades page. The Instructor Dashboard for courses sometimes changes as
the Grades page. The Instructor dashboard for courses sometimes changes as
more course-specific tools get added. Here is the current view of the top of more course-specific tools get added. Here is the current view of the top of
the Grades page of the Instructor dashboard for edX101: the Grades page of the Instructor dashboard for edX101:
.. image:: Images/image249.png .. image:: Images/image249.png
:width: 800
Here you see several options for viewing or downloading student grades, Here you see several options for viewing or downloading student grades,
viewing individual progress through a course or resetting problem attempts. viewing individual progress through a course or resetting problem attempts.
...@@ -84,7 +80,7 @@ viewing individual progress through a course or resetting problem attempts. ...@@ -84,7 +80,7 @@ viewing individual progress through a course or resetting problem attempts.
.. note:: .. note::
The stored scores visible to you on the Instructor tab and to The stored scores visible to you on the Instructor tab and to
the students from the Progress tab in the course on Edge are a snapshot of the the students from the Progress tab in the course are a snapshot of the
current state of the problem score database. They may be slightly out of current state of the problem score database. They may be slightly out of
sync with actual problem scores. (Asynchronicities may happen if, for example, sync with actual problem scores. (Asynchronicities may happen if, for example,
the weight of a live problem was changed during an assignment, and not the weight of a live problem was changed during an assignment, and not
...@@ -92,17 +88,15 @@ viewing individual progress through a course or resetting problem attempts. ...@@ -92,17 +88,15 @@ viewing individual progress through a course or resetting problem attempts.
are usually recomputed at the end of the semester before determining final are usually recomputed at the end of the semester before determining final
grades and issuing Certificates. grades and issuing Certificates.
.. raw:: latex .. _Assign Final Grades and Issuing Certificates:
\newpage % ***********************************************
Assign Final Grades and Issuing Certificates
Assigning Final Grades and Issuing Certificates
*********************************************** ***********************************************
The final grades of a student in the course and the grading The final grades of a student in the course and the grading
rubric you have set are used to determine whether the student has earned a rubric you have set are used to determine whether the student has earned a
Certificate of Mastery for the course. The process for issuing Certificates Certificate of Mastery for the course. The process for issuing Certificates
has to be started manually by you or by the edX support team at the end of the has to be started manually by you or by the edX support team at the end of the
course run. For more information about issuing Certificates, see TBD. course run.
docs/course_authors/source/common_problems.rst 0 → 100644
.. _Common Problems:
Common Problems
===============
*Common problems* are typical problems such as multiple choice problems
and other problems whose answers are simple for students to select or
enter. You can create all of these problems using the Simple Editor in
Studio. You don't have to use XML or switch to the Advanced Editor.
The following are the common problem types in Studio:
- :ref:`Checkbox` In checkbox problems, students select one or more options
from a list of possible answers.
- :ref:`Dropdown` In dropdown problems, students select one answer from a
dropdown list.
- :ref:`Multiple Choice` Multiple choice problems require students to
select one answer from a list of choices that appear directly below
the question.
- :ref:`Numerical Input` Numerical input problems require answers that
include only integers, fractions, and a few common constants and
operators.
- :ref:`Text Input` In text input problems, students enter a short text
answer to a question.
These problems are easy to access in Studio. To create them, click
**Problem** under **Add New Component**, click the **Common Problem
Types** tab, and then click the name of the problem. (Note that
**Checkbox** doesn't appear in the list of common problem types. To
create a checkbox problem, you'll click **Blank Common Problem**.)
.. _Checkbox:
Checkbox
--------
In checkbox problems, the student selects one or more options from a
list of possible answers. The student must select all the options that
apply to answer the problem correctly. Each checkbox problem must have
at least one correct answer.
.. image:: Images/CheckboxExample.gif
Create a Checkbox Problem
~~~~~~~~~~~~~~~~~~~~~~~~~~
#. Under **Add New Component**, click **Problem**.
#. In the **Select Problem Component Type** screen, click **Blank Common
Problem** on the **Common Problem Types** tab.
#. In the Problem component that appears, click **Edit**.
#. In the component editor, replace the default text with the text of your
problem. Enter each answer option on its own line.
#. Select all the answer options, and then click the checkbox button.
When you do this, brackets appear next to each answer choice.
#. Add an **x** between the brackets for the correct answer or answers.
#. In the component editor, select the text of the explanation, and then click the
explanation button to add explanation tags around the text.
.. image:: Images/ProbCompButton_Explanation.gif
#. On the **Settings** tab, specify the settings that you want.
#. Click **Save**.
For the example problem above, the text in the Problem component is the
following.
::
Learning about the benefits of preventative healthcare can be particularly
difficult. Check all of the reasons below why this may be the case.
[x] A large amount of time passes between undertaking a preventative measure
and seeing the result.
[ ] Non-immunized people will always fall sick.
[x] If others are immunized, fewer people will fall sick regardless of a
particular individual's choice to get immunized or not.
[x] Trust in healthcare professionals and government officials is fragile.
[explanation]
People who are not immunized against a disease may still not fall sick from
the disease. If someone is trying to learn whether or not preventative measures
against the disease have any impact, he or she may see these people and conclude,
since they have remained healthy despite not being immunized, that immunizations
have no effect. Consequently, he or she would tend to believe that immunization
(or other preventative measures) have fewer benefits than they actually do.
[explanation]
.. _Dropdown:
Dropdown
--------
Dropdown problems allow the student to choose from a collection of
answer options, presented as a dropdown list. Unlike multiple choice
problems, whose answers are always visible directly below the question,
dropdown problems don't show answer choices until the student clicks
the dropdown arrow.
.. image:: Images/DropdownExample.gif
Create a Dropdown Problem
~~~~~~~~~~~~~~~~~~~~~~~~~
To create a dropdown problem, follow these steps.
#. Under **Add New Component**, click **Problem**.
#. In the **Select Problem Component Type** screen, click
**Dropdown** on the **Common Problem Types** tab.
#. In the new Problem component that appears, click **Edit**.
#. Replace the default text with the text for your problem. Enter each of the possible
answers on the same line, separated by commas.
#. Select all the answer options, and then click the dropdown button.
.. image:: Images/ProbCompButton_Dropdown.gif
When you do this, a double set of brackets ([[ ]]) appears and surrounds the
answer options.
#. Inside the brackets, surround the correct answer with parentheses.
#. In the component editor, select the text of the explanation, and then click the
explanation button to add explanation tags around the text.
.. image:: Images/ProbCompButton_Explanation.gif
#. On the **Settings** tab, specify the settings that you want.
#. Click **Save**.
For the example problem above, the text in the Problem component is the
following.
::
What type of data are the following?
Age:
[[Nominal, Discrete, (Continuous)]]
Age, rounded to the nearest year:
[[Nominal, (Discrete), Continuous]]
Life stage - infant, child, and adult:
[[(Nominal), Discrete, Continuous]]
.. _Multiple Choice:
Multiple Choice
---------------
In multiple choice problems, students select one option from a list of
answer options. Unlike with dropdown problems, whose answer choices
don't appear until the student clicks the drop-down arrow, answer
choices for multiple choice problems are always visible directly below
the question.
.. image:: Images/MultipleChoiceExample.gif
Create a Multiple Choice Problem
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
#. Under **Add New Component**, click **Problem**.
#. In the **Select Problem Component Type** screen, click **Multiple
Choice** on the **Common Problem Types** tab.
#. When the new Problem component appears, click **Edit**.
#. In the component editor, replace the sample problem text with the text of your
problem. Enter each answer option on its own line.
#. Select all the answer options, and then click the multiple choice button.
.. image:: Images/ProbCompButton_MultChoice.gif
When you do this, the component editor adds a pair of parentheses next to each
possible answer.
#. Add an "x" between the parentheses next to the correct answer.
#. In the component editor, select the text of the explanation, and then click the
explanation button to add explanation tags around the text.
.. image:: Images/ProbCompButton_Explanation.gif
#. On the **Settings** tab, specify the settings that you want.
#. Click **Save**.
For the example problem above, the text in the Problem component is the
following.
::
Lateral inhibition, as was first discovered in the horsehoe crab:
( ) is a property of touch sensation, referring to the ability of crabs to
detect nearby predators.
( ) is a property of hearing, referring to the ability of crabs to detect
low frequency noises.
(x) is a property of vision, referring to the ability of crabs eyes to
enhance contrasts.
( ) has to do with the ability of crabs to use sonar to detect fellow horseshoe
crabs nearby.
( ) has to do with a weighting system in the crabs skeleton that allows it to
balance in turbulent water.
[Explanation]
Horseshoe crabs were essential to the discovery of lateral inhibition, a property of
vision present in horseshoe crabs as well as humans, that enables enhancement of
contrast at edges of objects as was demonstrated in class. In 1967, Haldan Hartline
received the Nobel prize for his research on vision and in particular his research
investigating lateral inhibition using horseshoe crabs.
[Explanation]
.. _Numerical Input:
Numerical Input
---------------
In numerical input problems, students enter numbers or specific and
relatively simple mathematical expressions to answer a question.
.. image:: Images/NumericalInputExample.gif
Note that students' responses don't have to be exact for these problems. You can
specify a margin of error. For more information, see the instructions below.
Responses for numerical input problems can include integers, fractions,
and constants such as *pi* and *g*. Responses can also include text
representing common functions, such as square root (sqrt) and log base 2
(log2), as well as trigonometric functions and their inverses, such as
sine (sin) and arcsine (arcsin). For these functions, Studio changes the
text that the student enters into mathematical symbols. The following
example shows the way Studio renders students' text responses in
numerical input problems. To see more examples, scroll down to **Examples**.
.. image:: Images/Math5.gif
Create a Numerical Input Problem
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
#. Under **Add New Component**, click **Problem**.
#. In the **Select Problem Component Type** screen, click **Numerical
Input** on the **Common Problem Types** tab.
#. When the new Problem component appears, click **Edit**.
#. In the component editor, replace the sample problem text with your own text.
#. Select the text of the answer, and then click the numerical input button.
.. image:: Images/ProbCompButton_NumInput.gif
When you do this, an equal sign appears next to the answer.
#. (Optional) If you want to include a margin of error, add **+-NUMBER** after the answer. For
example, if you want to include a 2% margin of error, add **+-2%**.
#. In the component editor, select the text of the explanation, and then click the
explanation button to add explanation tags around the text.
.. image:: Images/ProbCompButton_Explanation.gif
#. On the **Settings** tab, specify the settings that you want.
#. Click **Save**.
For the example problem above, the text in the Problem component is the
following.
::
How many different countries do edX students live in as of May 2013?
= 193 +- 5%
[explanation]
As of edX's first birthday, in May 2013, edX students live in 193 different countries.
[explanation]
**Examples**
The following are a few more examples of the way that Studio renders numerical input
text that students enter.
.. image:: Images/Math1.gif
.. image:: Images/Math2.gif
.. image:: Images/Math3.gif
.. image:: Images/Math4.gif
For more information, see `Formula Equation Input
<https://edx.readthedocs.org/en/latest/course_data_formats/formula_equation_input.html>`_.
.. _Text input:
Text Input
----------
In text input problems, students enter text into a response field. The
response can include numbers, letters, and special characters such as
punctuation marks. Because the text that the student enters must match
the instructor's specified answer exactly, including spelling and
punctuation, we recommend that you specify more than one attempt for
text input problems to allow for typographical errors.
.. image:: Images/TextInputExample.gif
Create a Text Input Problem
~~~~~~~~~~~~~~~~~~~~~~~~~~~
To create a text input problem, follow these steps.
#. Under **Add New Component**, click **Problem**.
#. In the **Select Problem Component Type** screen, click **Text Input**
on the **Common Problem Types** tab.
#. In the new Problem component that appears, click **Edit**.
#. Replace the default text with the text for your problem.
#. Select the text of the answer, and then click the text input button.
.. image:: Images/ProbCompButton_TextInput.gif
When you do this, an equal sign appears next to the answer.
#. In the component editor, select the text of the explanation, and then click the
explanation button to add explanation tags around the text.
.. image:: Images/ProbCompButton_Explanation.gif
#. On the **Settings** tab, specify the settings that you want.
#. Click **Save**.
For the example problem above, the text in the Problem component is the
following.
::
What is the technical term that refers to the fact that, when enough people
sleep under a bednet, the disease may altogether disappear?
= herd immunity
[explanation]
The correct answer is herd immunity. As more and more people use bednets,
the risk of malaria begins to fall for everyone – users and non-users alike.
This can fall to such a low probability that malaria is effectively eradicated
from the group (even when the group does not have 100% bednet coverage).
[explanation]
\ No newline at end of file
docs/course_authors/source/conf.py
...@@ -23,3 +23,11 @@ templates_path.append('source/_templates') ...@@ -23,3 +23,11 @@ templates_path.append('source/_templates')
html_static_path.append('source/_static') html_static_path.append('source/_static')
# General information about the project.
project = u'Building a Course with edX Studio'
copyright = u'2013, edX Documentation Team'
# The short X.Y version.
version = ''
# The full version, including alpha/beta/rc tags.
release = ''
\ No newline at end of file
docs/course_authors/source/create_discussion.rst
.. _Working with Discussion Components:
###################################
Working with Discussion Components
###################################
******************* *******************
Create a Discussion Overview
******************* *******************
To create a discussion in your course, you create a question and Discussion You can add a Discussion component to a Unit, to pose a question related to the Unit and give students a chance to respond and interact.
component in Studio. You can then encourage the students to respond by seeding
the discussion space on edX or Edge.
Create a Discussion Component * :ref:`Create a Discussion Component`
***************************** * :ref:`A Student's View of the Discussion`
* :ref:`Seed a Discussion Space in Your Course`
Keep in mind the following best practices when you create a Discussion
component.
• Be very sure that you want to add the Discussion component. Discussion Before you add a Discussion component, it is generally a good idea to add an HTML component that
• categories are immediately visible in your forum (on the Discussion tab for introduces the topic to be discussed. The Discussion component itself does not contain any text and may be easy for students to overlook.
• your course) when you create them, even if the unit that contains the
• Discussion component is set to Private
• When you create an ID for the Discussion component, be very careful—especially .. _Create a Discussion Component:
• if you are adding the Discussion component to a running course. Follow the
• format in step 10 below to make sure that the ID is unique across all courses
• on edX.
• Edit only the fields at the top of the Discussion component edit box. Do not *****************************
• change the XML in the large box. Create a Discussion Component
*****************************
To add a Discussion component: .. note:: Before you create a Discussion component, consider that Discussion categories are immediately visible in your forum (on the Discussion tab for your course) when you create them, even though the unit that contains the Discussion component is set to Private.
1. Open Studio.
2. Make a note of the **Display Name** of the Subsection you are in and the To create a new HTML component in an existing Unit, ensure the Unit is Private.
**Display Name** of the Unit you are in. For more information on Public and Private Units, see LINK.
3. At the location in the Unit where you want to start your discussion :doc:`create_html_component` #. Under **Add New Component**, click the **discussion** icon.
that contains the question you want students to discuss.
4. Directly under this new HTML component, click **Discussion** under **Add New .. image:: Images/NewComponent_Discussion.png
Component.**
.. image:: Images/image057.png The Discussion component is added:
5. When the following box appears, click **Discussion Tag.** .. image:: Images/EditDiscussionComponent.png
.. image:: Images/image059.png
6. When the following box appears, click **Edit.** #. In the Discussion component, click **Edit**.
.. image:: Images/image061.png The Discussion component editor opens.
The following editing box opens. You will change the values in the small boxes, .. image:: Images/DiscussionComponentEditor.png
but you will not change the text in the large box.
.. image:: Images/image063.png #. Follow the guidelines in the editor to fill in the **Discussion Category**, **Display Name**, and **Subcategory**.
.. note:: #. Click **Save**.
In the future, these boxes may be filled in for you with a default value. .. _A Student's View of the Discussion:
7. In the **discussion_category** box, type the name of the category that you **********************************
want to create for the discussion. You can include spaces. A Student's View of the Discussion
**********************************
8. In the **discussion_target** box, type the name of the subcategory that you For students, Discussion component names appear in the course ribbon at the top of the page:
want to create for the discussion. You can include spaces.
.. note:: .. image:: Images/DiscussionComponent_LMS_Ribbon.png
The category and subcategory names only appear in the discussion forum for
your course. They do not appear in the discussion space inside the Unit.
For example, if you set **discussion_category** to be “The Discussion Component” The Discussion space appears under other components in the unit.
and you set **discussion_target** to be “Online Instruction Methods,” the It doesn't have a label in the body of the unit.
category and subcategory appear as follow in the category list in the discussion Instead, students see "Show discussion" or "Hide discussion" on the left,
forum: and a blue **New Post** button on the right.
.. image:: Images/image065.png In the following example, the Discussion component follows Video and HTML components:
:width: 300
9. In the **display_name** box, type a name for the discussion. The display name .. image:: Images/DiscussionComponent_LMS.png
appears when a student hovers the mouse over the ribbon.
10. Click **Save.** In the **Discussion** tab at the top of the page,
students can find the category and subcategory of the discussion in the left pane.
.. raw:: latex .. image:: Images/DiscussionComponent_Forum.png
\newpage %
.. _Seed a Discussion Space in Your Course:
**************************************
Seed a Discussion Space in Your Course Seed a Discussion Space in Your Course
************************************** **************************************
When you create a discussion, many students may feel hesitant to be the first to Many students may feel hesitant to be the first to
post an answer to your question. You can get the discussion started by posting post an answer to your question. You can get the discussion started by posting
your own answer—preferably anonymously or as a student, so that students will be your own answer—preferably anonymously or as a student, so that students will be
more comfortable replying if they disagree with your post. more comfortable replying if they disagree with your post.
...@@ -98,24 +88,21 @@ more comfortable replying if they disagree with your post. ...@@ -98,24 +88,21 @@ more comfortable replying if they disagree with your post.
To post as a student, follow the steps below. If you later want to reply as To post as a student, follow the steps below. If you later want to reply as
yourself, log back into your usual account and omit steps 1 and 2. yourself, log back into your usual account and omit steps 1 and 2.
1. Set up a test account on edX or Edge with an e-mail address that is not #. Set up a test account on with an e-mail address that is not associated with your Course Team.
associated with your Course Team.
2. Go to your course URL and register for your course. #. Go to your course URL and register for your course.
3. On edX or Edge, locate the Unit that contains the Discussion component. a. Locate the Unit that contains the Discussion component.
4. In the Unit, locate the discussion space. b. In the Unit, locate the discussion space.
5. Click **New post.** c. Click **New post.**
6. Type a title for your post in the Title box, and then enter text for your 3. Type a title for your post in the Title field, and then enter text for your post.
post.
7. If you want to, select the **post anonymously** check box or the **follow #. If you want to, select the **post anonymously** check box or the **follow this post** check box.
this post** check box.
8. When you are satisfied with your post, click **Add Post.** #. When you are satisfied with your post, click **Add Post.**
Your new post appears at the top of list in the unit. Posts are listed in Your new post appears at the top of list in the unit. Posts are listed in
reverse chronological order. reverse chronological order.
......
docs/course_authors/source/create_html_component.rst
.. _Working with HTML Components:
************************
Create an HTML Component
************************
.. image:: Images/image067.png #############################
Working with HTML Components
#############################
The HTML component is the most basic component type. These components are the *******************
building blocks of text-based courses. They are used to add information such as Overview
text, lists, links, and images to units. For example, you can use these *******************
components between Problem components to add explanatory text. You can also use
HTML components to import LaTeX code into your course.
The HTML component editor has two views: **Visual view** and **HTML view.** You use an HTML component to add and format text for your course.
Visual view offers you a “what you see is what you get” (WYSIWYG) editor for You can add text, lists, links and images in an HTML component.
editing a pre-formatted version of the text. HTML view gives you a text editor
in which you can edit HTML code directly.
.. note:: * :ref:`Create an HTML Component`
* :ref:`Work with the Visual and HTML Editors`
* :ref:`Use the Announcement Template`
* :ref:`Import Content from LaTex`
* :ref:`Add a Link in an HTML Component`
* :ref:`Add an Image to an HTML Component`
Studio processes the HTML code entered when saving it and before rendering .. note:: Ensure you understand the chapter :ref:`Organizing Your Course Content` before working with HTML components.
it. Make sure that the component you created looks the way you expect live if
you go back and forth between Visual and HTML view.
