diff --git a/source/community/release_notes/hawthorn.rst b/source/community/release_notes/hawthorn.rst index f0d12cae5..d2018fb02 100644 --- a/source/community/release_notes/hawthorn.rst +++ b/source/community/release_notes/hawthorn.rst @@ -34,7 +34,7 @@ LMS and Learner Features learner's post receives a comment. The message contains the comment and a link back to the course discussions for easy access. Inline discussions are expanded by default. This change has led to a threefold increase in - discussion participation on edx.org.​ + discussion participation on edx.org. Studio and Course Author Tools diff --git a/source/community/release_notes/palm.rst b/source/community/release_notes/palm.rst index 81de0cf34..ccae1edcf 100644 --- a/source/community/release_notes/palm.rst +++ b/source/community/release_notes/palm.rst @@ -23,32 +23,32 @@ In Palm, the minimum required versions will be `Docker v20.10.15 `_ is the recommended replacement. Stripe API changes ================== -Ecommerce now supports the new Stripe Payment Intents API and no longer uses the Stripe Charges API. The legacy -Stripe Charges ecommerce payment processor with a frontend in the ecommerce application is upgraded to a Stripe -Payment Intents payment processor with a frontend in frontend-app-payment. See the discussion post, `Ecommerce: -Changes to Stripe payment processor -`_ for more details. +Ecommerce now supports the new Stripe Payment Intents API and no longer uses the Stripe Charges API. The legacy +Stripe Charges ecommerce payment processor with a frontend in the ecommerce application is upgraded to a Stripe +Payment Intents payment processor with a frontend in frontend-app-payment. See the discussion post, `Ecommerce: +Changes to Stripe payment processor +`_ for more details. -Ecommerce is still officially deprecated and we continue to work on the `Ecommerce Replacement Project +Ecommerce is still officially deprecated and we continue to work on the `Ecommerce Replacement Project `_. Developer changes ================= -The old developer documentation site has been deprecated and removed. Please use `Open edX Developers - Latest +The old developer documentation site has been deprecated and removed. Please use `Open edX Developers - Latest Documentation `_ instead. -The modules :code:`tutor.hooks.actions`, :code:`tutor.hooks.filters`, and :code:`tutor.hooks.contexts` are no longer -part of the Tutor API. This change should not affect most developers, who only use the :code:`Actions` and -:code:`Filters` classes (notice the plural) from :code:`tutor.hooks`. If it does affect you, there are upgrade -instructions in the discussion post, `Simplifying & documenting the Tutor Hooks API +The modules :code:`tutor.hooks.actions`, :code:`tutor.hooks.filters`, and :code:`tutor.hooks.contexts` are no longer +part of the Tutor API. This change should not affect most developers, who only use the :code:`Actions` and +:code:`Filters` classes (notice the plural) from :code:`tutor.hooks`. If it does affect you, there are upgrade +instructions in the discussion post, `Simplifying & documenting the Tutor Hooks API `_ Learner Experiences @@ -58,29 +58,29 @@ Discussions Improvements ======================== * The Posts page has been streamlined, allowing users to see more information at once. -* Post load faster +* Post load faster * Comments and responses can now be sorted in reverse order. -* Filter by discussion with no responses. +* Filter by discussion with no responses. Android App updates =================== -* The Learner dashboard was updated. Profile was moved from the header to the footer. Learners can choose between viewing My Courses and My Programs. +* The Learner dashboard was updated. Profile was moved from the header to the footer. Learners can choose between viewing My Courses and My Programs. * The course header and course navigation have been updated -* Learners will see a course dates shift banner in the course header when the server returns that dates needs shifting, similar to behavior in the web browser. +* Learners will see a course dates shift banner in the course header when the server returns that dates needs shifting, similar to behavior in the web browser. .. image:: /_images/community/release_notes/palm/android_shift_due_dates.png :width: 50% - :alt: screenshot of Android banner for shifting due dates + :alt: screenshot of Android banner for shifting due dates iOS App updates =============== -* Learners will see a course dates shift banner in the course header when the server returns that dates needs shifting, similar to behavior in the web browser. +* Learners will see a course dates shift banner in the course header when the server returns that dates needs shifting, similar to behavior in the web browser. .. image:: /_images/community/release_notes/palm/ios_shift_due_dates.png :width: 50% - :alt: screenshot of iOS banner for shifting due dates + :alt: screenshot of iOS banner for shifting due dates Other New Features @@ -89,68 +89,64 @@ Other New Features * Support for Persian language (locale code :code:`fa_IR`) with 100% translate and reviewed. - - Instructor Experiences ********************** New Visual Problem Editor ========================= -The release includes an experimental improved problem-authoring experience with an interactive editor. When enabled, writing markdown -code is no longer necessary. But, the advanced mode is still available, maintaining the ability to write and edit +The release includes an experimental improved problem-authoring experience with an interactive editor. When enabled, writing markdown +code is no longer necessary. But, the advanced mode is still available, maintaining the ability to write and edit OLX XML. -The Open edX wiki page `[2U] New Visual Problem Editor `_ -provides a brief explanation of what has changed in the problem editor. Updated detailed instructions on writing +The Open edX wiki page `[2U] New Visual Problem Editor `_ +provides a brief explanation of what has changed in the problem editor. Updated detailed instructions on writing problems can be found in section `8.4. Working with Problem Components `_ of the Building and Running an edX Course documentation. -The Visual Problem Editor is hosted in the existing Course Authoring Micro-frontend. To enable the Visual Problem Editor, add the waffle flag +The Visual Problem Editor is hosted in the existing Course Authoring Micro-frontend. To enable the Visual Problem Editor, add the waffle flag :code:`new_core_editors.use_new_problem_editor` and set the value to “Yes” for all users. New ORA Grading Experience ========================== -In this new on-platform grading experience one can easily preview common file types, assign rubric values, provide -comments, and coordinate grading with all members of the course teams. Complete documentation is in section -`10.26.4. Staff Grading for Open Response Assignments -`_ of the Building and Running an edX Course documentation. +In this new on-platform grading experience one can easily preview common file types, assign rubric values, provide +comments, and coordinate grading with all members of the course teams. Complete documentation is in section +`10.26.4. Staff Grading for Open Response Assignments +`_ of the Building and Running an edX Course documentation. -The new ORA grading experience depends on the ORA Grading Micro-frontend, which was included as an experimental +The new ORA grading experience depends on the ORA Grading Micro-frontend, which was included as an experimental feature in Olive. To turn on the feature, add the feature flag :code:`openresponseassessment.enhanced_staff_grader`. New Bulk Email Experience ========================= -The new bulk email experience for instructors is enabled automatically for any courses that are configured for sending bulk emails. See the Eucalyptus release notes for instructions on configuring bulk email. +The new bulk email experience for instructors is enabled automatically for any courses that are configured for sending bulk emails. See the Eucalyptus release notes for instructions on configuring bulk email. The instructor editing experience is largely the same, with choices of who to send the email to, and places to author the subject and body of the email: .. image:: /_images/community/release_notes/palm/communications_send_an_email.png - :alt: Send and Email interface for sending bulk emails + :alt: Send and Email interface for sending bulk emails The new experience also allows an experimental feature for instructors to schedule bulk emails, rather than sending them immediately. This feature requires a cron service which isn't currently included in Tutor. For more details see `Processing Scheduled Instructor Tasks `_ - - Other Studio Updates ==================== -* Using the setting, :code:`FEATURES['ENABLE_CREATOR_GROUP']`, users with CourseCreate permission can choose their organization from a drop-down in Studio. -* Drag and Drop has been moved out of advanced problem types, and now appears along side other problems in Studio. -* The "jump_to_id" hint in the Unit View will now pre-fill with the current location ID. This should avoid course authors copying and pasting the generic text. +* Using the setting, :code:`FEATURES['ENABLE_CREATOR_GROUP']`, users with CourseCreate permission can choose their organization from a drop-down in Studio. +* Drag and Drop has been moved out of advanced problem types, and now appears along side other problems in Studio. +* The "jump_to_id" hint in the Unit View will now pre-fill with the current location ID. This should avoid course authors copying and pasting the generic text. Administrators & Operators ************************** -Experimental New Learner Home Page +Experimental New Learner Home Page ================================== -The new Learner Home