.. raw:: latex
\newpage % .. _Create an HTML Component:
Create a Basic HTML Component *****************************
Create an HTML Component
***************************** *****************************
**To create a basic, blank HTML component:** To create a new HTML component in an existing Unit, ensure the Unit is Private.
For more information on Public and Private Units, see :ref:`Public and Private Units`.
1. Under Add New Component, click **html**, and then click **Empty.** The #. Under **Add New Component**, click the **html** icon.
following blank component appears.
.. image:: Images/image069.png .. image:: Images/NewComponent_HTML.png
2. In the blank component, click **Edit.** The HTML editor opens. 2. In the list that appears, click **Text**.
.. image:: Images/image071.png An empty component appears at the bottom of the Unit.
3. Enter the information that you want, and then click **Save.** .. image:: Images/HTMLComponent_Edit.png
.. note:: 3. In the empty component, click **Edit**.
If you want to enter links to other pages or to images or to edit the The HTML Component Editor opens.
HTML directly, switch to the HTML tab.
.. raw:: latex .. image:: Images/HTMLEditor.png
\newpage % 4. Click **Settings** to enter the **Display Name** for the HTML component.
**To create a basic HTML component that includes a template you can use:** A student sees the Display when hovering your mouse over the icon for the Unit in the Subsection accordian.
1. Under **Add New Component,** click **html** and then click **Announcement.** Click **Save** to return to the Component Editor.
The following screen opens.
.. image:: Images/image073.png 5. Enter text as needed.
2. Click **Edit.** 6. Click **Save** to save the HTML component.
The text editor opens in Visual view. Replace the template text with your For more information, see:
announcement text.
.. note:: * :ref:`Work with the Visual and HTML Editors`
* :ref:`Use the Announcement Template`
* :ref:`Import Content from LaTex`
* :ref:`Add a Link in an HTML Component`
* :ref:`Add an Image to an HTML Component`
If you want to enter links to other pages or to images or to edit the ADD LINKS
HTML directly, switch to the HTML tab.
.. image:: Images/image075.png .. _Work with the Visual and HTML Editors:
3. Click **Save.** *****************************************
Work with the Visual and HTML Editors
*****************************************
.. raw:: latex The HTML Component editor has two views: the **Visual view** and the **HTML view.**
\newpage % You select the view by clicking the tab in the upper-right of the component Editor.
Create Links .. image:: Images/HTMLEditorTabs.png
************
Link to a Handout or Image ==============
========================== Visual Editor
==============
To link to a document, image, or other file that you uploaded to the Files & The Visual view provides a “what you see is what you get” (WYSIWYG) editor for
Uploads page: editing a pre-formatted version of the text.
1. Create a blank HTML component, and switch to HTML view. .. image:: Images/HTMLEditor_Visual.png
2. In the HTML box, create links to your files. Use the buttons at the top of the Visual editor to change the formatting as needed.
For example, you can enclose the title in heading tags, create bulleted or numbered lists,
or apply bold, italic, or underline formatting.
To create a link to a document, enter the following syntax, where URL OF FILE is ==============
the URL that you noted in step 5 of Upload a File to the Files & Uploads Page HTML Editor
and LINK TEXT is the text that the user will click. :: ==============
The HTML allows you to edit HTML code directly.
<p><a href="[URL OF FILE]">[LINK TEXT]</a></p> .. image:: Images/HTMLEditor_HTML.png
For example, to create a link to the HTML template for the “About” page document .. note:: Studio processes the HTML code entered when saving it and before rendering
whose URL is /c4x/edX/edX101/asset/AboutPage_Template.txt, use the following it. Make sure that the text you create looks the way you expect if
code. :: you go back and forth between the Visual and HTML views.
<p><a href="/c4x/edX/edX101/asset/AboutPage_Template.txt">HTML Template for .. _Use the Announcement Template:
<the "About" page</a></p>
To create a link to an image that you’ve uploaded, enter the following syntax, ************************************
where URL OF FILE is the URL that you noted in step 5 of Upload a File to the Use the Announcement Template
Files & Uploads Page. :: ************************************
<p><img src="[URL OF FILE]"/></p> When you create a new HTML component, you can select to use a built-in Announcement template.
For example, to create a link to the CourseImage.jpg file whose URL is When creating the new HTML component, select **Announcement**.
/c4x/edX/edX101/asset/CourseImage.jpg, use the following code. ::
<p><img src="/c4x/edX/edX101/asset/CourseImage.jpg"></p> .. image:: Images/HTML_Component_Type.png
When you use this code, the following image appears.
.. image:: Images/image078.png
:width: 800 :width: 800
3. Click **Save.** Your files or images appear in the component. The following screen opens.
.. image:: Images/image073.png
.. raw:: latex Edit the content of the announcement just as you would any HTML component.
\newpage % .. _Import Content from LaTeX:
*************************
Import Content from LaTeX
*************************
Link to Course Units If LaTeX is enabled for your course, you can create an HTML component from imported LaTeX code.
====================
To direct the student to a specific place in your own course, you must add an Studio uses a third-party LaTeX processor to convert LaTeX code to XML. The LaTeX processor must be up and running.
HTML link to that unit. To do this:
1. Determine the relative directory of your course. 1. When creating the new HTML component, select **E-text Written in LaTeX**.
a. On the Course Settings tab, click the blue your course URL link under Basic The new HTML component opens, with an **upload** link:
Information.
.. image:: Images/image079.png .. image:: Images/latex_upload.png
:width: 800 :width: 800
The registration page for your course opens. 2. To upload a LaTeX file from your computer, click **upload**.
b. In the address bar at the top of the page, locate the URL. You are prompted to select a file. The file loads in the LaTeX editor.
c. Copy the part of the URL after “.org” and before “about”, including the 3. In the LaTeX editor, click **Save & Compile to edX XML**.
forward slashes. The syntax is the following. ::
/courses/[organization]/[course_number]/[course_name]/ The LaTeX content is added to the HTML component. For example:
For example, for edX101: How to Create an edX Course from edX, the complete URL .. image:: Images/Latex_component.png
is the following. :: :width: 800
https://edge.edx.org/courses/edX/edX101/How_to_create_an_edX_course/about
The relative directory is the following. :: 4. Verify that your newly created component looks the way you want it to.
/courses/edX/edX101/How_to_create_an_edX_course/ You can edit the HTML component with LaTeX as you can any other component.
In the editor, you can launch the LaTeX source compiler.
2. Determine the location ID of the target unit. Studio generates the location
ID for each unit when you create the unit. The location ID uses the following
syntax. ::
i4x://<organization>/<course_number>/vertical/<url_name_of_unit> .. _Add a Link in an HTML Component:
.. note:: ***********************************
Add a Link in an HTML Component
***********************************
To find the location ID, open the page of the unit you are trying to link You can add a link in an HTML component to any file you uploaded for the course.
to in Studio and look at the URL in the browser’s address bar. The location ID
is the text in the URL after edit, as in the following example.
.. image:: Images/image081.png Find any copy the URL of the file in the Files & Uploads page.
See :ref:`Add Files to a Course` for more information.
3. Open the unit that you want to link from. While editing the HTML component:
4. Under Add New Component, click html, and then click Empty. A new, blank #. Switch to the HTML view.
component appears.
.. image:: Images/image083.png #. To create a link to a document, enter the following syntax, where URL OF FILE is the URL that you copied from the Files & Uploads Page and LINK TEXT is the text that the user will click.
:width: 800
5. Click **edit**. ``<p><a href="[URL OF FILE]">[LINK TEXT]</a></p>``
6. In the HTML editor that opens, click the HTML tab.
7. Next to the number 1, type the following. Replace relative course directory,
location id of unit, and link text with your information. ::
<a href = "[[relative course directory]]/jump_to/[[location id of
<unit]]">[link text]</a>
For example, a link to the “Creating an HTML Component” unit in edx101 .. _Add a Link to a Course Unit:
resembles the following ::
<a href = "courses/edX/edX101/How_to_Create_an_edX_Course/jump_to/i4x://edX/ed ============================
<X101/vertical/8713e94afd074e40991dcb675d1030b5">Creating an HTML Add a Link to a Course Unit
<Component</a> ============================
You can add a link to a course unit in an HTML component.
.. raw:: latex #. Determine the unit identifier of the unit you're linking to. To do this, open the
unit page in Studio, and locate the **Unit Identifier** field under **Unit Location** in the right pane.
\newpage % #. Copy the unit identifier.
Import from LaTeX #. Open the HTML component where you want to add the link.
*****************
You can create an HTML component from imported LaTeX code. #. Select the text that you want to make into the link.
.. note:: #. Click the link icon in the toolbar.
This feature is currently under development. #. In the Insert/Edit Link dialog box, enter the following in the Link URL field.
1. Under **Add New Component**, click **html**, and then click **E-text Written Make sure to replace <unit identifier>(including the brackets) with the unit
in LaTeX.** identifier that you copied in step 2, and make sure to include both forward slashes (/).
.. image:: Images/image067.png ``/jump_to_id/<unit identifier>``
:width: 800
2. In the component that appears, click Edit. #. 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.
.. image:: Images/image083.png #. Click **Insert**.
:width: 800
3. The component editor opens. In the top left corner of the editor, click the #. Save the HTML component and test the link.
yellow **Edit High Level Source** text.
.. image:: Images/image085.png
:width: 800
4. In the **High Level Source Editing** screen that opens, replace the sample .. _Add an Image to an HTML Component:
code with your LaTeX code.
.. image:: Images/image087.png ***********************************
:width: 800 Add an Image to an HTML Component
***********************************
You can add an any image that you have uploaded for the course to an HTML component.
Find any copy the URL of the image in the Files & Uploads page.
5. Click **Save and compile to edX XML** to convert the LaTeX code into edX XML See :ref:`Add Files to a Course` for more information.
code.
.. note:: While editing the HTML component:
Studio uses a third-party LaTeX processor to convert LaTeX code to XML. #. Switch to the HTML view.
The LaTeX processor must be up and running.
6. Click **Save**. Verify that your newly created component looks the way you #. To add the image to a document, enter the following syntax, where URL OF FILE is the URL that you copied from the Files & Uploads Page.
want it to.
``<p><img src="[URL OF FILE]"/></p>``
docs/course_authors/source/create_lesson.rst deleted 100644 → 0
**************************
Create a Lesson in Studio
**************************
Once you have created a course, you are ready to create content for that course.
.. warning::
The alpha version of Studio does not have versioning or automatic
updating of your browser between refreshes. Versioning is planned for future
refresheseleases, but, in the meantime, only one author should edit a unit, in one
browser, on only one tab.  If a unit is open for editing in multiple browser
sessions, the session that saves last will overwrite any previously saved
content without displaying a warning. Also, older browser sessions can overwrite
more recent content, so refresh your browser before you start working every time
you work with a private unit or edit a draft of a public unit.
Introduction
************
Just as in an offline course, content in an online course is broken down into
smaller pieces. In Studio, these pieces are categories called **sections,
subsections, and units** Units, in turn, are made up of **components** that
contain the actual content of your course.
Sections, for example, may correspond to weeks in your course, while subsections
often correspond to lessons, homework assignments, or exams. A lesson is an
interwoven selection of units of different types, such as videos, text, images,
discussions, and problems. It is an interactive representation of the material
that you would cover in a typical class period.
On the **Course Outline** page, you can see all the sections, subsections, and
units in your course at a glance, as well as whether the subsections are public
or private.
.. image:: Images/image029.png
:width: 800
.. image:: Images/image031.png
:width: 800
.. raw:: latex
\newpage %
Section
*******
A section is the topmost category that you use to organize your course. Many
instructors name sections according to the number of weeks in the course—for
example, section 1 is named Week 1, section 2 is named Week 2, and so on.
Sections contain subsections, which in turn contain units.
You can set an individual release date for each section in your course. None of
the content in the section is visible until its release date has passed.
For more information about how to create a section, see
:doc:`create_section_sub_section`.
.. raw:: latex
\newpage %
Subsection
**********
A subsection is a subcategory of a section. Many instructors name subsections
according to the topics in their courses. Subsection names appear along with
section names in the left pane when you view your course on Edge.
.. image:: Images/image033.png
You can set subsections to be one of the assignment types that you created when
you set up grading. You can then include assignments in the body of that
subsection.
You can set an individual release date for each subsection in your course. None
of the content in the subsection is visible until its release date has passed.
If you do not set a release date, the subsection has the same release date as
its section.
For more information about how to create a subsection, see
:doc:`create_section_sub_section`.
.. raw:: latex
\newpage %
Unit
****
A unit is a further category that helps you organize your course materials.
Units contain components, which are the building blocks of lessons. Units do not
appear in the left pane with section and subsection headings. Instead, each unit
appears as a part of the course accordion at the top of the page when you view
your course on Edge. The following page shows a subsection that has two Units.
.. image:: Images/image035.png
Note that by default, all units are set to **Private.** To make a unit visible
to students, you have to explicitly change the unit’s visibility to **Public.**
For more information see :doc:`set_content_releasedates` .
.. raw:: latex
\newpage %
Component
*********
A component is the part of a unit that contains your actual course content. The
names of all components in a unit appear when you hover over the unit in the
course accordion at the top of the page.
.. image:: Images/image037.png
:width: 800
There are four types of components: Discussion components, HTML components,
Problem components, and Video components. For more information,
see :doc:`create_discussion`, :doc:`create_html_component`, :doc:`create_problem`, and :doc:`create_video` .
docs/course_authors/source/create_new_course.rst 0 → 100644
.. _Setting up a New Course:
###########################
Setting up a New Course
###########################
*******************
Overview
*******************
This chapter describes how to create and set up your course:
#. :ref:`Create a New Course`
#. :ref:`Edit Your Course`
#. :ref:`Use the Course Checklist`
#. :ref:`Add Course Team Members`
#. :ref:`Set Important Dates for Your Course`
#. :ref:`Describe Your Course`
#. :ref:`Add a Course Image`
#. :ref:`Add a Course Video`
#. :ref:`Set Course Requirements`
#. :ref:`Add Files to a Course`
#. :ref:`Add Static Pages`
#. :ref:`Add a Course Update`
#. :ref:`Add Course Handouts`
#. :ref:`Add Textbooks`
Also see the chapters :ref:`Establish a Grading Policy` and :ref:`Organizing Your Course Content`.
.. _Create a New Course:
*******************
Create a New Course
*******************
#. Log in to Studio.
#. Click **New Course**.
#. Enter course information as needed and click **Create**.
.. image:: Images/new_course_info.png
:width: 800
.. note:: Enter new course information carefully. This information becomes part of the URL for your course. To change the URL after the course is created, you must contact edX through the Help site (http://help.edge.edx.org). Additionally, because this information becomes part of your course URL, the total number of characters in the following three fields must be 65 or fewer.
* For **Course Name**, enter the title of your course. For example, the name may be “Sets, Maps and Symmetry Groups". Use title capitalization for the course title.
* For **Organization**, enter the name of your university. Do not include whitespace or special characters.
* For **Course Number**, enter both a subject abbreviation and a number. For example, for public health course number 207, enter **PH207**. For math course 101x, enter **Math101x**. Do not include whitespace or special characters in the course number.
*Note: If your course will be open to the world, be sure to include the "x". If it is exclusively an on-campus offering, do not include the "x".*
4. Click **Save.**
You then see the empty Course Outline.
.. _Edit Your Course:
************************
Edit Your Course
************************
When you create a new course, the course opens in Studio automatically and you can begin editing.
If you come back to Studio later, your courses are listed on the Studio log in page.
.. image:: Images/open_course.png
:width: 800
To open the course, click the course name.
When you open a course, you go to the Course Outline. The next topic discusses working with your course outline.
The rest of this page discusses other tasks you must do to set up your course.
.. _Use the Course Checklist:
************************
Use the Course Checklist
************************
You can use a Course Checklist within Studio to help you work through the tasks of building a course.
Categories of tasks in the Course Checklist include:
* Getting Started with Studio
* Draft a Rough Course Outline
* Explore edX's Support Tools
* Draft Your Course About Page
From the **Tools** menu, select **Checklists**.
.. image:: Images/checklist.png
:width: 800
As shown above for the **Add Course Team Members** task, if you hover over a task, a button is displayed that takes you to the page to complete that task.
You can expand and collapse sections of this page as needed.
You can check tasks as you complete them. Studio saves your changes automatically. Other course staff can see your changes.
.. _Add Course Team Members:
************************
Add Course Team Members
************************
Course team members are users who help you build your course.
Only a team member with Admin access can add or remove course team members, or grant Admin access to other team members.
Other course team members can edit the course and perform all tasks except adding and removing other new team members and granting Admin access.
.. note:: Any course team member can delete content created by other team members.
All course team members must be registered with Studio and have an active account.
To add a course team member:
#. Ensure you have Admin access.
#. Ensure that the new team member has registered with Studio.
#. From the **Settings** menu, select **Course Team**.
#. Click **Add a New Team Member**.
#. Enter the new team member's email address, then click **ADD USER**.
.. _Set Important Dates for Your Course:
***********************************
Set Important Dates for Your Course
***********************************
You must set dates and times for enrollment and for the course.
From the **Settings** menu, select **Schedule and Details**.
.. image:: Images/schedule.png
Follow the on-screen text to enter the course and enrollment schedule.
.. note::
The Time fields on this page reflect the current time zone in your browser, depending on your geography. Course start times for students are shown as UTC.
.. _`Describe Your Course`:
************************
Describe Your Course
************************
The description of your course appears on the Course Summary page that students see, and includes a course summary, prerequisites, staff information and FAQs.
#. From the **Settings** menu, select **Schedule & Details**.
#. Scroll down to the **Introducing Your Course** section, then locate the **Course Overview** field.
.. image:: Images/course_overview.png
:width: 800
3. Overwrite the content as needed for your course, following the directions in the boilerplate text. Do not edit HTML tags. For a template that includes placeholders, see :doc:`appendices/a`.
.. note:: There is no save button. Studio automatically saves your changes.
4. Click **your course summary page** in the text beneath the field to test how the description will appear to students.
.. _`Add a Course Image`:
************************
Add a Course Image
************************
The course image appears on the Course Summary page that students see.
The course image should be a minimum of 660 pixels in width by 240 pixels in height, and in .JPG or .PNG format.
#. From the **Settings** menu, select **Schedule & Details**.
#. Scroll down to the **Course Image** section.
#. To select an image from your computer, click **Upload Course Image**, then follow the prompts to find and upload your image.
#. View your course summary page to test how the image will appear to students.
.. _`Add a Course Video`:
************************
Add a Course Video
************************
The course video appears on the Course Summary page that students see.
#. Upload the course video to YouTube. Make note of the code that appears between **watch?v =** and **&feature** in the URL. This code appears in the green box below.
.. image:: Images/image127.png
:width: 800
2. From the **Settings** menu, select **Schedule & Details**.
#. Scroll down to the **Course Introduction Video** section.
#. In the field below the video box, enter the YouTube video ID. When you add the code, the video automatically loads in the video box. Studio automatically saves your changes.
#. View your course summary page to test how the video will appear to students.
.. _`Set Course Requirements`:
************************
Set Course Requirements
************************
The estimated Effort per Week appears on the Course Summary page that students see.
#. From the **Settings** menu, select **Schedule & Details**.
#. Scroll down to the **Requirments** section.
#. In the **Hours of Effort per Week** field, enter the number of hours you expect students to work on this course each week.
#. View your course summary page to test how the video will appear to students.
.. _`Add Files to a Course`:
**********************
Add Files to a Course
**********************
You can add files that you want students to access in the course. After you add a file,
you must link to it from a course component, update, or in the course handouts. A file
is only visible to students if you create a link to it.
.. note:: Because the file name becomes part of the URL, students can see the name of the file when they open it. Avoid using file names such as AnswerKey.pdf.
.. warning:: If you upload a file with the same name as an existing course file, the original file is overwritten without warning.
To add a file:
#. From the **Content** menu, select **Files & Uploads**.
#. Click **Upload New File**.
#. In the **Upload New File** dialog box, click **Choose File**.
#. In the **Open** dialog box, locate the file that you want, and then click **Open**.
#. To add another file, click **Load Another File**.
#. To close the dialog box, click the **x** in the top right corner.
When you close the dialog box, the new files appear on the **Files & Uploads** page.
==================
Get the File URL
==================
To link to the file from a course component, update, or the course handout list, you must get the file URL.
In the **Files & Uploads** page, locate the file. The **URL** column shows the value to use in links.
You can double click a value in the **URL** column to select the value, then copy it.
==================
Lock a file
==================
By default, anyone can access a file you upload if they know the URL, even people not enrolled in your class.
To ensure that those not in your class cannot view the file, click the lock icon.
==================
Delete a file
==================
To delete a file, click the **x** icon next to the file. You are prompted to confirm the deletion.
.. warning:: If you have links to a file you delete, those links will be broken. Ensure you change those links before deleting the file.
.. _`Add Static Pages`:
****************
Add Static Pages
****************
You can add static pages to your course. Each static page appears in your courses navigation bar.
For example, the following navigation bar includes a
**Syllabus** and **Projects** static pages.
.. image:: Images/image157.png
You can use static pages for a syllabus, grading policy, course handouts, or any other purpose.
To create a static page:
#. From the **Content** menu, select **Static Pages**.
#. Click **New Page**. The following screen opens:
.. image:: Images/image161.png
:width: 800
3. Click **Edit**.
#. Enter text for your page. You can switch to HTML mode if needed.
#. To edit the Display Name, click **Settings**.
#. Click **Save**.
==================
Add a Calendar
==================
You can also use a static page to show a course calendar.
You can embed a Google calendar. Paste the embed code for the calendar in the static page.
You can also create a dynamic HTML calendar. See :ref:`Appendix B`.
.. _`Add a Course Update`:
**********************
Add a Course Update
**********************
You add updates to notify students of exams, changes in the course schedule, or anything else of a more urgent nature.
Students see course updates in **Course Info** tab when they log in to the course:
.. image:: Images/course_info.png
:width: 800
To add a course update:
#. From the **Content** menu, select **Updates**.
#. Click **New Update**.
#. Enter your update as as HTML.
.. note:: You must enter the update in HTML. For a template that includes placeholders, see :ref:`Appendix A`.
4. Click **Save**.
.. _`Add Course Handouts`:
**********************
Add Course Handouts
**********************
You can add course handouts that are visible to students on the **Course Info** page.
.. note:: You must :ref:`Add Files to a Course` before you can add them as course handouts.
#. From the **Content** menu, select **Updates**.
#. In the **Course Handouts** page, click **Edit**.
#. Edit the HTML to add links to the files you uploaded. See :ref:`Add a Link in an HTML Component` for more information.
#. Click **Save**.
.. _`Add Textbooks`:
****************
Add Textbooks
****************
You can add textbooks for your course as PDF files.
Each textbook that you add is displayed to students as a tab in the course navigation bar.
It's recommended that you upload a separate PDF file for each chapter of your textbook.
When students open the textbook tab in the course, they can navigate the textbook by chapter:
.. image:: Images/textbook_chapters.png
:width: 800
To add a textbook:
#. From the **Content** menu, select **Textbooks**.
#. Click **New Textbook**. The following screen opens:
.. image:: Images/textbook_new.png
:width: 800
3. Enter the **Textbook Name**.
#. Enter the first **Chapter Name**.
#. To upload a PDF file from your computer, click **Upload PDF**. Follow the prompts to upload your file.
#. To add addition chapters, click **+Add a Chapter** and repeat steps 3 and 4.
#. Click **Save**.
\ No newline at end of file
docs/course_authors/source/create_problem.rst deleted 100644 → 0
****************
Create a Problem
****************
Overview
********
The problem component allows you to add interactive, automatically graded exercises to your course content. You can create many different types of problems
in Studio.
By default, all problems are ungraded practice problems. To change the problems to graded problems, change the assignment type of the subsection.
To create a problem, determine:
• The type of problem that you want.
• The weight to assign to the problem.
• Whether you want to randomize the problem.
• How to close the problem-that is, how to set the number of attempts a student has, [as well as set the due date].
• How you want to provide feedback to students; show answer on/off.
This course contains several places with more information about creating exercises and integrating them into your course.
• `Writing Exercises <https://edge.edx.org/courses/edX/edX101/How_to_Create_an_edX_Course/courseware/a45de3baa8a9468cbfb1a301fdcd7e86/d15cfeaff0af4dd7be4765cd0988d172/1>`_ has more in-depth discussion about problem types, and some general pedagogical considerations for adapting to the online format and a `Gallery of Response Types <https://edge.edx.org/accounts/login?next=/courses/edX/edX101/How_to_Create_an_edX_Course/courseware/a45de3baa8a9468cbfb1a301fdcd7e86/3ba055e760d04f389150a75edfecb844/1>`_
• `Appendix E <appendices/e.html>` contains XML documentaion for the different problem response types.
• The `Discussion Forum <https://edge.edx.org/courses/edX/edX101/How_to_Create_an_edX_Course/discussion/forum">`_ for this class is a good place to ask questions about exercise types, report any errors or oddities that you may encounter, and get technical support.
• Creating problems for the online format opens a new playing field in the educational process. A big part of the community aspect of edX is to initiate and grow a `Creative Problems <https://edge.edx.org/courses/edX/edX101/How_to_Create_an_edX_Course/wiki/edx101/creative-problems/>`_ . Please look here to be inspired by new approaches when first making your class. Please also come back to post interesting approaches that you came up with while running your class, and to share with the community what worked well and what did not.
**Simple Editor and Advanced Editor**
Studio offers two interfaces for editing problem components.
• The **Simple Editor** allows you to edit problems visually, without having to work with XML.
• The **Advanced Editor** converts the problem to edX's XML standard and allows you to edit that XML directly. For more information about the XML for different problem types, see `Appendix E <appendices/e.html>` .
Some of the simpler problem templates, including multiple choice, open in the Simple Editor and allow you to switch to the Advanced Editor. The more complicated problem types, such as Circuit Response, open in the Advanced Editor.
.. note::
You can switch at any time from the Simple Editor to the Advanced Editor by clicking "Advanced Editor" in the Simple Editor interface. However, there is no way to go back from the Advanced Editor to the Simple Editor without making a new component.
To open the Advanced Editor, click **Advanced Editor** in the top right corner of the Simple Editor.
.. image:: Images/image275.png
:width: 600px
The following is a multiple choice problem in the Advanced Editor.
.. image:: Images/image276.png
:width: 600px
.. raw:: latex
\newpage %
Problem Type
************
Links to description of all the different problem types-brief. Then include links to all the XML, etc.
You may want to create a problem that has more than one response type. For example, you may want to create a multiple choice question, and then ask the
student to explain his or her response. You may also want a student to be able to check the answers to many problems at one time. To accomplish these
tasks, you can include multiple problems inside a single Problem component. (LINK)
.. raw:: latex
\newpage %
Randomizing
***********
The **rerandomize** setting determines whether any random variable inputs for a problem are randomized each time a student loads the problem.
(This is only applicable to problems with randomly generated numeric variables.)
.. raw:: latex
\newpage %
Scoring and Weight
******************
Problems store a **point score** for submitted responses. The score that a student earns is the number of correct responses the student
submits divided by the maximum score for the problem. The default maximum score, or weight, is the integer number of response type inputs the problem has.
Thus, the weight attribute for a problem with one response type input is set to 1 (one point). You can change the maximum score for an individual problem
by manually changing the problem **weight** attribute to another number. When you do this, the number of points that you specify appears next
to the problem title ( to one decimal precision).
**WEIGHT: 0 POINTS**
Scores are stored for all problems, but they only contribute to a student's grade in the course if they are part of a subsection marked as graded. For more
information, see the material on attempts and closing problems in 7B: Feedback and Grading.
.. raw:: latex
\newpage %
**Computing Point Scores**
The point score of a response for a problem reflects the correctness of the response and is recorded as the number of points earned out of the maximum
possible score for the problem (also known as the problem weight). The formula used for computing the recorded point score is the following:
• **point score of response = problem weight * (# inputs correct / # total inputs)**
• **point score of response** is the point score "earned" by this response for the problem.
• **problem weight** is the maximum possible point score that can be earned for the problem. By default, this is the integer number of response types in that problem. This can be changed to another value by setting the weight attribute of the problem, as described in Setting Problem Attributes.
• ** # inputs correct** is the number of values for this response that were evaluated as correct by the response type fields.
• **# total inputs** is the total number of response type fields in the problem.
.. raw:: latex
\newpage %
**Examples**
The following are some examples of setting problem weight and computing problem scores.
**Example 1**
A problem with two response type inputs and a blank weight attribute has a maximum score of 2.0 points.
A student response to this problem that consists of one correct input value and one incorrect input value would be marked as having a score of 1.0 points
out of 2.0 points possible.
**Example 2**
A problem with three response type inputs and a weight attribute of 12 has a maximum score of 12.0 points.
A student response to this problem that consists of one correct input value and two incorrect input values would be marked as having a score of 4.0 points out of 12.0 points possible.
**Example 3**
A problem with four response type inputs and a weight attribute of 2 has a maximum score of 2.0 points.
A student response to this problem that consists of two correct input values and two incorrect input values would be marked as having a score of 0.5 of a point out of 2.0 points total.
**PROBLEM: 20.0 POINTS**
• The weight attribute for this problem has been changed from the default.
• How many points is the entire problem worth?
• What number is the weight attribute of this problem set to?
• How many response inputs does this problem have?
• What is the default maximum score for this problem?
• If a response to this problem got one value right and the rest wrong, what score would it be assigned?
.. raw:: latex
\newpage %
Close
*****
To stop accepting responses and recording points, problems can be **closed.** Closed problems do not display a **Check** button. Students
can still see questions, solutions, and revealed explanations in a closed problem, but they can no longer check their work, submit responses, or change their stored score.
There are several ways that you can close problems:
• Set a due date for the problems in a subsection. Note that you cannot set due dates for individual problems -- only for containing subsections (assignments). By default, due dates are not set. To set a due date, see LINK.
• Specify a grace period for your course. Note that the grace period applies to the entire course. To set a grace period, see LINK.
• Set the number of attempts for the individual problem component. The attempts setting determines the number of times a student is allowed to check their answer by clicking Check before the problem closes. If this field is left blank, a student has unlimited attempts. If you specify a number for the attempts setting, the number of total allowed and remaining attempts appears next to the Check button for the problem. Problems with a limited number of attempts also always display a Save button that allows response values to be saved without being submitted. When there is only one submission left, the student will receive a warning, and the Check button will be replaced with a Final Check button. When no attempts are left, both the Save and Check button will disappear.For more information, see Problem Attributes.
• Manually increase the number of attempts left for a given problem for a particular student from the Instructor tab in the live view of your course, when accessed in the Instructor view on Edge. This is recommended only for unusual situations, such as if you have to fix live problems during an exam.
.. raw:: latex
\newpage %
Feedback
********
Studio includes several tools to provide feedback to students: the **Check** button, the **Show Answer** button, and the**Attempts** setting. When you use the **Show Answer** button, you can also provide a detailed explanation of the answer.
TBD-SCREENSHOT OF PROBLEM WITH THESE ELEMENTS CIRCLED
**Check Button**
The student clicks the **Check** button to submit a response. The problem module then performs the following steps.
• Accepts and stores the responses entered into each input.
• Checks the response values against the correct answers or solutions using an automatic grader.
• Visually marks the correct responses with a green check mark and the incorrect responses with a red x.
• Stores the point score earned by this response for this problem for this student.
If a student wants to save but not submit a response, the student can click **Save**.
In the following problem, enter a response, and then click **Check**. The problem tells you if your response is correct or incorrect.
Additionally, although you don't see it, a point score is also automatically stored for the response you submit.
.. image:: Images/image277.png
:width: 600px
**Show Answer button**
When a student clicks **Show Answer**, the problem shows the correct answers next to the corresponding response inputs and reveals any
additional explanations that you have provided. **Show Answer** is controlled by the **showanswer** attribute in the problem
editor. It can be set to be never visible, always visible, or visible only when the problem has closed. [Reference: Setting Problem Attributes.]
In the following problem, the **Show Answer ** button appears after the student has made at least one attempt to answer. Enter a response that you know is wrong, and then click **Check**.
.. image:: Images/image278.png
:width: 600px
Now, click **Show Answer** to view the correct answer and its explanation.
.. image:: Images/image279.png
:width: 600px
.. raw:: latex
\newpage %
Create a Problem
****************
.. note::
You can also include non-graded exercises throughout your course.
To add interactive, automatically graded exercises to your course content, use the Problem component. This component allows you to include an explanation
that the student can see when the student clicks **Show Answer**.
Studio offers several templates that you can use. Alternatively, you can create your own problem type in XML.
For detailed information about different problem types, see `Appendix E <appendices/e.html>`.
1. Under **Add New Component**, click **Problem**.
.. image:: Images/image096.png
:width: 600px
The **Select Problem Component Type** screen appears. By default, the **Common Problem Types** tab is selected.
.. image:: Images/image097.png
:width: 600px
To see a list of more complex problem types, click the **Advanced** tab.
.. image:: Images/image099.png
:width: 600px
2. Click the problem type that you want.
.. note::
To create your own problem in XML, click "Empty" to open a blank XML editor.
A new problem component with sample template text appears.
For example, if you click **Multiple Choice**, the following problem component appears.
.. image:: Images/image101.png
:width: 600px
3. Click **Edit**. This opens the Simple Editor for the problem component. The following example shows this view for a multiple choice
problem.
.. image:: Images/image103.jpg
:width: 600px
4. Set the problem attributes.
In the **display_name** box, type the text that you want the student to see when the student hovers over the icon in the bar at the top of the page. This text also appears as a header for the problem.
a. In the **weight** box, set a weight for the problem. If you want the problem to be a practice problem, set this to zero (0).
b. In the **rerandomize** box,
c. In the **attempts** box, specify the number of attempts that you want to allow the student.
d. In the **showanswer** box, enter one of the following settings.
.. raw:: latex
\newpage %
**Reference**
• **never** = The Show Answer button is never visible.
• **closed** = The Show Answer button is not visible if either the due date has passed, or the student has no attempts left.
• **attempted** = The Show Answer button appears after the student has checked an answer once, regardless of correctness.
• **always** = The Show Answer button always appears.
5. Modify the problem text, and then click **Save** to save and check your work. Make sure to publish the draft you are working on to view the problem live.
.. raw:: latex
\newpage %
Modify a Released Problem
*************************
**WARNING: Be careful when you modify problems after they have been released!**
Currently, problems cache the following information per student:
• The student's last **submitted** response.
• The score the student earned for that last response.
• The maximum point score for that problem.
This information is updated when a student submits a response to a problem. If the student refreshes the **Progress** page, solutions are not re-checked. If a student refreshes the page of a problem, the latest version of the problem statement is loaded, but their previous response is NOT reevaluated. Rather, the previous response is loaded on top of the current problem statement. That is **existing** student responses for a problem are not reevaluated if the problem statement or attributes are changed, until a student goes back and resubmits the problem. Furthermore, as of the time of writing, if the problem weight attribute is changed, stored scores are re-weighted (without rechecking the response) when the student reloads the **Progress** page.
For example, you may release a problem that has two inputs. After some students have submitted answers, if you change the solution to one of the inputs, the existing student scores are not updated.
Example: If you change the number of inputs to three, students who submitted answers before the change will have a score of 0, 1, or 2 out of 2.0. Students who submitted answers after the change will have scores of 0, 1, 2, or 3 out of 3.0 for the same problem.
However, if you go in and change the weight of the problem, the existing scores update when you refresh the **Progress** page.
Note that the behavior of re-grading in case of error is an edX Edge case. It is dependent on the implementation of grading, and may change. The goal in the future is to include re-grading that will allow some basic updates to live problems, whether or not students have submitted a response.
.. raw:: latex
\newpage %
Workarounds
===========
If you have to modify a released problem in a way that affects grading, you have two options. Note that both options require you to ask your students to go back and resubmit a problem.
1. Increase the number of attempts on the problem in the same Problem component. Then ask all the students in your class to redo the problem.
2. Delete the entire Problem component in Studio and create a new Problem component with the content and settings that you want. Then ask all the students in your course to go back to this assignment and complete problem.
Check your **Progress** view or the **Instructor** tab on Edge as described in the Viewing Scores unit to see if point scores are being stored as you expect. If there are issues with stored scores that you do not understand or cannot fix, contact support on the Studio help page.
For a discussion of some trade-offs and some suggestions for cleaner solutions in the future, see the following `discussion thread <http://help.edge.edx.org/discussions/questions/73-what-if-you-discover-that-a-live-problem-is-wrong">`_ on the Studio help desk.
You can include multiple problems of different types inside a single Problem component, even if you select a particular template when you create a problem. A template is simply an XML editor with template text already filled in. You can add to or replace the template text.
docs/course_authors/source/create_problem_component.rst 0 → 100644
.. _Working with Problem Components:
################################
Working with Problem Components
################################
*********
Overview
*********
The problem component allows you to add interactive, automatically
graded exercises to your course content. You can create many different
types of problems in Studio.
All problems receive a point score, but, by default, problems do not count
toward a student's grade. If you want the problems to count toward the
student's grade, change the assignment type of the subsection that contains the
problems.
.. _Components and the User Interface:
************************************
Components and the User Interface
************************************
This section contains a description of the various components of a
problem as students see it in the LMS, as well as an introduction to the
Studio user interface for course creators.
==============================
The Student View of a Problem
==============================
All problems on the edX platform have several component parts.
.. image:: Images/AnatomyOfExercise1.gif
#. **Problem text.** The problem text can contain any standard HTML formatting.
#. **Response field with the student’s answer.** Students enter answers
in *response fields*. The appearance of the response field depends on
the type of the problem.
#. **Rendered answer.** For some problem types, Studio uses MathJax to
render plain text as “beautiful math.”
#. **Check button.** The student clicks **Check** to submit a response
or find out if his answer is correct. If the answer is correct, a green
check mark appears. If it is incorrect, a red X appears. When the
student clicks the **Check button**, Studio saves the grade and current
state of the problem.
#. **Save button.** The student can click **Save** to save his current
response without submitting it for a grade. This allows the student to
stop working on a problem and come back to it later.
#. **Show Answer button.** This button is optional. When the student
clicks **Show Answer**, the student sees both the correct answer (see 2
above) and the explanation (see 10 below). The instructor sets whether
the **Show Answer** button is visible.
#. **Attempts.** The instructor may set a specific number of attempts or
allow unlimited attempts.
.. image:: Images/AnatomyOfExercise2.gif
#. **Feedback.** After a student clicks **Check**, all problems return a
green check mark or a red X.
.. image:: Images/AnatomyofaProblem_Feedback.gif
#. **Correct answer.** Most problems require that the instructor specify
a single correct answer.
#. **Explanation.** The instructor may include an explanation that
appears when a student clicks **Show Answer**.
#. **Reset button.** This button clears the student input, so that the
problem looks the way it did originally.
#. **Hide Answer button.**
.. image:: Images/AnatomyOfExercise3.gif
#. **Grading.** The instructor may specify whether a group of problems
is graded. If a group of problems is graded, a clock icon appears for
that assignment in the course accordion.
.. image:: Images/clock_icon.gif
#. **Due date.** The date that the problem is due. A problem that is
past due does not have a **Check** button. It also does not accept
answers or provide feedback.
**Note** Problems can be **open** or **closed.** Closed problems do not
have a **Check** button. Students can still see questions, solutions,
and revealed explanations, but they cannot check their work, submit
responses, or change their stored score.
There are also some attributes of problems that are not immediately
visible.
- **Randomization.** For some problems, the instructor can specify
whether a problem will use randomly generated numbers that vary from
student to student.
- **Weight.** Different problems in a particular problem set may be
given different weights.
==============================
The Studio User Interface
==============================
Studio offers two interfaces for editing problem components: the Simple
Editor and the Advanced Editor.
- The **Simple Editor** allows you to edit problems visually, without
having to work with XML.
- The **Advanced Editor** converts the problem to edX’s XML standard
and allows you to edit that XML directly.
**Note** You can switch at any time from the Simple Editor to the
Advanced Editor by clicking **Advanced Editor** in the top right corner
of the Simple Editor interface. However, it is not possible to switch from
the Advanced Editor to the Simple Editor.
The Simple Editor
~~~~~~~~~~~~~~~~~
The Common Problem templates, including multiple choice, open in the Simple Editor. The
following image shows a multiple choice problem in the Simple Editor.
The Simple Editor includes a toolbar that helps you format the text of your problem.
When you select text and then click the formatting buttons, the Simple Editor formats
the text for you automatically. The toolbar buttons are the following:
1. Create a level 1 heading.
2. Create multiple choice options.
3. Create checkbox options.
4. Create text input options.
5. Create numerical input options.
6. Create dropdown options.
7. Create an explanation that appears when students click **Show Answer**.
8. Open the problem in the Advanced Editor.
9. Open a list of formatting hints.
The following image shows a multiple choice problem in the Simple Editor.
.. image:: Images/MultipleChoice_SimpleEditor.gif
The Advanced Editor
~~~~~~~~~~~~~~~~~~~
The **Advanced Editor** opens a problem in XML. The Advanced Problem templates,
such as the circuit schematic builder, open directly in the Advanced Editor.
For more information about the XML for different problem types, see :ref:`Appendix E`.
The following image shows the multiple choice problem above in the Advanced Editor
instead of the Simple Editor.
.. image:: Images/MultipleChoice_AdvancedEditor.gif
.. _Problem Settings:
******************
Problem Settings
******************
All problems except word cloud and open response assessment problems
have the following settings. These settings appear on the **Settings** tab in
the component editor. (The settings for open response assessments and word clouds
are listed on the page for those problem types.)
- Display Name
- Maximum Attempts
- Problem Weight
- Randomization
- Show Answer
.. image:: Images/ProbComponent_Attributes.gif
===============
Display Name
===============
This setting indicates the name of your problem. The display name
appears as a heading over the problem in the LMS and in the course
ribbon at the top of the page.
.. image:: Images/ProbComponent_LMS_DisplayName.gif
==============================
Maximum Attempts
==============================
This setting specifies the number of times a student can try to answer
the problem. By default, a student has an unlimited number of attempts.
==============================
Problem Weight
==============================
**Note** Studio stores scores for all problems, but scores only count
toward a student’s final grade if they are in a subsection that is
graded.
This setting specifies the maximum number of points possible for the
problem. The problem weight appears next to the problem title.
.. image:: Images/ProblemWeight_DD.gif
By default, each response field, or “answer space,” in a Problem
component is worth one point. Any Problem component can have multiple
response fields. For example, the Problem component above
contains one dropdown problem that has three separate questions for students
to answer, and thus has three response fields.
The following Problem component contains one text input problem,
and has just one response field.
.. image:: Images/ProblemWeight_TI.gif
Computing Scores
~~~~~~~~~~~~~~~~
The score that a student earns for a problem is the result of the
following formula:
**Score = Weight × (Correct answers / Response fields)**
- **Score** is the point score that the student receives.
- **Weight** is the problem’s maximum possible point score.
- **Correct answers** is the number of response fields that contain
correct answers.
- **Response fields** is the total number of response fields in the
problem.
**Examples**
The following are some examples of computing scores.
*Example 1*
A problem’s **Weight** setting is left blank. The problem has two
response fields. Because the problem has two response fields, the
maximum score is 2.0 points.
If one response field contains a correct answer and the other response
field contains an incorrect answer, the student’s score is 1.0 out of 2
points.
*Example 2*
A problem’s weight is set to 12. The problem has three response fields.
If a student’s response includes two correct answers and one incorrect
answer, the student’s score is 8.0 out of 12 points.
*Example 3*
A problem’s weight is set to 2. The problem has four response fields.
If a student’s response contains one correct answer and three incorrect
answers, the student’s score is 0.5 out of 2 points.
===============
Randomization
===============
This setting only applies to problems that have randomly generated
numeric values. It specifies whether random variable inputs are
randomized when a student loads the problem.
===============
Show Answer
===============
This setting defines when the problem shows the answer to the student.
This setting has seven options.
+-------------------+--------------------------------------+
| **Always** | Always show the answer when the |
| | student clicks the **Show Answer** |
| | button. |
+-------------------+--------------------------------------+
| **Answered** | Show the answer after the student |
| | has submitted her final answer. |
+-------------------+--------------------------------------+
| **Attempted** | Show the answer after the student |
| | has tried to answer the problem one |
| | time, whether or not the student |
| | answered the problem correctly. |
+-------------------+--------------------------------------+
| **Closed** | Show the answer after the student |
| | has used up all his attempts to |
| | answer the problem or the due date |
| | has passed. |
+-------------------+--------------------------------------+
| **Finished** | Show the answer after the student |
| | has answered the problem correctly, |
| | the student has no attempts left, or |
| | the problem due date has passed. |
+-------------------+--------------------------------------+
| **Past Due** | Show the answer after the due date |
| | for the problem has passed. |
+-------------------+--------------------------------------+
| **Never** | Never show the answer. In this case, |
| | the **Show Answer** button does not |
| | appear next to the problem in Studio |
| | or in the LMS. |
+-------------------+--------------------------------------+
===============
Problem Types
===============
Studio includes templates for many different types of problems, from
simple multiple choice problems to advanced problems that require the
student to “build” a virtual circuit. Details about each problem type,
including information about how to create the problem, appears in the
page for the problem type.
- :ref:`Common Problems` appear on the **Common Problem Types** tab when you
create a new Problem component in Studio. You create these problems
using the Simple Editor.
- :ref:`Advanced Problems` appear on the **Advanced** tab when you create a
new Problem component. You create these problems using the Advanced
Editor.
- :ref:`Specialized Problems` are advanced problems that aren’t available by
default. To add these problems, you first have to modify the advanced
settings in your course. The Advanced component then appears under
**Add New Component** in each unit, and these problems are available
in the Advanced component.
- :ref:`Open Response Assessment Problems` are a new kind of problem that allow you, the
students in your course, or a computer algorithm to grade responses in the form
of essays, files such as computer code, and images.
************************************
Multiple Problems in One Component
************************************
You may want to create a problem that has more than one response type.
For example, you may want to create a numerical input problem, and then
include a multiple choice question about the numerical input problem.
Or, you may want a student to be able to check the answers to
many problems at one time. To do this, you can include multiple problems
inside a single Problem component. The problems can be different types.
To create multiple problems in one component, create a new Blank
Advanced Problem component, and then paste the XML for each problem in
the component editor. You only need to include the XML for the problem
and its answers. You don’t have to include the code for other elements,
such as the **Check** button.
Elements such as the **Check**, **Show Answer**, and **Reset** buttons,
as well as the settings that you select for the Problem component, apply
to all of the problems in that component. Thus, if you set the maximum
number of attempts to 3, the student has three attempts to answer
the entire set of problems in the component as a whole rather than three
attempts to answer each problem individually. If a student clicks
**Check**, the LMS scores all of the problems in the component at once.
If a student clicks **Show Answer**, the answers for all the problems in
the component appear.
************************************
Modifying a Released Problem
************************************
**WARNING: Be careful when you modify problems after they have been
released!**
After a student submits a response to a problem, Studio stores the
student’s response, the score that the student received, and the maximum
score for the problem. Studio updates these values when a student
submits a new response to a problem. However, if an instructor changes a
problem or its attributes, Studio does not automatically update existing
student information for that problem.
For example, you may release a problem and specify that its answer is 3.
After some students have submitted responses, you notice that the answer
should be 2 instead of 3. When you update the problem with the correct
answer, Studio doesn’t update scores for students who answered 2 for the
original problem and thus received the wrong score.
For another example, you may change the number of response fields to
three. Students who submitted answers before the change have a score of
0, 1, or 2 out of 2.0 for that problem. Students who submitted answers
after the change have scores of 0, 1, 2, or 3 out of 3.0 for the same
problem.
If you change the weight of the problem, however, the existing scores
update when you refresh the **Progress** page.
===============
Workarounds
===============
If you have to modify a released problem in a way that affects grading,
you have two options. Note that both options require you to ask your
students to go back and resubmit a problem.
- In the Problem component, increase the number of attempts for the
problem. Then ask all your students to redo the problem.
- Delete the entire Problem component in Studio and create a new
Problem component with the content and settings that you want. Then
ask all your students to complete the new problem.
docs/course_authors/source/create_section_sub_section.rst deleted 100644 → 0
*******************************
Create a Section and Subsection
*******************************
1. Sign in to Studio, and then click the course that you want.
2. On the **Course Outline** page, click **New Section.**
.. image:: Images/image039.png
:width: 800
3. In the **New Section** Name box, type a section name, and then click
**Save**.
.. note::
In most courses, the name of the first section is Week 1.
The section that you have created appears on the **Course Outline** page.
.. image:: Images/image041.png
:width: 800
The name you enter also appears in the navigation ribbon, as follows.
.. image:: Images/image043.png
:width: 800
4. To create a new lesson or assessment in your section, click **New
Subsection.**
5. In the **New Subsection** box, enter the name for this subsection, and then
click **Save.**
For example, if you enter **Week 1** as the section title and **Subsection 1**
as the subsection title, you see the following.
.. image:: Images/image045.png
:width: 800
If you view your course as a student would see it, you see the following.
.. image:: Images/image047.png
:width: 800
6. Click the new subsection that you just created. In this example, you would
click **Subsection 1.** You see the following screen.
.. image:: Images/image049.png
:width: 800
docs/course_authors/source/create_seed_wiki deleted 100644 → 0
************************
Create and Seed the Wiki
************************
Create wiki ("seed" the wiki)
\ No newline at end of file
docs/course_authors/source/create_seed_wiki.rst deleted 100644 → 0
************************
Create and Seed the Wiki
************************
Create wiki ("seed" the wiki)
docs/course_authors/source/create_unit.rst deleted 100644 → 0
*************
Create a Unit
*************
1. On the **Course Outline** page, click to open the subsection where you want to create the unit.
2. Click **New Unit.** The following screen appears.
.. image:: Images/image051.png
:width: 800
3. In the **Display Name** box, type the name of the unit. This name appears in the course ribbon at
the top of the screen on Edge.
Each unit has one or more components.
-To create a discussion space where you or your students can post questions or participate in a discussion, click **Discussion.**
-To create a component where you can add text, images, or other content, click **html.**
-To create a problem for your students to solve, click **Problem.**
-To add a video, click **Video.**
docs/course_authors/source/create_video.rst
.. _Working with Video Components:
************** #############################
Create a Video Working with Video Components
************** #############################
Many instructors use videos to take the place of in-class lectures. You can create a video of your lecture, and interweave other components—such as discussions and problems—to promote active learning.
To add a video to the unit, you must upload your video to YouTube, and then create a video component. You can also add a transcript to your video. *******************
Overview
*******************
You can create a video of your lecture, and add it to your course with other components—such as discussions and problems—to promote active learning.
You can include videos that run at 0.75 speed, 1.25 speed, and 1.50 speed as well as at normal speed. To do this, you must upload each of these videos to YouTube separately. You can also associate a timed transcript with your video, which students can read and download.
When you add a video to your course, you first post the video online, and then create a link to that video in the body of your course.
* :ref:`Video Formats`
* :ref:`Video Hosting`
* :ref:`Create a Video Component`
.. _Video Formats:
*******************
Video Formats
*******************
The edX video player supports videos in .mp4, .ogg, and .mpeg format.
.. _Video Hosting:
*******************
Video Hosting
*******************
All course videos should be posted to YouTube.
By default, the edX video player accesses your YouTube videos.
However, because YouTube is not available in all locations, we recommend that you also post copies of your videos on a third-party site such as Amazon S3.
When a student views a video in your course, if YouTube is not available in that student's location or if the YouTube video doesn't play, the video on the backup site starts playing automatically.
The student can also click a link to download the video from the backup site.
.. note:: You can use any video backup site that you want. Keep in mind, however, that the site where you post the videos may have to handle a lot of traffic.
YouTube only hosts videos of up to 15 minutes. If you encode a 0.75 speed option, you must make
.. _Create a Video Component:
*************************
Create a Video Component
*************************
To add a video to the unit, you must obtain the YouTube ID for the video, obtain the URL for the backup video, and then create a video component.
To determine the YouTube ID for a video, locate the video on YouTube and make a note of the code that appears between **watch?v =** and **&feature** in the URL.
This code appears circled below.
.. note:: If **&feature** does not appear in the URL, just use the code that follows **watch?v=** in the URL.
.. image:: Images/VideoComponent_YouTubeCode.png
You can include videos that run at 0.75 speed, 1.25 speed, and 1.50 speed as well as at normal speed. To do this, you must upload each of these videos to YouTube separately.
.. note:: YouTube only hosts videos of up to 15 minutes. If you encode a 0.75 speed option, you must make
sure that source video segments are only 11.25 minutes long so that YouTube can host all speeds. sure that source video segments are only 11.25 minutes long so that YouTube can host all speeds.
YouTube offers paid accounts that relax this restriction. YouTube offers paid accounts that relax this restriction.
After you have uploaded the video to YouTube:
#. Under **Add New Component**, click the **video** icon.
.. image:: Images/NewComponent_Discussion.png
1. Upload the video that you want to YouTube. Make note of the code that appears between **watch?v** The Video component is added:
= and **&feature** in the URL. This code appears in the green box below.
.. image:: Images/image053.png .. image:: Images/VideoComponent_Default.png
:width: 800 px
2. In Studio, go to the unit that you want.
3. Under **Add New Component,** click **Video.** 2. When the new video component appears, click **edit**.** The video editor opens and displays the Basic settings.
4. In the screen that appears, click **default.** .. image:: Images/video-edit.png
5. When the new video component appears, click **edit**.** A video component opens, and a sample video 3. In the **Display Name** field, enter the name you want students to see when they hover the mouse over the icon unit icon in the course accordian. This text also appears as a header for the video.
begins playing automatically.
6. In the **display_name** box, type the text that you want the student to see when the student hovers #. Enter the URL of the YouTube video.
the mouse over the icon in the bar at the top of the page. This text also appears as a headerfor the video.
7. Change the codes in the green boxes to the YouTube codes that you noted in step 1. The first When you enter a video URL, Studio checks to see if a timed transcript for that video exists on edX.
code (immediately to the right of "0.75:") corresponds to the video at 0.75 speed, the next If the transcript exists, Studio automatically associates the transcript with the video.
corresponds to 1.0 speed, etc.
.. image:: Images/image055.png If your video is on YouTube, you can import a timed transcript from YouTube. This YouTube transcript overwrites the edX version of the transcript.
:width: 800
8. Click **Save.** #. If no transcript exists, click **Upload New Timed Transcript** to upload a transcript file from your computer.
.. note:: #. If you want to modify the transcript, click **Download to Edit**. You can then make your changes and upload the new file.
All videos embedded using the edX player begin playing automatically. #. To specify additional sources for the video, click **Add more video sources**, and enter the URL and file type for the video.
There is currently no way to turn off the autoplay feature.
#. Optionally, click **Advanced** to set the following for the video:
**To add a transcript for your video:** * **Download Transcript**: the external URL for non-YouTube video transcripts.
* **Download Video**: the external URL to download the video.
* **Start Time** and **End Time** for the video
* **Video Sources**: URLs and filenames for other sources of the video.
* **Youtube ID**: IDs for different speed videos on YouTube.
1. Save your srt.sjson file as **subs_YOUTUBEID.srt.sjson,** where **YOUTUBEID** is the YouTube ID of your video. #. Click **Save.**
2. Upload the **subs_YOUTUBEID.srt.sjson** file to the **Files & Uploads** page.
3. Create a link to this file by following the steps in the Add Items to the Handouts Sidebar
section.
docs/course_authors/source/create_welcome_announcement.rst deleted 100644 → 0
****************************************
Create a Welcome Announcement and E-Mail
****************************************
Send e-mail (welcome and weekly) (surveys?) (TBD)
Create welcome announcement
Create landing page announcement (change "landing page" to "Course Info"
page)
Create discussion forum
docs/course_authors/source/establish_course_settings.rst deleted 100644 → 0
*************************
Establish Course Settings
*************************
Add Collaborators
*****************
Studio has support for rudimentary collaborative editing of a course. Users must have registered at studio.edge.edx.org, and must have activated their account via the mail link. If a user is not found, you will be notified.
Before you add a new user, consider the following.
· Invited users have full permissions to edit your course, including deleting content created by anyone else.
· Invited users cannot currently grant new permissions on the course.
· Editing conflicts are currently not managed. Thus, the state of the course might change between refreshes of the page.
To give another user permission to edit your course:
1. On the navigation bar, click **Course Settings**, and then click **Course Team**.
.. image:: Images/image115.png
2. Click **New User**.
.. image:: Images/image117.png
3. In the **email** box, type the mail address of the user, and then click **Add User**.
.. raw:: latex
\newpage %
Add Manual Policy Data
**********************
You can add manual policy data on the **Advanced Settings** page. These advanced configuration options are specified using JSON key and value
pairs.
You should only add manual policy data if you are very familiar with valid configuration key value pairs and the ways these pairs will affect your course.
Errors on this page can cause significant problems with your course.
The edX program managers can help you learn about how to apply these settings.
1. On the navigation bar, click **Course Settings**, and then click **Advanced Settings**.
2. Click **New Manual Policy** .
.. image:: Images/image119.png
3. In the **Policy Key** box, enter the policy key.
4. In the **Policy Value** box, enter the value of the policy.
.. raw:: latex
\newpage %
Add About Page Information
***************************
To add scheduling information, a description, and other information for your course, use the **Course Settings** menu.
.. image:: Images/image121.png
This takes you to the
Schedule and Details Page
=========================
1. At the top of this page, you will find a section with the **Basic Information** for your course. It is here that you can locate the title of your course and find the URL for your course, which you can mail to students to invite students to enroll in your course.
.. image:: Images/image281.png
2. In the **Course Schedule** section, enter the date you want your course to start in the **Course Start Date** box, and then enter the time you want your course to start in the **Course** **Start Time** box.
.. note::
The Course Start Time on this screen will reflect the current time zone in your browser, depending on your geography. Course start times for students will show as UTC on Edge.
3. In the **Course Schedule** section, enter the date you want your course to end in the **Course** **End Date**
box, and then enter the time you want your course to end in the **Course** **End Time** box.
Add Enrollment Information
==========================
1. On the navigation bar, click **Course **Settings, and then click **Schedule & Details** .
2. In the **Course Schedule** section, enter the date you want enrollment for your course to start in the **Enrollment Start Date** box, and then enter the time you want enrollment for your course to start in the **Enrollment Start Time** box.
3. In the **Course Schedule** section, enter the date you want enrollment for your course to end in the **Enrollment End Date**
box, and then enter the time you want enrollment for your course to end in the **Enrollment End Time** box.
.. note::
The Enrollment dates on this screen will reflect the current time zone in your browser, depending on your geography. Enrollment times for students will show as UTC on Edge.
Add a Course Overview
=====================
1. On the navigation bar, click **Course Settings**, and then click **Schedule & Details** .
2. Scroll down to the **Introducing Your Course** section, and then locate the **Course Overview** box.
.. image:: Images/image123.png
3. In the **Course Overview** box, enter a description of your course.
The content for this box must be formated in HTML. For a template that you
can use that includes placeholders, see :doc:`appendices/a`.
If your course has prerequisites, you can include that information in the course overview.
.. note::
There is no save button. Studio automatically saves your changes.
The following is example content for the **Course Overview** box:
.. image:: Images/image125.png
Add a Descriptive Picture
=========================
1. Select a high-resolution image that is a minimum of 660 pixels in width by 240 pixels in height.
2. Change the file name of the picture that you want to use to **images_course_image.jpg**.
3. Upload the file to the **Files & Uploads** page.
The picture that is named **images_course_image.jpg** automatically appears on the course About page.
Add an About Video
==================
You can create an About video that will appear on the **About** page for your course.
1. Upload the video that you want to YouTube. Make note of the code that appears between ** watch?v =** and ** &feature** in the URL. This code appears in the green box below.
.. image:: Images/image127.png
2. On the navigation bar, click **Course Settings**, and then click **Schedule & Details** .
3. Scroll down to the **Introducing Your Course** section, and then locate the **Course** **Introduction Video**
field. If you have not already added a video, you see a blank field above an **id** box.
.. image:: Images/image129.png
4. In the **your YouTube video's ID** box, enter your video code. When you add the code, the video automatically appears in the field above the **your YouTube video's ID** box.
.. note::
There is no save button. Studio automatically saves your changes.
For example, your course introduction video appears as follows.
.. image:: Images/image131.png
Add Weekly Time Requirements Information
========================================
1. On the navigation bar, click **Course Settings**, and then click **Schedule & Details** .
2. Scroll down to the **Requirments** section.
3. In the **Hours of Effort per Week** box, enter the number of hours you expect students to work on this course each week.
docs/course_authors/source/establish_grading_policy.rst
*************************** .. _Establish a Grading Policy:
Establish a Grading Policy
***************************
##############################
Establishing a Grading Policy
##############################
*******************
Overview Overview
******** *******************
Establishing a grading policy takes several steps. You must:
Grades in edX courses are based on homework assignments and exams. #. :ref:`grade`
#. :ref:`Set the Grace Period`
#. :ref:`configure`
#. :ref:`set_assignment`
#. :ref:`student_view`
Setting up grading in edX Studio has several steps. These steps will be explained in more detail later in the course. To skip to the detailed information, click the links below. .. _grade:
*******************
Set the Grade Range
*******************
1. Establish an overall grading policy, also see :ref:`Set Grade Brackets<Set-Grade-Brackets>`. You must set the grade range for the course. For example, your course can be pass/fail, or can have letter grades A through F.
.. image:: Images/image139.png To set the grade range, from the **Settings** menu, select **Grading**.
This is done at the course level in the **Course Settings** menu. The control for the grade range is at the top of the Grading page.
.. image:: Images/grade_range.png
:width: 800
Establish whether your course is pass-fail or graded by letter, and what the thresholds are for each grade. The above example shows that you have a pass/fail grade range, with a score of 50 as the cutoff. This is the default setting used when you create a course.
You use the grade range control to change these settings:
Create assignment types for the course and determine the weight of the student's total grade for each assignment type. For example, you may have 10 homework assignments, worth a total of 50% of the grade; three exams, worth a total of 10% of the grade; and one final exam, worth 20% of the grade. By default, Studio includes four assignment types when you create the course: homework, lab, midterm exam, and final exam. You can also create additional assignment types, such as quizzes. * To add a grade in the range, click the **+** icon.
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):
2. Create subsections that contain graded assignments in the body of the course, see :ref:`Create Subsections that Contain Graded Assignments<Create-Graded-Subsections>`. .. image:: Images/grade_range_b.png
:width: 800
* To change the score range, hover the mouse over the line dividing two grades, click and drag the line left or right.
.. image:: Images/image135.png You can see the range numbers of the two grades adjacent to the line change. Release the mouse button when the line is where you want it.
* To remove a grade, hover the mouse button over the grade.
Each subsection in your course can be designated as one of the assignment types that you have specified in the grading policy. You can also specify a release date and a due date. A **remove** link appears above the grade. Click the link.
You cannot remove F or A.
.. note:: After you make any changes to the grade range, you must click **Save Changes** at the bottom of the page.
You can create problems in Studio without specifying that the subsection is an assignment type. However, problems do not count toward a student's grade unless you set the subsection as a graded assignment type.
For more information on creating problems, see `Create a Problem <Create_Problem.html>`_ . .. _Set the Grace Period:
3. In the assignment subsections, create individual problems *************************
Set the Grace Period
*************************
.. image:: Images/image137.png You can set a grace period that extends homework due dates for your students.
.. note:: The grace period applies to the whole course; you cannot set a grace period for individual assignments.
You can then establish the settings for these problems (including the number of attempts a student has and the problem's point value, or weight). In the Grading page, under **Grading Rules & Policies**, enter a value in the **Grace Period on Deadline** field. Enter the value in Hours:Minutes format.
Once a grading policy is in place, students can view both their problem scores and the percent completed and current grade at the top of their **Progress** tab for the course. .. _configure:
Additionally, as an instructor, you can access your students' scores on graded content. On the live published page of your course on Edge (not from the Preview page in Studio), click the **Instructor** tab. Many options appear for viewing or downloading a snapshot of the currently stored student grades. On the **Instructor** tab you can also request a link to a view of the student's individual progress page, including both graded and not graded scores. For more information, see Progress and Certificates.
.. _Set-Grade-Brackets:
Set Grade Brackets
++++++++++++++++++
To set the thresholds for course grades:
1. On the navigation bar, click **Course Settings**, and then click **Grading**.
2. Under **Overall Grade Range**, click and drag the dividing line between grade divisions to move each threshold up or down.
.. note::
The default grade divisions are Pass and Fail. To add more grade divisions (such as A, B, C, or D), click the plus sign (+).
.. image:: Images/image133.png
To remove a grade division, hover the mouse over the grade division (shown above) and then click the **Remove** link that appears above the grade division.
.. _Set-Grace-Period:
Set a Grace Period
++++++++++++++++++
You can set a grace period that extends homework due dates for your students. Note that this setting applies to the whole course; you cannot set a grace period for individual assignments.
1. On the navigation bar, click **Course Settings**, and then click **Grading**.
2. Under **Grading Rules & Policies** enter a value in the **Grace Period on Deadline** box.
Create Assignment Types
+++++++++++++++++++++++
By default, Studio includes four assignment types for your course when you create the course: homework, lab, midterm exam, and final exam. You decide the weight of the student's total grade for each assignment type.
To set an assignment type:
******************************
Configure the Assignment Types
******************************
1. On the navigation bar, click **Course Settings**, and then click **Grading**. You must create assignment types for your course and determine the weight of the student's total grade for each assignment type.
For example, you may have:
2. Under **Assignment Types**, locate the settings for the assignment type that you want. * 10 homework assignments, worth a total of 50% of the grade;
* A midterm exam, worth a total of 20% of the grade;
* A final exam, worth 30% of the grade.
By default, a new course you create has four assignment types:
If you want to create a new assignment type, scroll to the bottom of the page, and then click **New Assignment Type**. * Homework
* Lab
* Midterm Exam
* Final Exam
You can use these assignment types, modify or remove them, and create new assignment types.
3. Enter values in each of the following boxes. To create a new assignment type, in the bottom of the Grading page, click **New Assignment Type**, then configure the fields described below.
==========================
Assignment Type Fields
==========================
You configure the following fields for each assignment type:
**Assignment Type Name:** * **Assignment Type Name:**
This is a general category of assessment (homework, exam, exercise). All assignments within an assignment type are given equal weight. This name will be visible to students.
The general category of the assignment. This name will be visible to students.
**Abbreviation:** .. note:: All assignments of a particular type are automatically worth the same amount. Thus, a homework assignment that contains 10 problems is worth the same percentage of a student's grade as a homework assignment that contains 20 problems.
This is the short name that will appear next to an assignment on every student's **Progress** tab (see below).
.. image:: Images/image141.png
* **Abbreviation:**
**Weight of Total Grade:** This is the short name that appears next to an assignment on a student's **Progress** tab.
The assignments of a particular type together account for the percent value set in **Weight of Total Grade**.
**Total Number:** * **Weight of Total Grade:**
The number of assignments of that type that you plan to present in your course.
The assignments of this type together account for the percent value set in **Weight of Total Grade**.
**Number of Droppable** The total weight of all assignment types must equal 100.
(optional): Specify the number of assignments that the grader will drop. The grader will omit the lowest-scored assignments first.
.. note:: Do not include the percent sign (%) in this field.
For example, the following course has two types of assignments. The overall course grade is broken down as 40% Homework and 60% Final Exam. There are eight Homework assignments, and the grader will omit the lowest-scored assignment from the final grade. Thus, the seven remaining Homework assignments are each worth 40 7 = 5.8% of the final grade.
.. image:: Images/image143.png
Troubleshooting * **Total Number:**
+++++++++++++++
If you have problems creating assignment types, try the following. The number of assignments of this type that you plan to include in your course.
In the **Weight of Total Grade** field, omit the % sign. Be sure that your **Weight of Total Grade** fields add up to 100.
.. _Create-Graded-Subsections:
* **Number of Droppable**
.. raw:: latex The number of assignments of this type that the grader will drop. The grader will drop the lowest-scored assignments first.
\newpage %
Create Subsections Containing Graded Assignments .. _set_assignment:
**************************************************
After you establish your grading rubric, you can create a graded assignment or a test for your students. To do this, you must first create a subsections and then set up grading for the subsection. This includes setting the assignment type, the assignment release date, and the due date. **********************************************
Set the Assignment Type for Graded Subsections
**********************************************
After you configure assignment types, as you are organizing your course,
you set the assignment type for Subsections that contain problems that are to be graded.
You can designate a Subsection as one, and only one, of the assignment types you configured. You can also set a due date.
.. note:: See :ref:`subsections` for instructions on configuring a Subsection.
When you set a due date, keep in mind that students will be in different time zones across the world. By default, the time zone appears as UTC-not the student's local time. If you tell your students an assignment is due at 5:00 PM, make sure to specify that the time is 5:00 PM UTC and point them to a time converter. Within a graded Subsection, you create problems of the type designated for that Subsection.
You should not mix problems of different assignment types in the same Subsection.
For example, if you want to create a homework assignment and a lab for a specific topic, create two Subsections.
Set one Subsection as the Homework assignment type and the other as the Lab assignment type.
Both Subsections can contain other content as well as the actual homework or lab problems.
Alternatively, you can :ref:`set a grace period<Set-Grace-Period>` for your assignments to cover any misunderstandings about time. For example, some classes have set a grace period of 1 day, 6 hours, and 1 minute. This grace period applies to the entire course. .. note:: You can create problems in Studio without specifying that the Subsection is an assignment type. However, such problems will not count toward a student's grade.
Keep in mind that a subsection can only have one assignment type. If you want to create a homework assignment and a lab for a specific topic, you would create two subsections for that topic. You would set one subsection as the Homework assignment type and the other as the Lab assignment type. Both subsections can contain other content as well as the actual homework or lab problems. See :ref:`Working with Problem Components` for instructions on creating problems.
.. _student_view:
All assignments of a particular type are automatically worth the same amount. Thus, a homework assignment that contains 10 problems is worth the same percentage of a student's grade as a homework assignment that contains 20 problems. If you want the assignment with 20 problems to be worth twice as much as the assignment with 10 problems, you can create two assignments. **************************
The Student View of Grades
**************************
1. On the navigation bar, click **Course Content**, and then click **Outline**. Once a grading policy is in place, students can view both their problem scores and the percent completed and current grade at the top of their **Progress** tab for the course.
.. image:: Images/image145.png
2. Under **Course Outline**, locate the section where you want to add an assignment.
3. Under the name of the section, click **New Subsection**.
4. In the text box, replace **New Subsection** with the name of your subsection, and then click **Save**.
Click the subsection you want. The edit page for the subsection opens. In the top right corner of the page, locate the **Subsection Settings** box.
.. image:: Images/image147.png
Set the assignment type. To do this, locate the blue link next to **Graded as**. Because all subsections are set to **Not Graded** by default, the text for this link is **NOT GRADED**.
.. image:: Images/image149.png
Click this link to open a list of the assignment types that you specified in your grading rubric, and then click the assignment type that you want.
.. image:: Images/image151.png
Set the assignment's release date and time. To set the date, click inside the **Release date** field, and then select the date that you want in the calendar that appears. To set the release time, click inside the time input field, and then specify the time you want.
Set a due date for the assignment. To do this, click the blue **SET A DUE DATE** link, and click inside the **Due date** box, and then select the date you want in the calendar that appears. To set the time, click inside the time input field, and then specify the time you want.
Change a Subsection's Assignment Type
+++++++++++++++++++++++++++++++++++++
To set the assignment type for a subsection:
1. On the navigation bar, click **Course Content**, and then click **Course Outline**.
2. Under **Course Outline**, locate the subsection that you want.
3. On the right side of the screen, click the blue check mark for the subsection, and then select the assignment type.
.. image:: Images/image153.png
.. note::
If you change an assignment type name in the Grading page, make sure the assignment type names on the Course Outline still match. ADD IMAGE
\ No newline at end of file
docs/course_authors/source/export_import_course.rst
.. _Exporting and Importing a Course:
************************* #####################################
Export or Import a Course Exporting and Importing a Course
************************* #####################################
Studio has an Import tool and an Export tool that allow you to import and You can :ref:`Export a Course` and :ref:`Import a Course` through Studio.
export courses.
.. _Export a Course:
***************
Export a Course Export a Course
*************** ***************
There are several reasons you may want to export your course:
You can export a course that has been created in Studio. You can export a * To edit the XML in your course directly
course for use by another instructor, or you can back up your course. * To create a backup copy of your course, which you can import if you want to revert the course back to a previous state
* To create a copy of your course that you can later import into another course instance and customize
* To share with another instructor for another class
For example, you may create a course in Studio, and then run that course. A
friend or colleague, including a friend from another institution, may be
interested in running their own customized version of that course. You can
export the course that you have created and give it to the other instructor.
That instructor can then import the course, make any changes that are
necessary to reflect that instructor's situation, and then release the
course to students.
Or, you may export your course, and then make changes to your course in
Studio. If you later want to revert to the earlier version of your course,
you can import the version that you exported. Be careful if you do this
while you are running your course, as you could lose your students' work.
When you export your course, Studio creates a **.tar.gz** file that includes When you export your course, Studio creates a **.tar.gz** file that includes
the following course data: the following course data:
* Course content (all Sections, Subsections, and Units)
1. Course structure (the order of sections and subsections) * Course structure
* Individual problems
* Static pages
2. Individual units * Course assets
* Course settings
3. Individual problems
4. Additional pages
5. Files on the Files & Uploads page
The exported file does not include the following data:
1. Student or user data The following data is not exported with your course:
* User data
* Course team data
* Forum/discussion data
* Certificates
2. Discussion forum data To export a course:
#. From the **Tools** menu, select **Export**.
#. Click **Export Course Content**.
3. Course settings When the export completes you can then access the .tar.gz file on your computer.
4. Certificates .. _Import a Course:
5. Grading information
.. raw:: latex
\newpage %
***************
Import a Course Import a Course
*************** ***************
.. warning:: .. warning::
This feature should be used with caution! Content of the imported course replaces all the content of this course.
Importing a new course will delete all course content currently associated **You cannot undo a course import**. We recommend that you first export the current course,
with your course and replace it with the contents of the uploaded file. so you have a backup copy of it.
Importing a course cannot be undone.
There are several reasons you may want to import a course:
You can import courses that have already been created in Studio. These can * To run a new version of an existing course
be courses that you or someone else has created and exported. * To replace an existing course
* To load a course you developed outside of Studio
The file that you import must be a **.tar.gz** file that contains, at a The course that you import must be in a .tar.gz file (that is, a .tar file compressed with GNU Zip).
minimum, a Course.xml file in a course data directory. The tar.gz file must This .tar.gz file must contain a course.xml file in a course data directory. The tar.gz file must
have the same name as the course data directory. have the same name as the course data directory. It may also contain other files.
If your course uses legacy layout structures, you may not be able to edit If your course uses legacy layout structures, you may not be able to edit
the course in Studio, although it will probably appear correctly on Edge. To the course in Studio, although it will probably appear correctly on Edge. To
make sure that your course is completely editable, ensure that all of your make sure that your course is completely editable, ensure that all of your
material is embedded in a unit. material is embedded in a unit.
The import process has five stages. During the first two stages, you must stay on the Course Import page.
You can leave this page after the Unpacking stage has completed. We recommend, however,
that you don't make important changes to your course until the import operation has completed.
To import a course: To import a course:
#. From the **Tools** menu, select **Import**.
1. On the navigation bar, click **Tools**, and then click **Import**. #. Click **Choose a File to Import**.
#. Locate the file that you want, and then click **Open**.
#. Click **Replace my course with the one above**.
.. image:: Images/image243.png
2. Under **Course to Import**, click **Choose File**.
3. Locate the file that you want, and then click **Open**.
docs/course_authors/source/get_started.rst
.. image:: Images/image001.png .. image:: Images/image001.png
:width: 800
.. _Getting Started with Studio:
########################### ###########################
Getting Started with Studio Getting Started with Studio
########################### ###########################
***************
Overview
***************
************ This chapter describes the tools you use to build an edX course, and how to create your first course:
Introduction
************
Since the launch of edX to our original partners, we have been working to provide opportunities for additional educators to create courses on our platform. The fruits of our efforts are Edge and Studio. These tools are available not only to our edX partners, but to all faculty at consortium universities. * :ref:`What is Studio?`
* :ref:`What is Edge?`
* :ref:`Get Started on Edge`
* :ref:`Use Studio on Edge`
* :ref:`Create Your First Course`
* :ref:`View Your Course on Edge`
* :ref:`Register Your Course on edX.org`
EdX (http://edx.org) is our original, premiere learning portal. Publication to If you are using an instance of Open edX, some specifics in this chapter may not apply.
edX is available on a limited basis, depending on your university’s agreement
with edX. You need specific approval from your university to release your
course on the edX portal. Once a course is released on the edX portal, it
becomes a publicly available massively open online course (MOOC).
.. _What is Studio?:
Edge (http://edge.edx.org) is our newest online learning portal. It is almost identical to edX.org both visibly and functionally. ***************
What is Studio?
***************
Edge is where you view the content you create with Studio, our course authoring Studio is the edX tool you use to build your courses.
tool. Courses on Edge cannot be seen publicly; rather, only you, your
colleagues, and the students with whom you explicitly share a course link can
see your course. Instructors are encouraged to use Edge to experiment with
creating courses. You do not need approval to release a course on Edge--you can
create a course and release it immediately.
You use Studio to create course content, problems, videos, and other resoruces for students.
Studio (http://studio.edge.edx.org) is our web-based course authoring tool. It is the easiest way for educators to develop courses for the edX platform. You can create courses in Studio and view and enroll in them instantly on Edge—even before you have finished creating the course. With Studio, you can also manage your schedule and course team, set grading policies, publish your course, and more.
You use Studio directly through your browser. You do not need any additional software.
**There is a workflow to getting started.** Here is a quick summary: .. _What is Edge?:
******************
What is Edge?
******************
EdX Edge_ is the site where you can create courses with Studio, then run courses through the edX Learning Management System.
1. First, go to: https://studio.edge.edx.org. Sign up and create an account. Visually and functionally, edX Edge is the same as edX.org_.
However, on Edge you can freely publish courses.
There is no course catalog on Edge and other users will not find your course. You must explicitly invite students to participate in your course.
Courses on Edge are not published on edX.org. All course data and accounts on Edge and edX.org are separate.
.. image:: Images/image009.png To publish courses on edX.org, you must have an agreement with edX and specific approval from your university.
:width: 800
.. _Edge: http://edge.edx.org
.. _edX.org: http://edx.org
**then**
.. _Get Started on Edge:
2. Create a course in Studio. *******************
Get Started on Edge
*******************
Go to https://edge.edx.org, click **Register**, and fill out required information to create your account.
.. image:: Images/image021.png .. note:: Students will see your **Public Username**, not your **Full Name**.
:width: 800
.. note:: If you are at an edX consortium university, you should use your institutional e-mail
address.
**then** After you click \ **Create My Account**, you will receive an activation
e-mail message. To finish creating your account, click the link in the e-mail.
When you log in to Edge, you can view edX101_.
3. View your course on Edge. edX101 is both an example of a course you can build with Studio,
and a self-paced walk through of planning, building, and running your own online course.
.. _edX101: https://edge.edx.org/courses/edX/edX101/How_to_Create_an_edX_Course/about
.. image:: Images/image027.png .. _Use Studio on Edge:
:width: 800
.. raw:: latex ******************
Use Studio on Edge
******************
\newpage % You can use Studio_ on Edge to build your own courses.
Go to: https://studio.edge.edx.org. Sign in with the account you created on Edge.
***************** You must then request access to create courses:
Create an Account
*****************
To begin using Studio, create an account with a unique user ID and password. A Studio account isn't the same as an edX account. Even if you already have an edX account, you still need to create a separate Studio account. You can use the same e-mail address for both accounts. #. Click the **+** sign to expland the field labeled **Becoming a Course Creator in Studio**.
When you create your account on Studio, an account on Edge is automatically created using the same user name and password. You don't have to create separate accounts on Studio and Edge. #. Click **Request the Ability to Create Courses**.
Edge has two views - an Instructor view and a Student view. When you view your course on Edge, you view your course as an instructor, and you see the **Instructor** tab at the top of the page. EdX then evaluates your request. When course creation permissions are granted, you receive an email message.
.. image:: Images/image007.png .. _Studio: https://studio.edge.edx.org
:width: 800
.. _Create Your First Course:
Your students will view your courses in Student view, which is similar to Instructor view, but does not include the Instructor tab or release dates. ***************************
Create Your First Course
***************************
To create an account: When you receive notice that you can create courses, log into Studio_.
1. Go to http://studio.edge.edX.org. The Welcome to edX Studio page opens. You see the following page:
.. image:: Images/image009.png .. image:: Images/first_course.png
:width: 800 :width: 800
#. Click **Create Your First Course**.
#. Enter course information as needed and click **Create**.
2. Scroll to the bottom of the page and click **Sign Up & Start Making an edX Course.** .. image:: Images/new_course_info.png
.. image:: Images/image011.png
:width: 800 :width: 800
.. note:: Enter new course information carefully. This information becomes part of the URL for your course. To change the URL after the course is created, you must contact edX through the Help site (http://help.edge.edx.org). Additionally, because this information becomes part of your course URL, the total number of characters in the following three fields must be 65 or fewer.
3. In the page that opens, fill in the fields. Required fields are marked with an asterisk (*). * For **Course Name**, enter the title of your course. For example, the name may be “Sets, Maps and Symmetry Groups". Use title capitalization for the course title.
* For **Organization**, enter the name of your university. Do not include whitespace or special characters.
.. image:: Images/image013.png * For **Course Number**, enter both a subject abbreviation and a number. For example, for public health course number 207, enter **PH207**. For math course 101x, enter **Math101x**. Do not include whitespace or special characters in the course number.
:width: 800
a. In the **Email Address** box, type your e-mail address. *Note: If your course will be open to the world, be sure to include the "x". If it is exclusively an on-campus offering, do not include the "x".*
b. In the **Password** box, type a unique password.
c. In the **Public Username** field, type the name you want students to see when you post on the user forum. Most websites call this the "user name".
d. In the **Full Name** box, type your full name. This name only appears in Studio.
Your students will not see this name.
e. Click to select I agree to the Terms of Service.
.. image:: Images/image017.png
:width: 800
4. Click **Create My Account & Start Authoring Courses,** After you click this button, the following page opens.
.. image:: Images/image015.png
:width: 800
5. To finish creating your account, click the link that you receive in the activation e-mail. When you click this link, the following page opens. 3. Click **Save.**
.. image:: Images/image017.png You then see the empty Course Outline.
:width: 800
.. raw:: latex In your browser’s address bar, notice that the URL of your course includes the course organization, number, and course run.
\newpage % The rest of this documentation describes how you now build and run your course. But first, lets view your empty course on Edge.
******************* .. _View Your Course on Edge:
Create a New Course
*******************
The first time that you log in to Studio, the following page opens. ************************
View Your Course on Edge
************************
You can now view the course you just created, even though it doesn't have any content.
.. image:: Images/image017.png In the Course Outline in Studio, click **View Live**. The course opens on Edge.
:width: 800
Click the **dashboard** link, and the **My Courses** page opens. You can also go directly to Edge_. Log in if prompted. You see the course you just created listed:
.. image:: Images/image021.png .. image:: Images/new_course.png
:width: 800 :width: 800
Once you have created a course in Studio, it will be listed on this page. From here, you can start creating courses immediately by clicking the **New Course** button. You can view the course and see that there is no content yet.
To create a new course:
1. Click **New Course.** A screen opens.
.. note:: To build your course, keep reading this document.
Enter your new course information carefully. This information becomes part of the URL for your course. To change the URL after the course is created, you must contact edX through the Help site (http://help.edge.edx.org).Additionally, because this information becomes part of your course URL, the total number of characters in the following three fields must be 65 or fewer. .. _Register Your Course on edx.org:
************************************
Register Your Course on edX.org
************************************
2. For **Course Name**, enter the title of your course. For example, the name may be “Sets, Maps and Symmetry Groups". Use title capitalization for the course title. If you're creating your course on **edX**, you must register
for your course.
3. For **Organization**, enter the name of your university. Do not include whitespace or special characters. #. On the **Course Outline** page, click the blue **View
Live** button in the upper-right corner of your screen.
4. For **Course Number**, enter both a subject abbreviation and a number. For example, for public health course number 207, enter "PH207". For math course 101x, enter “Math101x”. Do not include whitespace or special characters in the course number. Your course registration page opens in a new tab on the LMS.
*Note: If your course will be open to the world, be sure to include the "x". If it is exclusively anon-campus offering, do not include the "x".*
5. Click **Save.**
.. image:: Images/image025.png
:width: 800
If you click **View Live** your course appears as follows on Edge.
.. image:: Images/image027.png
:width: 800
*Note: Although the start date is set to the current date by default, your course will not be advertised, so it will not be visible to the general public. You can change the start date of your course in Studio.* #. Click the blue **Register** button to register for your course.
#. In your browser, switch back to the tab that shows Studio. You will
still be on the **Course Outline** page.
docs/course_authors/source/index.rst
...@@ -10,37 +10,32 @@ Contents ...@@ -10,37 +10,32 @@ Contents
.. toctree:: .. toctree::
:numbered:
:maxdepth: 5 :maxdepth: 5
read_me read_me
get_started get_started
create_lesson create_new_course
create_section_sub_section establish_grading_policy
create_unit organizing_course
create_html_component
create_video create_video
create_discussion create_discussion
create_html_component create_problem_component
common_problems
advanced_problems
javascript_input
create_lti create_lti
create_problem specialized_problems
open_response_assessment
set_content_releasedates set_content_releasedates
establish_course_settings
establish_grading_policy
add_syllabus
view_course_content view_course_content
modify_published_content
export_import_course export_import_course
create_welcome_announcement
create_seed_wiki
invite_students_to_register
checking_student_progress checking_student_progress
change_log change_log
Appendices Appendices
========== ==========
......
docs/course_authors/source/invite_students_to_register.rst deleted 100644 → 0
***************************
Invite Students to Register
***************************
To invite students to register for your course on Edge through the course
registration page, direct students to the registration page, and provide
instructions for completing the registration process.
1. Determine the link to your class registration page on Edge. To do this:
a. Click the **Settings **tab of your course in Studio, and then locate the
**Course Details** section.
b. Under **Basic Information**, you will see a link to email and invite
students to enroll in your course.
c. Click "**Invite Your Students**" link. Clicking the link creates an email
template.
.. image:: Images/image286.png
d. Email this to your chosen mail list.
\ No newline at end of file
docs/course_authors/source/javascript_input.rst 0 → 100644
.. _JavaScript Input:
JavaScript Input
----------------
The JavaScript Input problem type allows you to create your own learning tool
using HTML and other standard Internet languages and then add the tool directly
into Studio. When you use this problem type, Studio embeds your tool in an
IFrame so that your students can interact with it in the LMS. You can grade
your students' work using JavaScript and some basic Python, and the grading
is integrated into the edX grading system.
This problem type doesn't appear in the menu of advanced problems in Studio. To
create a JavaScript input problem type, you'll create a blank advanced problem,
and then enter your code into the component editor.
.. image:: /Images/JavaScriptInputExample.gif
Create a JavaScript Input Problem
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
#. Create your JavaScript application, and then upload all files associated with
that application to the **Files & Uploads** page.
#. In the unit where you want to create the problem, click **Problem**
under **Add New Component**, and then click the **Advanced** tab.
#. Click **Blank Advanced Problem**.
#. In the component that appears, click **Edit**.
#. Click the **Settings** tab.
#. Set **Maximum Attempts** to a number larger than zero.
#. In the component editor, enter your code.
#. Click **Save**.
To re-create the example problem above, follow these steps.
#. Go to :ref:`Appendix F` and create the following files:
- webGLDemo.html
- webGLDemo.js
- webGLDemo.css
- three.min.js
#. On the **Files & Uploads** page, upload the four files you just created.
#. Create a new blank advanced problem component.
#. On the **Settings** tab, set **Maximum Attempts** to a number larger than
zero.
#. In the problem component editor, paste the code below.
#. Click **Save.**
JavaScript Input Problem Code
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
::
<problem display_name="webGLDemo">
In the image below, click the cone.
<script type="loncapa/python">
import json
def vglcfn(e, ans):
'''
par is a dictionary containing two keys, "answer" and "state"
The value of answer is the JSON string returned by getGrade
The value of state is the JSON string returned by getState
'''
par = json.loads(ans)
# We can use either the value of the answer key to grade
answer = json.loads(par["answer"])
return answer["cylinder"] and not answer["cube"]
# Or we can use the value of the state key
'''
state = json.loads(par["state"])
selectedObjects = state["selectedObjects"]
return selectedObjects["cylinder"] and not selectedObjects["cube"]
'''
</script>
<customresponse cfn="vglcfn">
<jsinput
gradefn="WebGLDemo.getGrade"
get_statefn="WebGLDemo.getState"
set_statefn="WebGLDemo.setState"
width="400"
height="400"
html_file="/static/webGLDemo.html"
/>
</customresponse>
</problem>
**Notes**
- The webGLDemo.js file defines the three JavaScript functions (**WebGLDemo.getGrade**,
**WebGLDemo.getState**, and **WebGLDemo.setState**).
- The JavaScript input problem code uses **WebGLDemo.getGrade**, **WebGLDemo.getState**,
and **WebGLDemo.setState** to grade, save, or restore a problem. These functions must
be global in scope.
- **WebGLDemo.getState** and **WebGLDemo.setState** are optional. You only have to define
these functions if you want to conserve the state of the problem.
- **Width** and **height** represent the dimensions of the IFrame that holds the
application.
- When the problem opens, the cone and the cube are both blue, or "unselected." When
you click either shape once, the shape becomes yellow, or "selected." To unselect
the shape, click it again. Continue clicking the shape to select and unselect it.
- The response is graded as correct if the cone is selected (yellow) when the user
clicks **Check**.
- Clicking **Check** or **Save** registers the problem's current state.
\ No newline at end of file
docs/course_authors/source/modify_published_content.rst deleted 100644 → 0
***************************
Modifying Published Content
***************************
When you set a Unit to Public, that content appears on edX or Edge when you
view the content as an instructor. If the release date has passed, the
content is also visible to students.
If you want to modify content after it has been set to Public, you must
create a draft. The draft does not appear on edX or Edge. However, the draft
does appear when you view your content in Preview mode.
To create a draft, open the Unit that you want. Note that no **Edit** button
appears on the page for that Unit, and you cannot make changes to the Unit.
.. image:: Images/image231.png
:width: 600
In the right pane, click the blue **edit a draft** link in the **Unit
Settings** box.
.. image:: Images/image233.png
:width: 600
After you click **edit a draft**, you can make changes to the Unit. You can
edit existing content or add new content.
.. image:: Images/image235.png
:width: 600
If you want to view the version of your content that is currently live,
click **Preview the published version **in the yellow banner at the top of
the page.
.. image:: Images/image237.png
:width: 600
If you want to view the draft version that you are working on, click
**Preview** under **Unit Settings**. This opens your course in Preview
mode.****
.. image:: Images/image239.png
:width: 600
When you are done making changes to the Unit, click the blue **replace it
with this draft** link under **Unit Settings**.
.. image:: Images/image241.png
:width: 600
docs/course_authors/source/open_response_assessment.rst 0 → 100644
.. _Open Response Assessment Problems:
Open Response Assessment Problems
---------------------------------
Introduction to Open Response Assessments
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
**Note** Open response assessments are still in beta. We recommend that
you test them thoroughly in a practice course and only add them to
courses that are **not** already running. Contact your edX Program Manager for more information.
Open response assessments allow instructors to assess student learning
through questions that may not have definite answers. Tens of thousands
of students can receive feedback on written responses of varying lengths
as well as files, such as computer code or images, that the students
upload. Open response assessment technologies include self assessment,
peer assessment, and artificial intelligence (AI) assessment (sometimes
called "machine assessment" or "machine grading"). With self
assessments, students learn by comparing their answers to a rubric that
you create. With peer assessments, students compare their peers' answers
to the rubric.
A Few Notes about Open Response Assessments
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
**Open response assessment technology is still in beta.** For a good
experience with open response assessments, you'll need to follow a few
guidelines.
- Do not create a new open response assessment in a running course.
Only create open response assessments in a test course.
- If your course will include open response assessments, add and
thoroughly test all the open response assessments *before* the course
is live.
- Set open response assessments to be optional, ungraded, or droppable
exercises until you've used the technology a few times and have
become familiar with it.
- Use open response assessments sparingly at first. Only include a few
in your course, and make sure that you have contingency plans in case
you run into problems.
Finally, if you're at an edX consortium university and you plan to
include open response assessments in a MOOC, make sure to notify your
edX project manager (PM).
Components of an Open Response Assessment
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
An open response assessment has three elements:
- The assessment type or types--self, peer, or artificial intelligence
(AI). The type of assessment and the order in which the assessments
run appears in the upper right corner of the ORA problem. In the
following example, the student performs a self assessment, then peers
perform peer assessments, and then an AI assessment runs.
.. image:: Images/CITL_AssmtTypes.gif
- The question that you want your students to answer. This appears near
the top of the component, followed by a field where the student
enters a response.
.. image:: Images/CITLsample.gif
- A rubric that you design. After the student enters a response and
clicks **Submit**, if the assessment is a self assessment, the
student sees the rubric below his answer and compares his answer to
the rubric. (If the assessment is an AI or peer assessment, the
student sees a "Your response has been submitted" message but doesn't
see the rubric.)
.. image:: Images/CITL_SA_Rubric.gif
Open Response Assessment Types
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
There are three types of assessments for ORAs: self assessment, AI
assessment, and peer assessment.
- Self assessment allows students to answer a question, and then assess
their response according to the rubric you created for the question.
- In AI assessment, a computer algorithm learns how to grade according
to the rubric from 100 or more instructor-graded responses, and
attempts to grade the rest of the student responses in the same way.
- Peer assessment allows students to score each other and provide
feedback, again using the same rubric.
You can use one or more of these assessments in any problem. You can
also set thresholds within the problem for each assessment, so that a
response with a low score in one assessment does not move on to the next
assessment.
Effective Questions
~~~~~~~~~~~~~~~~~~~
When you write your question, we recommend that you specify an
approximate number of words or sentences that a student's response has
to have in the body of your question. You may also want to provide
information about how to use the LMS. If you require students to upload
a file as a response, you can provide specific instructions about how to
upload and submit their files. You can let students know what to expect
after they submit responses. You can also mention the number of times
that a student will be able to submit a response for the problem.
Rubrics
~~~~~~~
The same rubric is used for all three ORA types, and it can include
anything that you want it to include.
In Studio, rubrics are arranged by *categories*. Each category has two
or more *options*, and each option has a point value.
Options must be listed in ascending order starting at 0 points. For
example, in a category with three options, the first option is worth 0
points, the second is worth 1 point, and the third is worth 2 points.
The person or algorithm that grades the problem selects one value for
each category.
Different categories in the same problem can have different numbers of
options.
Create an Open Response Assessment Problem
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Creating an open response assessment is a multi-step process.
#. Create the component for the open response assessment.
#. Add the question.
#. Add the rubric.
#. Set the assessment type and scoring.
#. Set the problem name.
#. Set other options.
#. Save the problem.
#. Add the peer grading interface (for peer assessments only).
#. Test the problem.
Each of these steps is described in detail below.
1. Create the Component
~~~~~~~~~~~~~~~~~~~~~~~
#. Add the advanced component for open response assessments. To do this,
add the "peergrading","combinedopenended" key value to the **Advanced
Settings** page. (For more information, see the instructions in
Specialized Problems.)
#. In Studio, open the unit where you want to create the ORA.
#. Under **Add New Component**, click **Advanced**, and then click
**Open Response Assessment**.
#. In the problem component that appears, click **Edit**, and then click
**OK** in the dialog box that appears.
#. The component editor opens. The component editor contains a sample
question ("prompt"), rubric, assessment type specification, and
scoring. You'll replace this sample content with the content for your
problem.
2. Add the Question
~~~~~~~~~~~~~~~~~~~
- In the component editor, locate the [prompt] tags.
.. image:: Images/ORA_Prompt.gif
Replace the sample text between the **[prompt]** tags with the text of
your question. When you replace the sample text, make sure you follow
these guidelines to avoid common formatting mistakes.
- Leave the **[prompt]** tags in place.
- Enclose all text in HTML tags.
3. Add the Rubric
~~~~~~~~~~~~~~~~~
#. In the component editor, locate the [rubric] tags. (The sample rubric
is long, so you'll have to scroll down to locate the second tag.)
.. image:: Images/ORA_Rubric.gif
#. Replace the sample rubric with the text of your rubric. Make sure to
do the following.
- Include the beginning and ending [rubric] tags.
- Precede the categories with a plus (+) sign.
- Precede the options with a minus (-) sign.
- List the option that scores zero points first, followed by the option
that scores one point, and so on.
For example, your rubric might resemble the following rubric.
::
[rubric]
+ Writing Applications
- The essay loses focus, has little information or supporting details, and the organization makes it difficult to follow.
- The essay presents a mostly unified theme, includes sufficient information to convey the theme, and is generally organized well.
+ Language Conventions
- The essay demonstrates a reasonable command of proper spelling and grammar.
- The essay demonstrates superior command of proper spelling and grammar.
[rubric]
4. Set the Assessment Type and Scoring
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
To set the assessment type and scoring for your open response
assessment, you'll enter code that specifies the type and order of
assessments to use along with the scoring thresholds for each
assessment. The code uses the following format.
::
[tasks]
(Type 1), ({min-max}Type 2), ({min-max}Type 3)
[tasks]
- The **[tasks]** tags surround the code.
- **Type 1**, **Type 2**, and **Type 3** are the names of the types of
assessments. Assessments run in the order in which they're listed.
- **min** is the point value the response must receive in the previous
assessment to move to this assessment. Note that you do not define a
scoring threshold for the first assessment, because there is no
required previous assessment.
- **max** is the maximum point value for the assessment. The maximum
score is the second number in the pair of numbers for each assessment
after the first assessment.
For example, a problem might contain the following code.
::
[tasks]
(Self), ({5-7}Peer), ({4-7}AI)
[tasks]
The problem that includes this code has the following characteristics.
- The problem has a self assessment, a peer assessment, and then an AI
assessment.
- The maximum score for the problem is 7.
- To advance to the peer assessment, the response must have a self
assessment score of 5 or greater.
- To advance to the AI assessment, the response must have a peer
assessment score of 4 or greater.
Set the Type and Scoring
^^^^^^^^^^^^^^^^^^^^^^^^
#. In the component editor, locate the [tasks] tags.
.. image:: Images/ORA_Tasks.gif
#. Replace the sample code with the code for your problem.
5. Set the Problem Name
~~~~~~~~~~~~~~~~~~~~~~~
The name of the problem appears as a heading above the problem in the
courseware. It also appears in the list of problems on the **Staff
Grading** page.
.. image:: Images/ORA_ProblemName1.gif
To change the name:
#. In the upper-right corner of the component editor, click
**Settings**.
#. In the **Display Name** field, replace **Open Response Assessment**
with the name of your problem.
6. Set Other Options
~~~~~~~~~~~~~~~~~~~~
If you want to change the problem settings, which include the number of
responses a student has to peer grade and whether students can upload
files as part of their response, click the **Settings** tab, and then
specify the options that you want.
.. image:: Images/ORA_Settings.gif
Open response assessments include the following settings.
+---------------------------------------------+--------------------------------------------------------------------+
| **Allow "overgrading" of peer submissions** | This setting applies only to peer grading. If all of the responses |
| | for a question have been graded, the instructor can allow |
| | additional students to grade responses that were previously |
| | graded. This can be helpful if an instructor feels that peer |
| | grading has helped students learn, or if some students haven't |
| | graded the required number of responses yet, but all available |
| | responses have been graded. |
+---------------------------------------------+--------------------------------------------------------------------+
| **Allow File Uploads** | This setting specifies whether a student can upload a file, such |
| | as an image file or a code file, as a response. Files can be of |
| | any type. |
+---------------------------------------------+--------------------------------------------------------------------+
| **Disable Quality Filter** | This setting applies to peer grading and AI grading. When the |
| | quality filter is disabled (when this value is set to True), |
| | Studio allows submissions that are of "poor quality" (such as |
| | responses that are very short or that have many spelling or |
| | grammatical errors) to be peer graded. For example, you may |
| | disable the quality filter if you want students to include URLs to |
| | external content—otherwise Studio sees a URL, which may contain a |
| | long string of seemingly random characters, as a misspelled word. |
| | When the quality filter is enabled (when this value is set to |
| | False), Studio does not allow poor-quality submissions to be peer |
| | graded. |
+---------------------------------------------+--------------------------------------------------------------------+
| **Display Name** | This name appears in two places in the LMS: in the course ribbon |
| | at the top of the page and above the exercise. |
+---------------------------------------------+--------------------------------------------------------------------+
| **Graded** | This setting specifies whether the problem counts toward a |
| | student's grade. By default, if a subsection is set as a graded |
| | assignment, each problem in that subsection is graded. However, if |
| | a subsection is set as a graded assignment, and you want this |
| | problem to be a "test" problem that doesn't count toward a |
| | student's grade, you can change this setting to **False**. |
+---------------------------------------------+--------------------------------------------------------------------+
| **Maximum Attempts** | This setting specifies the number of times the student can try to |
| | answer the problem. Note that each time a student answers a |
| | problem, the student's response is graded separately. If a student |
| | submits two responses to a peer-assessed problem (for example, by |
| | using the **New Submission** button after her first response |
| | receives a bad grade or because she wants to change her original |
| | response), and the problem requires three peer graders, three |
| | separate peer graders will have to grade each of the student's two |
| | responses. We thus recommend keeping the maximum number of |
| | attempts for each question low. |
+---------------------------------------------+--------------------------------------------------------------------+
| **Maximum Peer Grading Calibrations** | This setting applies only to peer grading. You can set the maximum |
| | number of responses a student has to "practice grade" before the |
| | student can start grading other students' responses. The default |
| | value is 6, but you can set this value to any number from 1 to 20. |
| | This value must be greater than or equal to the value set for |
| | **Minimum Peer Grading Calibrations**. |
+---------------------------------------------+--------------------------------------------------------------------+
| **Minimum Peer Grading Calibrations** | This setting applies only to peer grading. You can set the minimum |
| | number of responses a student has to "practice grade" before the |
| | student can start grading other students' responses. The default |
| | value is 3, but you can set this value to any number from 1 to 20. |
| | This value must be less than or equal to the value set for |
| | **Maximum Peer Grading Calibrations**. |
+---------------------------------------------+--------------------------------------------------------------------+
| **Peer Graders per Response** | This setting applies only to peer grading. This setting specifies |
| | the number of times a response must be graded before the score and |
| | feedback are available to the student who submitted the response. |
+---------------------------------------------+--------------------------------------------------------------------+
| **Peer Track Changes** | This setting is new and still under development. This setting |
| | applies only to peer grading. When this setting is enabled (set to |
| | **True**), peer graders can make inline changes to the responses |
| | they're grading. These changes are visible to the student who |
| | submitted the response, along with the rubric and comments for the |
| | problem. |
+---------------------------------------------+--------------------------------------------------------------------+
| **Problem Weight** | This setting specifies the number of points the problem is worth. |
| | By default, each problem is worth one point. |
+---------------------------------------------+--------------------------------------------------------------------+
| **Required Peer Grading** | This setting specifies the number of responses that each student |
| | who submits a response has to grade before the student receives a |
| | grade for her response. This value can be the same as the value |
| | for the **Peer Graders per Response** setting, but we recommend |
| | that you set this value higher than the **Peer Graders per |
| | Response** setting to make sure that every student's work is |
| | graded. (If no responses remain to be graded, but a student still |
| | needs to grade responses, you can set the **Allow "overgrading" of |
| | peer submissions** setting to allow more students to grade |
| | previously graded responses.) |
+---------------------------------------------+--------------------------------------------------------------------+
7. Save the Problem
~~~~~~~~~~~~~~~~~~~
- After you have created the prompt and the rubric, set the assessment
type and scoring, changed the name of the problem, and specified any
additional settings, click **Save**.
The component appears in Studio. In the upper right corner, you can
see the type of assessments that you have set for this problem.
.. image:: Images/ORA_Component.gif
8. Add the Peer Grading Interface (for peer assessments only)
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
You can add just one peer grading interface for the whole course, or you
can add a separate peer grading interface for each individual problem.
Add a Single Peer Grading Interface for the Course
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
When you add just one peer grading interface for the entire course, we
recommend that you create that peer grading interface in its own section
so that students can find it easily. Students will be able to access all
the ORA problems for the course through this peer grading interface.
#. Create a new section, subsection, and unit. You can use any names
that you want. One course used "Peer Grading Interface" for all
three.
#. Under **Add New Component** in the new unit, click **Advanced**, and
then click **Peer Grading Interface**.
A new Peer Grading Interface component appears.
#. To see the peer grading interface in the course, set the visibility
of the unit to **Public**, and then click **View Live**.
The following page opens.
.. image:: Images/PGI_Single.gif
When students submit responses for peer assessments in your course,
the names of the problems appear in this interface.
Add the Peer Grading Interface to an Individual Problem
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
When you add a peer grading interface for an individual problem, you
must add the identifier for the problem to that peer grading interface.
If you don't add the identifier, the interface will show all of the peer
assessments in the course.
Note that the peer grading interface doesn't have to appear under the
problem you want it to be associated with. As long as you've added the
identifier of the problem, the peer grading interface will be associated
with the problem, even if you include the peer grading interface in a
later unit (for example, if you want the problem to be due after a
week).
#. Open the unit that contains the ORA.
#. If the visibility of the unit is set to Public, click **View Live**.
If the visibility is set to Private, click **Preview**. The unit
opens in the LMS in a new tab. Make sure you're in Staff view rather
than Student view.
#. Scroll down to the bottom of the ORA, and then click **Staff Debug
Info**.
#. In the image that opens, locate the string of alphanumeric characters
to the right of the word **location**. Press CTRL+C to copy this
string, starting with **i4x**.
.. image:: Images/PA_StaffDebug_Location.gif
#. Switch back to the unit in Studio. If the visibility of the unit is
set to **Public**, change the visibility to **Private**.
#. Scroll to the bottom of the unit, click **Advanced** under **Add New
Component**, and then click **Peer Grading Interface**.
#. On the Peer Grading Interface component that opens, click **Edit**.
#. In the Peer Grading Interface component editor, click **Settings**.
#. In the **Link to Problem Location** field, paste the string of
alphanumeric characters that you copied in step 4. Then, change the
**Show Single Problem** setting to **True**.
.. image:: Images/PGI_CompEditor_Settings.gif
#. Click **Save** to close the component editor.
9. Test the Problem
~~~~~~~~~~~~~~~~~~~
Test your problem by adding and grading a response.
#. In Studio, open the unit that contains your ORA problem.
#. Under **Unit Settings**, change the **Visibility** setting to
**Public**, and then click **View Live**.
When you click **View Live**, the unit opens in the LMS in a new tab.
#. In the LMS, locate your ORA question, and then type your response in
the Response field under the question.
.. image:: Images/ThreeAssmts_NoResponse.gif
Note that when you view your ORA problem in the LMS as an instructor,
you see the following message below the problem. This message never
appears to students.
.. image:: Images/ORA_DuplicateWarning.gif
#. Test the problem to make sure that it works as expected.
To test your open response assessment, you may want to sign into your
course as a student, using an account that's different from the account
that you use as an instructor.
- If you want to keep your course open as an instructor when you sign
in as a student, either open a window in Incognito Mode in Firefox or
Chrome or use a different browser to access your course. For example,
if you used Firefox to create the course, use Chrome when you sign in
as a student.
- If you don't need to keep your course open, sign out of your course,
and then sign back in using a different account. Note that if you do
this, you can't make changes to your course without signing out and
signing back in as an instructor.
Grade an Open Response Assessment Problem
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
You'll grade student responses to both AI assessments and peer
assessments from the **Staff Grading** page in the LMS. Take a moment to
familiarize yourself with the features of this page.
The Staff Grading Page
^^^^^^^^^^^^^^^^^^^^^^^
When a response is available for you to grade, a yellow exclamation mark
appears next to **Open Ended Panel** at the top of the screen.
.. image:: Images/OpenEndedPanel.gif
To access the **Staff Grading** page, click **Open Ended Panel**.
When the **Open Ended Console** page opens, click **Staff Grading**.
Notice the **New submissions to grade** notification.
.. image:: Images/OpenEndedConsole_NewSubmissions.gif
When the **Staff Grading** page opens, information about your open
response assessment appears in several columns.
.. image:: Images/ProblemList-DemoCourse.gif
+----------------------------------------------------+--------------------------------------------------------------------+
| **Problem Name** | The name of the problem. Click the name of the problem to open it. |
| | Problems in your course do not appear under **Problem Name** on |
| | the **Staff Grading** page until at least one response to the |
| | problem has been submitted and is available to grade. |
+----------------------------------------------------+--------------------------------------------------------------------+
| **Graded** | The number of responses for that problem that you have already |
| | graded. Even if the AI algorithm has graded all available |
| | responses, you can still grade the responses that the algorithm |
| | designates as low-confidence responses by clicking the problem |
| | name in the list. |
+----------------------------------------------------+--------------------------------------------------------------------+
| **Available to grade** | The total number of ungraded student submissions. |
+----------------------------------------------------+--------------------------------------------------------------------+
| **Required** | The number of responses remaining to be graded to train the |
| | algorithm for AI or to calibrate the responses for peer grading. |
| | If your open response assessment calls for both AI and peer |
| | assessment, the 20 responses that you grade for the peer |
| | assessment count toward the 100 responses for the AI assessment. |
+----------------------------------------------------+--------------------------------------------------------------------+
| **Progress** | A visual indication of your progress through the grading process. |
+----------------------------------------------------+--------------------------------------------------------------------+
Grade Responses
^^^^^^^^^^^^^^^
#. Go to the **Staff Grading** page.
#. Under **Problem Name**, click the name of the problem that you want.
When the problem opens, the information about the number of responses
that are still available to grade, that have been graded, and that an
instructor is required to grade appears under the problem name. You
can also find out about the AI algorithm's error rate. The error rate
is a calculation of the difference between the scores that AI
algorithm provides and the scores that the instructor provides.
.. image:: Images/ResponseToGrade.gif
#. In the rubric below the response, select the option that best
describes the response.
#. If applicable, add additional feedback.
- You can provide comments for the student in the **Written
Feedback** field.
- If you do not feel that you can grade the response (for example,
if you're a member of course staff but you would rather have the
instructor grade the response), you can click **Skip** to skip it.
- If the response contains inappropriate content, you can select the
**Flag as inappropriate content for later review** check box.
Flagged content is accessed on the **Staff Grading** page. If
necessary, course staff can ban a student from peer grading.
.. image:: Images/AdditionalFeedback.gif
#. When you are done grading the response, click **Submit**.
When your course is running, another response opens automatically after
you grade the first response, and a message appears at the top of the
page.
.. image:: Images/FetchingNextSubmission.gif
After you've graded all responses for this problem, **No more
submissions to grade** appears on the page.
.. image:: Images/NoMoreSubmissions.gif
Click **Back to problem list** to return to the list of problems. You
can also wait for a few minutes and click **Re-check for submissions**
to see if any other students have submitted responses.
Access Scores and Feedback
~~~~~~~~~~~~~~~~~~~~~~~~~~
You access your scores for your responses to AI and peer assessment
problems through the **Open Ended Console** page.
#. From any page in the LMS, click the **Open Ended Panel** tab at the
top of the page.
.. image:: Images/OpenEndedPanel.gif
#. On the **Open Ended Console** page, click **Problems You Have
Submitted**.
.. image:: Images/ProblemsYouHaveSubmitted.gif
#. On the **Open Ended Problems** page, check the **Status** column to
see whether your responses have been graded.
#. When grading for a problem has been finished, click the name of a
problem in the list to see your score for that problem. When you
click the name of the problem, the problem opens in the courseware.
For both AI and peer assessments, the score appears below your response
in an abbreviated version of the rubric. For peer assessments, you can
also see the written feedback that your response received from different
graders.
**Graded AI Assessment**
.. image:: Images/AI_ScoredResponse.gif
**Graded Peer Assessment**
.. image:: Images/Peer_ScoredResponse.gif
If you want to see the full rubric for either an AI or peer assessment,
click **Toggle Full Rubric**.
**Note** For a peer assessment, if you haven't yet graded enough
problems to see your score, you receive a message that lets you know how
many problems you still need to grade.
.. image:: Images/FeedbackNotAvailable.gif
docs/course_authors/source/organizing_course.rst 0 → 100644
.. _Organizing Your Course Content:
###############################
Organizing Your Course Content
###############################
.. _How a Course is Organized:
*************************
How a Course is Organized
*************************
You organize your course in the following hierarchy:
- :ref:`Sections`, which contain
- :ref:`Subsections`, which contain
- :ref:`Units`, which contain
- :ref:`Components`, which contain your actual course content.
Studio provides you with flexibility when organizing your course.
A common course model is for Sections to correspond to weeks, and for Subsections to correspond to lessons.
==================
The Course Outline
==================
In Studio, you view your course organization through the Course Outline.
To open the Course Outline, from the **Content** menu, select **Outline**.
The following example shows a course outline with callouts to identify the different course elements:
.. image:: Images/course_outline.png
:width: 800
The following example shows how a student would view this course content:
.. image:: Images/course_outline_student_view.png
:width: 800
.. _Sections:
********
Sections
********
A Section is the topmost category in your course. A Section can represent a time-period in your course, or another organizing principle.
To create a Section:
#. In the Course Outline, click **New Section**.
#. In the field that opens at the top of the outline, enter the new Section name.
#. Click **Save**.
The new, empty Section is placed at the bottom of the course outline.
You must now add Subsections to the Section.
Whether or not students see the new Section depends on the release date.
See LINK for more information on releasing your course.
.. _Subsections:
****************
Subsections
****************
Sections are divided into Subsections. A Subsection may represent a topic in your course, or another organizing principle.
You can set a Subsection to an assignment type that you created when
you set up grading. You can then include assignments in the body of that
Subsection. For more information on grading, see LINK.
To create a Subsection:
#. Within the Section, click **New Subsection**.
#. In the field that opens at the bottom of the section, enter the new Subsection name.
#. Click **Save**.
The new, empty Subsection is placed at the bottom of the Section.
You must now add Units to the Subsection.
Whether or not students see the new Subsection depends on its release date.
See LINK for more information on releasing your course.
==================
Edit a subsection
==================
You can add and delete Subsections, and select the grading policy, directly from the Course Outline.
You can also open the Subsection in its own page, to perform those tasks as well as to
set the Subsection release date, set a due date, preview a draft of the Subsection, or view the live course.
Click on the Subsection title. The Subsection opens in its own page:
.. image:: Images/subsection.png
:width: 800
=======================
Set the Grading Policy
=======================
You can designate a Subsection as one of the assignment types that you specified in the grading policy.
You set the grading policy for the Subsection from the Course Outline or from the Subsection page.
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
:width: 800
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
:width: 800
See :ref:`Establish a Grading Policy` for more information.
==================
Set the Due Date
==================
For Subsections that contain graded problems, you can set a due date. Students must complete the problems in the Subsection before the due date to get credit.
#. From the Subsection page, click **SET A DUE DATE**. The Due Day and Due Time fields appear.
#. Place the cursor in the Due Date field, and pick a day from the popup calendar.
#. Place the cursor in the Due Time field and pick a time.
.. note:: When you set a due date, keep in mind that students will be in different time zones. By default, the time zone appears as UTC, not the student's local time. If you tell your students an assignment is due at 5:00 PM, make sure to specify that the time is 5:00 PM UTC and point them to a time converter.
Alternatively, you can :ref:`Set the Grace Period` for your assignments to cover any misunderstandings about time. For example, some classes have set a grace period of 1 day, 6 hours, and 1 minute. The grace period applies to all assignments.
For more information, see :ref:`Establish a Grading Policy`.
.. _Units:
******
Units
******
Subsections are divided into Units. A Unit contains one or more Components.
For students, each Unit in the Subsection is represented as a link on the accordian at the top of the page.
The following page shows a Subsection that has nine Units:
.. image:: Images/units_students.png
:width: 800
.. warning::
Studio does not have versioning or automatic
updating of your browser between refreshes. Versioning is planned for future
releases, but, in the meantime, only one author should edit a unit, in one
browser, on only one tab. If a unit is open for editing in multiple browser
sessions, the session that saves last will overwrite any previously saved
content without displaying a warning. Also, older browser sessions can overwrite
more recent content, so refresh your browser before you start working every time
you work with a private unit or edit a draft of a public unit.
To create a Unit from the Course Outline or the Subsection page:
#. Within the Subsection, click **New Unit**.
#. Enter the Display Name that students will see.
#. Click a Component type to add a the first Component in the Unit.
.. image:: Images/Unit_DisplayName_Studio.png
#. Follow the instructions for the type of Component, listed below.
#. By default, the Unit visibility is **Private**, meaning students will not be able to see the Unit. Unless you want to publish the Unit to students immediately, leave this setting. See LINK for more information on releasing your course.
The Unit with the single Component is placed at the bottom of the Subsection.
.. _Components:
**********
Components
**********
A component is the part of a unit that contains your actual course content. A unit can can contain one or more components
A student can view the name of all components in a unit by hovering over the unit icon in the accordian at the top of the page.
You add the first component when creating the unit.
To add another component to the unit:
#. If the Unit is Public, change the **Visibility** setting to **Private**. You cannot modify a Public Unit.
#. In the **Add New Component** panel at the bottom of the Unit, click the type of Component to add.
.. image:: Images/Unit_DisplayName_Studio.png
#. Follow the instructions for the type of Component:
* :ref:`Working with HTML Components`
* :ref:`Working with Video Components`
* :ref:`Working with Discussion Components`
* :ref:`Working with Problem Components`
.. _Reorganize Your Course:
**********************
Reorganize Your Course
**********************
You can reorganize your course by dragging and dropping elements in the Course Outline.
To move a Section, Subsection, or Unit, click the mouse on the element's handle on the right side of the outline, then move the element to the new location.
Element handles are highlighed in the following image:
.. image:: Images/drag_drop.png
:width: 800
When you move a course element, a blue line indicates the new position. You can move a Subsection to a new Section, and a Unit to a new Subsection.
You can reorganize Components within a Unit in the same way.
\ No newline at end of file
docs/course_authors/source/read_me.rst
...@@ -2,17 +2,17 @@ ...@@ -2,17 +2,17 @@
Read Me Read Me
******* *******
The edX "Getting Started with Studio" help and PDF documentation is created The edX *Building a course with Studio* documentation is created
using Sphinx_ and LaTeX_. You, the user community, can help update and revise using RST_ files and Sphinx_. You, the user community, can help update and revise
this documentation project on GitHub:: this documentation project on GitHub::
https://github.com/edx/edx-platform/tree/master/docs/course_authors/source https://github.com/edx/edx-platform/tree/master/docs/course_authors/source
To suggest a revision, fork the project, make changes in your fork, and submit To suggest a revision, fork the project, make changes in your fork, and submit
a pull request back to the original project: this is known as the `GitHub Flow`_. a pull request back to the original project: this is known as the `GitHub Flow`_.
All pull requests will need approval from an engineering contact at edX. For All pull requests need approval from edX. For more information, contact edX at docs@edx.org.
more information, contact edX at docs@edx.org.
.. _Sphinx: http://sphinx-doc.org/ .. _Sphinx: http://sphinx-doc.org/
.. _LaTeX: http://www.latex-project.org/ .. _LaTeX: http://www.latex-project.org/
.. _`GitHub Flow`: https://github.com/blog/1557-github-flow-in-the-browser .. _`GitHub Flow`: https://github.com/blog/1557-github-flow-in-the-browser
.. _RST: http://docutils.sourceforge.net/rst.html
\ No newline at end of file
docs/course_authors/source/set_content_releasedates.rst
.. _Publishing Your Course:
***************************************** ###########################
Set Content Release Dates and Visibility Publishing Your Course
***************************************** ###########################
The release schedule for course material is determined by setting release dates When you have set up your course, established a grading system, and organized your course content,
for sections and subsections. you are ready to publish your course and make it available to students.
Section Understanding the content your students can view, and knowing how to change what students can view, is complex.
******* Read the following sections carefully:
To set the release date for a section: * :ref:`Understanding Content Students Can View`
* :ref:`Release Dates`
* :ref:`Public and Private Units`
* :ref:`Modifying Public Units`
1. On the **Course Content** menu, click **Course Outline**.
2. Find the section you are looking for in the course outline. .. _Understanding Content Students Can View:
3. Under **Will Release**, click **Edit**, and then change the date. ******************************************
.. image:: Images/image280.png Understanding Content Students Can View
******************************************
Subsection When you create a course on Studio, students cannot see any of your course content until the course start date has passed.
********** After the course start date has passed, whether a student can see your course materials depends on two settings that you can control: release dates and visibility.
* The **Release Date**. Sections and subsections have release dates. If the current date
of a section or subsection is before the release date, the content of that course element is
not yet published, and not visible to students.
For a student to view a subsection, both it and its containing section must be have a release date
earlier than the current date. It is possible that a section is released, but a subsection within it
is not released. In this case, students cannot view that subsection.
Course staff can see sections and subsections before the release date in the LMS.
* The unit must be **Public**. All units have a **Visibility** setting that is **Public** or **Private**.
When you create a unit, it is **Private** by default.
Students cannot view a **Private** unit, even if the containing section and subsection are released.
Students cannot view a **Public** unit if the containing section and subsection are *not* released.
Course staff *cannot* see Private units in the LMS.
In summary, for students to see content, the unit must be **Public**, and the containing section and
subsection must be released. If all these criteria are not met, students do not see that unit.
Continue reading this chapter for more details.
.. _Release Dates:
*******************
Release Dates
*******************
Release dates specify the dates when content is available to students.
Release dates are set at the section and subsection levels.
Neither a section nor its contents are visible to students until the release date passes.
However, course staff can see content in the LMS regardless of its release date.
========================================
Set the Release Date for a Section
========================================
You can set release date and time for each section.
Before the release date and time, students are not able to view any content in that section.
To set a release date for a section:
#. In the **Will Release:** field next to the section title, click **Edit**.
#. Enter the release date in MM/DD/YYYY format, and the UTC time.
#. Click **Save**.
========================================
Set the Release Date for a Subsection
========================================
Subsections inherit the release date of the section they are in, but you can Subsections inherit the release date of the section they are in, but you can
change this date so that different subsections are released at different times. change this date so that different subsections are released at different times.
Note that if the release date for a subsection falls before the release date for Note that if the release date for a subsection falls before the release date for
the section that contains it, students will not be able to see the subsection the section that contains it, students will not be able to see the subsection
until the release date for the *section *has passed. Section release dates until the release date for the *section* has passed. Section release dates
override subsection release dates. override subsection release dates.
To set the release date for a subsection: To set the release date for a subsection:
1. Click to open the subsection. #. Open the subsection.
#. Locate the **Subsection Settings** box in the top right corner.
#. Enter the release date in MM/DD/YYYY format, and the UTC time.
2. Locate the **Subsection Settings** box in the top right corner.
3. Under **Release Date**, change the date. ================================================
Synch the Release Date for a Subsection
================================================
Unit You or other course staff could inadvertantly set the release date for a subsection
**** earlier than the release date for the containing section. In this situation, the subsection is
not released until the section is released.
Individual units inherit the release date of the subsection they are in, but To help you keep your course and release dates organized, Studio flags subsections with earlier release dates
have an additional **Visibility** setting that can be set to **Public** or than their containing section. In this situation, when you open the subsection, in the Subsection Settings,
**Private**. Private units are never visible to students. you see the following message:
.. note:: ``The date above differs from the release date of <Section Name> - <Section release date and time>. Sync to <Section Name>.``
You can modify private units directly. To modify a unit that is marked Click **Sync to <Section Name>** to have the subsection inherit the later section release date.
Public you must create a draft.
For more information, see :doc:`modify_published_content` . .. _Public and Private Units:
*************************
Public and Private Units
*************************
Units are released at the release date of the subsection they are in.
To change the **Visibility** setting for a private unit: In addition, unites have a **Visibility** setting that you can set to **Public** or
**Private**.
When you create a unit, it is Private by default.
A Private unit is never visible to students, even if it is contained by a subsection that has been released.
1. Click to open the unit. When you change the visibility setting of a unit from Private to Public, you publish the unit and its contents.
You must set the Visibility to Public for students to be able to see the unit.
Course staff cannot see Private units in the LMS.
2. Locate the **Unit Settings** box in the top right corner.
.. _Modifying Public Units:
3. For **Visibility**, select **Public**. *************************
Modifying Public Units
*************************
To make revisions to a unit that has been published, you create and edit a draft of that unit.
To create a draft, go to the unit's page, and then click **edit a draft** in the right pane.
To change the **Visibility** setting for a public unit: .. image:: Images/Viz_Revise_EditDraft.png
:width: 800
When you edit a draft of a unit, you can view the unit's contents in two ways.
1. Click to open the unit. * To view the already-published content as it appears in the live course, click **View the Live Version** in the upper-right corner of the page.
* To view the unpublished content as you're working on it, click **Preview**.
.. image:: Images/Viz_Revise_ViewLiveandPreview.png
:width: 800
2. Locate the **Unit Settings** box in the top right corner. When you're ready to publish the draft of your revised content,
click **replace it with this draft** in the right pane.
If you decide you don't want to keep the revised content, click **Delete Draft**.
3. Under **Unit Settings**, click **edit a draft**. .. image:: Images/Viz_Revise_ReplaceorDelete.png
.. 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.
4. For **Visibility**, select **Private**.
\ No newline at end of file
docs/course_authors/source/specialized_problems.rst 0 → 100644
.. _Specialized Problems:
Specialized Problems
====================
Specialized problems are advanced problems such as annotations, open
response assessments, and word clouds. These problems are available
through the Advanced component in Studio. To add the Advanced component
to your course, you'll modify your course's advanced settings. The
Advanced component then appears under **Add New Component** in each
unit.
- :ref:`Annotation` Annotation problems ask students to respond to
questions about a specific block of text. The question appears above
the text when the student hovers the mouse over the highlighted text
so that students can think about the question as they read.
- :ref:`Open Response Assessment` Open response assessment problems allow students
to enter short answer or essay responses that students or a computer
algorithm can then grade.
- :ref:`Word Cloud` Word cloud problems show a colorful graphic of the
words that students enter as responses to a prompt.
**Add the Advanced Component to Your Course**
By default, when you create a new component in Studio, you see the
following options.
.. image:: Images/AddNewComponent.gif
To create a specialized problem, you must first add the Advanced
component to your course. To do this, follow these steps.
#. On the **Settings** menu, click **Advanced Settings**.
#. On the **Advanced Settings** page, locate the **Manual Policy
Definition** section, and then locate the **advanced_modules**
policy key (this key is at the top of the list).
.. image:: Images/AdvancedModulesEmpty.gif
#. 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.
- For annotations, enter **"annotatable"**.
- For open response assessments, enter
**"combinedopenended","peergrading"**. (Include the comma but no
spaces between the words.)
- For word clouds, enter **"word_cloud"**.
You can enter more than one problem type at a time. When you do,
make sure to surround each problem type with quotation marks and
separate each problem type with a comma, but do not include any
spaces.
For example, if you wanted to add annotations, open response
assessments, and word cloud problems in your course, you would enter
the following between the brackets.
::
"annotatable","combinedopenended","peergrading","word_cloud"
.. image:: Images/AdvSettings_Before.gif
#. 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.gif
#. 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
When you click the Advanced component, you see the following list.
.. image:: Images/SpecProbs_List.gif
You can now create annotations, open response assessments, and word
clouds in your course. More information about how to create each problem
is provided in the page for that problem type.
.. _Annotation:
Annotation
----------
In an annotation problem, the instructor highlights specific text
inside a larger text block and then asks questions about that text. The
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
Create an Annotation Problem
~~~~~~~~~~~~~~~~~~~~~~~~~~~~
To create an annotation problem:
Add the Annotation advanced component. To do this, add the "annotatable"
key value to the **Advanced Settings** page. (For more information, see
the instructions in :ref:`Specialized Problems`.)
Add the **Instructions** and **Guided Discussion** segments of the
problem.
#. In the unit where you want to create the problem, click **Advanced**
under **Add New Component**.
#. In the list of problem types, click **Annotation**.
#. In the component that appears, click **Edit**.
#. In the component editor, replace the example code with your own code.
#. Click **Save**.
Add the **Annotation problem** segment of the problem.
#. Under the Annotation component, create a new blank Advanced Problem
component.
#. Paste the following code in the Advanced Problem component, replacing
placeholders with your own information.
::
<problem>
<annotationresponse>
<annotationinput>
<text>PLACEHOLDER: Text of annotation</text>
<comment>PLACEHOLDER: Text of question</comment>
<comment_prompt>PLACEHOLDER: Type your response below:</comment_prompt>
<tag_prompt>PLACEHOLDER: In your response to this question, which tag below
do you choose?</tag_prompt>
<options>
<option choice="incorrect">PLACEHOLDER: Incorrect answer (to make this
option a correct or partially correct answer, change choice="incorrect"
to choice="correct" or choice="partially-correct")</option>
<option choice="correct">PLACEHOLDER: Correct answer (to make this option
an incorrect or partially correct answer, change choice="correct" to
choice="incorrect" or choice="partially-correct")</option>
<option choice="partially-correct">PLACEHOLDER: Partially correct answer
(to make this option a correct or partially correct answer,
change choice="partially-correct" to choice="correct" or choice="incorrect")
</option>
</options>
</annotationinput>
</annotationresponse>
<solution>
<p>PLACEHOLDER: Detailed explanation of solution</p>
</solution>
</problem>
#. Click **Save**.
.. _Open Response Assessment:
Open Response Assessment
------------------------
In open response assessments, tens of thousands of students can receive feedback
on written responses of varying lengths as well as files, such as computer code or
images, that the students upload.
Because open response assessments are more complex than most other problem types,
they have a separate section. For more information about these problems, see
:ref:`Open Response Assessment Problems`.
.. _Word Cloud:
Word Cloud
----------
In a word cloud problem, students enter words into a field in response
to a question or prompt. The words all the students have entered then
appear instantly as a colorful graphic, with the most popular responses
appearing largest. The graphic becomes larger as more students answer.
Students can both see the way their peers have answered and contribute
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
Create a Word Cloud Problem
~~~~~~~~~~~~~~~~~~~~~~~~~~~~
To create a word cloud problem:
#. Add the Word Cloud advanced component. To do this, add the
"word_cloud" key value to the **Advanced Settings** page. (For more
information, see the instructions in :ref:`Specialized Problems`.)
#. In the unit where you want to create the problem, click **Advanced**
under **Add New Component**.
#. In the list of problem types, click **Word Cloud**.
#. In the component that appears, click **Edit**.
#. In the component editor, specify the settings that you want. You can
leave the default value for everything except **Display Name**.
- **Display Name**: The name that appears in the course ribbon and
as a heading above the problem.
- **Inputs**: The number of text boxes into which students can enter
words, phrases, or sentences.
- **Maximum Words**: The maximum number of words that the word cloud
displays. If students enter 300 different words but the maximum is
set to 250, only the 250 most commonly entered words appear in the
word cloud.
- **Show Percents**: The number of times that students have entered
a given word as a percentage of all words entered appears near
that word.
#. Click **Save**.
For more information, see `Xml Format of "Word Cloud" Module
<https://edx.readthedocs.org/en/latest/course_data_formats/word_cloud/word_cloud.html#>`_.
\ No newline at end of file
docs/course_authors/source/view_course_content.rst
******************* .. _Testing Your Course:
View Course Content
*******************
When you create a course on Studio, you can control when students can see ###########################
the content of your course. This means that you can continue building a Testing Your Course
course, but students won't be able to see the changes you make until you ###########################
make those changes available. You can set release dates that control when
content is released to the internet. You can also set the visibility of
specific Units (a subdivision that helps you organize your course content)
to Public or Private. By default, all content is set to Private.
The way your course looks in Studio is not the way students see and experience your course.
Your content is not visible to students on edX or Edge until three Therefore, as and after you develop course content, you must view and test your course from a students' point of view.
conditions are met:
1. The course start date has passed. From within Studio, you can test your course in two ways:
2. The release dates for the Section and Subsection that contain the * :ref:`Preview Your Course`
content have passed. * :ref:`View Your Live Course`
.. _Preview Your Course:
* Sections and Subsections are categories that you use to organize your ***********************
course. For example, Sections may correspond to weeks in your course, while Preview Your Course
Subsections may correspond to the topics in your course. ***********************
When you view your course through Preview mode, you see all the
* Neither a Section nor its contents are visible until the release date
passes. If the release date for the Section has passed, but the release date
for the Subsection has not passed, the student can see the Section heading
in the left pane. However, the student cannot see the Subsection heading or
any of the Subsection's content.
* Subsections inherit the release date of the Section they are in, but you
can change this date so that individual Subsections are released at different
times after the Section has been released.
.. image:: Images/image189.png
.. image:: Images/image191.png
3. You set the Unit that contains the content to Public.** By default, all
Units are set to Private.
There are four ways of viewing your course on edX or Edge while you are
still creating it:
* In Studio
.. note::
The way your course looks in Studio is not the way it looks to students on
edX or Edge.
* On edX or Edge in Preview mode
Any content that is set to Private is only visible in Preview mode.
* On edX or Edge as an Instructor
When you view content as an instructor, you see the **Instructor** tab at the
the top of the screen.
* On edX or Edge as a Student
.. raw:: latex
\newpage %
Outline View
============
When you want to see the overall organization of your course in Studio, you can
go to the **Course Outline **page. On the**Course Outline **page, you can
see the "macro" outline of your course, down to individual Units.
.. image:: Images/image193.png
.. raw:: latex
\newpage %
Subsection View
===============
You can also view content by Subsection. In this view, you can see the name
of the Subsection and the Units that the Subsection contains. You can see if
the Section is graded or not graded; if it is graded, you can see the
assignment type of the Subsection. You can also see if the individual Units
are set to Public or Private. Private Units appear in light gray text with
"PRIVATE" next to the Unit name. All other Units are Public.
.. image:: Images/image195.png
.. raw:: latex
\newpage %
Unit View
=========
When you want to see the actual text, problems, and other content in your
course, you can open an individual Unit. You then see the Components for
that Unit. You can see this content whether it is set to Public or Private,
and whether or not the release date has passed.
The following example shows the Studio view of two Units in the "What Does
an edX Course Look Like?" Subsection.
The following Unit is set to Public. The release date for the Subsection has
passed.
.. image:: Images/image197.png
The following Unit is set to Private. The release date for the Subsection
has passed.
.. image:: Images/image199.png
If you change the release date for the "What Does an edX Course Look Like?"
Subsection to a date in the future (in this example, January 1, 2099), you
still see both Units in Studio.
Public Unit
^^^^^^^^^^^
.. image:: Images/image201.png
Private Unit
^^^^^^^^^^^^
.. image:: Images/image203.png
.. raw:: latex
\newpage %
Preview Mode
============
When you view your course on edX or Edge using Preview mode, you see all the
Units of your course, regardless of whether they are set to Public or Units of your course, regardless of whether they are set to Public or
Private and regardless of whether the release dates have passed. Private and regardless of whether the release dates have passed.
**Using Preview mode is the only way to see content that is set to Private Using Preview mode is the only way to see content that is set to Private
**as a student would see it.** **as a student would see it.**
You can enter Preview mode in two ways. You can enter Preview mode in two ways.
* On any subsection page, click **Preview Drafts**.
1. On any Subsection page, click** Preview Drafts**.
.. image:: Images/image205.png .. image:: Images/image205.png
:width: 800
* On any Unit page, click **Preview**.
2. On any Unit page, click **Preview**. The following example shows the **Preview** button for a unit that
The following example shows the **Preview** button on a page for a Unit that
is set to Public. is set to Public.
.. image:: Images/image207.png .. image:: Images/image207.png
:width: 800
The following example shows the **Preview** button on a page for a Unit that The following example shows the **Preview** button for a unit that
is set to Private. is set to Private.
.. image:: Images/image209.png .. image:: Images/image209.png
:width: 800
Example .. _View Your Live Course:
=======
The following example shows the first Unit of the "What Does an edX Course
Look Like?" Subsection in Preview mode.
.. image:: Images/image211.png
Remember that the release date for the Subsection is in the past. However,
even if you change the release date for the "What Does an edX Course Look
Like?" Subsection to a date in the future, you still see both Units in
Preview.
In the "What Does an edX Course Look Like?" Subsection, Unit 1 ("Welcome to
edX 101") is set to Public, and Unit 2 ("New edX Information") is set to
Private. Both Units appear in the course ribbon at the top of the screen.
.. image:: Images/image213.png
When you click Unit 2 in the course ribbon, you see the content in Unit 2:
.. image:: Images/image215.png
**On edX or Edge as an Instructor**
When you view your course on edX or Edge as an instructor:
* You see all the Units of your course that you have set to Public.
* Release dates do not matter.
You do not see Units that are set to Private.
Additionally, at the top of the page on edX or Edge, you can see the
**Instructor** tab.
To view your course on edX or Edge as an instructor, click **View Live**. The
**View Live **button is available in three places.** **
The **Course Outline** page.
.. image:: Images/image217.png
Any Subsection page.
.. image:: Images/image219.png
The Unit page, if the Unit is Public.
.. image:: Images/image221.png
Example
=======
The following example shows the first Unit of the "What Does an edX Course
Look Like?" Subsection as if you were viewing it on edX or Edge as an
instructor. Notice the **Instructor** tab at the top of the page.
.. image:: Images/image223.png
The release date for the "What Does an edX Course Look Like?" Subsection is
set to January 1, 2099. However, you still see this Unit on edX or Edge as
an instructor.
On the other hand, remember that Unit 1 is set to Public, and Unit 2 is set
to Private. Unit 2 does not appear in the course ribbon at the top of the
screen. Instead, the next public unit, **Tabs**, appears.
.. image:: Images/image225.png
**On edX or Edge as a Current Student**
When you view your course as a current student would see it, you can only
see material that meets all three publishing conditions:
The course start date has passed.
* The release dates for the Section and Subsection have passed.
* The Unit that contains the material is set to Public.
You can use this view to make sure that material does not appear in your
course prematurely.
To view your course as a student, set up a test account on edX or Edge with
an e-mail address that is not associated with your Course Team, and then go
to your course URL and register for your course.
Example
=======
The following example shows the first Unit of the "What Does an edX Course ***********************
Look Like?" Subsection as if you were viewing it on edX or Edge as a View Your Live Course
student. Notice that the **Instructor** tab does not appear at the top of ***********************
the page.
When you view your course as an staff member (that is, using the same account you use to build the course in Studio),
you see all the units of your course that are set to **Public**, regardless of the release dates of the containing section or subsection.
.. image:: Images/image227.png You do not see units that are set to **Private**. To see Private units, you must use Preview mode as described above.
You can view the live course from three different places in Studio:
Remember that Unit 1 is set to Public, and Unit 2 is set to Private. Unit 2 * The **Course Outline** page.
does not appear in the course ribbon at the top of the screen. Instead, the
next public unit, **Tabs**, appears.
.. image:: Images/image217.png
:width: 800
.. image:: Images/image229.png * Any Subsection page.
.. image:: Images/image219.png
:width: 800
If you change the release date of the Subsection to a future date (such as * The Unit page, if the Unit is Public.
January 1, 2099), the student cannot see it.
.. image:: Images/image221.png
:width: 800
If you set the Unit to Private, the student cannot see it.
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