has many of the same features of the old learner dashboard, with some extended functionality and -performance enhancements. Tutor operators can deploy the new Learner Home using the an `experimental learner-dashboard-mfe plugin `_ +The new Learner Home has many of the same features of the old learner dashboard, with some extended functionality and +performance enhancements. Tutor operators can deploy the new Learner Home using the an `experimental learner-dashboard-mfe plugin `_ -* The Learner Home is now built with Paragon, the Open edX design pattern library. It is accessible and easy to style with brand colors. +* The Learner Home is now built with Paragon, the Open edX design pattern library. It is accessible and easy to style with brand colors. * Course cards show the course thumbnail, information about the course, and the ability to upgrade to a paid track or view/begin a course (if applicable). Further course actions (e.g. unenroll, email opt-out settings, and social media share) have been moved to the menu/triple dot icon on the course card. * Clicking the “Refine” button opens options to filter by course status or sort either by most recent enrollment (default) or title. @@ -163,15 +159,15 @@ performance enhancements. Tutor operators can deploy the new Learner Home using :alt: Next, previous and page number buttons appear below the list of courses * Site staff can now masquerade as users on the platform by typing a username or email in the “View as” box and hitting submit. This is designed to be “view only” so change actions (e.g. enroll, unenroll, selecting a session) are blocked in this view. -* There is a complete list of changes in the `Open edX wiki `_. +* There is a complete list of changes in the `Open edX wiki `_. Other Operator changes ====================== -* Mongo is updated to v4.4. -* Added a setting :code:`expiration_datetime_is_explicit` to the CourseMode model to override the default behavior of the Upgrade Deadline where it is set to be 10 days after the course start date. -* Operators can now use a shared ElasticSearch installation for multiple OpenedX instances, using the setting :code:`ELASTIC_SEARCH_INDEX_PREFIX`. -* the Micro-frontend (MFE) config setting `SUPPORT_URL` has been added to all MFEs. Use it to set the +* Mongo is updated to v4.4. +* Added a setting :code:`expiration_datetime_is_explicit` to the CourseMode model to override the default behavior of the Upgrade Deadline where it is set to be 10 days after the course start date. +* Operators can now use a shared ElasticSearch installation for multiple OpenedX instances, using the setting :code:`ELASTIC_SEARCH_INDEX_PREFIX`. +* the Micro-frontend (MFE) config setting `SUPPORT_URL` has been added to all MFEs. Use it to set the Settings and Toggles ==================== @@ -213,7 +209,7 @@ Deprecations & Removals *********************** * The Django setting :code:`JWT_AUTH.JWT_PRIVATE_SIGNING_JWK` can be removed from CMS configs if it is still present, as it has only been used by the LMS for some time now. -* Most of the viewing code for PDF certificates was removed in previous releases. In the Palm release, we closed out this work with an ADR (Architecture Decision Record) on `Leaving PDF Certificate Fields in Certificates Model `_. +* Most of the viewing code for PDF certificates was removed in previous releases. In the Palm release, we closed out this work with an ADR (Architecture Decision Record) on `Leaving PDF Certificate Fields in Certificates Model `_. Developer Experience @@ -236,10 +232,10 @@ New filters and hook events Researcher & Data Experiences ***************************** -* Tracking events have been added for reporting of threads, responses and comments, and for marking responses as endorsed. +* Tracking events have been added for reporting of threads, responses and comments, and for marking responses as endorsed. Known Issues ************ -* There are no known issues at this time. +* There are no known issues at this time. diff --git a/source/community/release_notes/quince.rst b/source/community/release_notes/quince.rst index b19a2595a..dc0f3ec23 100644 --- a/source/community/release_notes/quince.rst +++ b/source/community/release_notes/quince.rst @@ -19,8 +19,8 @@ Breaking Changes * Django-storages upgraded to latest version and it has some breaking changes. * The constructor kwarg bucket is no longer accepted. Instead, use bucket_name. * define default_acl value explicitly in constructor kwarg e.g default_acl: public-read. in previous versions django-storages provides default value as public-read but now it is none. So it's important to mention it explicitly as per your use case. -* For Django 4.2 CSRF_TRUSTED_ORIGINS must include scheme. Update all urls there with schemes. e.g .edx.org changes to ``https://*.edx.org``. -* Docker requirements have changed: They are now: Docker v24.0.5+, with BuildKit 0.11+. +* For Django 4.2 ``CSRF_TRUSTED_ORIGINS`` must include scheme. Update all urls there with schemes. e.g ``.edx.org`` changes to ``https://*.edx.org``. +* Docker requirements have changed: They are now: Docker v24.0.5+, with BuildKit 0.11+. Learner Experiences ******************* @@ -42,13 +42,13 @@ Instructor Experiences Administrators & Operators ************************** -New Learner Home Page +New Learner Home Page ================================== -No longer experimental, the new Learner Home has many of the same features as the old learner dashboard, with some extended functionality and -performance enhancements. +No longer experimental, the new Learner Home has many of the same features as the old learner dashboard, with some extended functionality and +performance enhancements. -* The Learner Home is now built with Paragon, the Open edX design pattern library. It is accessible and easy to style with brand colors. +* The Learner Home is now built with Paragon, the Open edX design pattern library. It is accessible and easy to style with brand colors. * Course cards show the course thumbnail, information about the course, and the ability to upgrade to a paid track or view/begin a course (if applicable). Further course actions (e.g. unenroll, email opt-out settings, and social media share) have been moved to the menu/triple dot icon on the course card. * Clicking the “Refine” button opens options to filter by course status or sort either by most recent enrollment (default) or title. @@ -61,7 +61,7 @@ performance enhancements. :alt: Next, previous and page number buttons appear below the list of courses * Site staff can now masquerade as users on the platform by typing a username or email in the “View as” box and hitting submit. This is designed to be “view only” so change actions (e.g. enroll, unenroll, selecting a session) are blocked in this view. -* There is a complete list of changes in the `Open edX wiki `_. +* There is a complete list of changes in the `Open edX wiki `_. * `feat: feature flag to disable Advanced Settings `__ * `Tutor Credentials Plugin offers an admin panel where user can do configurations for the certificates of courses and programs. `__ @@ -73,7 +73,7 @@ New Settings: New Waffle Flags: -* `CREATE_COURSE_WITH_DEFAULT_ENROLLMENT_START_DATE `__ +* `CREATE_COURSE_WITH_DEFAULT_ENROLLMENT_START_DATE `__ * `SHOW_REGISTRATION_LINKS `__ * `IGNORED_ERRORS[N]['LOG_ERROR'] `__ * `IGNORED_ERRORS[N]['LOG_STACK_TRACE'] `__ diff --git a/source/conf.py b/source/conf.py index 841c55ed6..ed7341363 100644 --- a/source/conf.py +++ b/source/conf.py @@ -91,7 +91,6 @@ f"https://docs.openedx.org/projects/wordpress-ecommerce-plugin/{rtd_language}/{rtd_version}", None, ), - } # Add any paths that contain templates here, relative to this directory. @@ -124,7 +123,7 @@ "default_image_width": "60%", } -# 'migration_wip' links.rst added while migration is underway. Should be removed after migration. +# 'migration_wip' links.rst added while migration is underway. Should be removed after migration. rst_epilog = """ .. raw:: html diff --git a/source/developers/how-tos/get-your-project-docs-on-rtd.rst b/source/developers/how-tos/get-your-project-docs-on-rtd.rst index c60813f4e..f190388df 100644 --- a/source/developers/how-tos/get-your-project-docs-on-rtd.rst +++ b/source/developers/how-tos/get-your-project-docs-on-rtd.rst @@ -22,33 +22,33 @@ Steps # .readthedocs.yml # Read the Docs configuration file # See https://docs.readthedocs.io/en/stable/config-file/v2.html for details - + # Required: the version of this file's schema. version: 2 - + # Build documentation in the docs/ directory with Sphinx sphinx: configuration: docs/conf.py fail_on_warning: true - + # Set the version of python needed to build these docs. build: os: "ubuntu-22.04" tools: python: "3.8" - + # Optionally install extra requirements required to build your docs python: install: - requirements: requirements/doc.txt - + #. File an `Axim Request `_ to add your docs to docs.openedx.org Sample request text: .. code-block:: text - I'd like to have the documentation for the repository published + I'd like to have the documentation for the repository published under docs.openedx.org. Please enable publishing the docs as well as running test builds on pull requests for this repository. diff --git a/source/developers/how-tos/ongoing-maintainers-tasks.rst b/source/developers/how-tos/ongoing-maintainers-tasks.rst index b0d4d8b2b..3bf11059c 100644 --- a/source/developers/how-tos/ongoing-maintainers-tasks.rst +++ b/source/developers/how-tos/ongoing-maintainers-tasks.rst @@ -35,7 +35,7 @@ GitHub Notifications GitHub provides a lot of individual control over how you receive notifications when you or teams you are on are mentioned in issues or pull requests on Github.com -You can learn more about how to configure your notifications settings on `GitHub's notifications documentation`_ +You can learn more about how to configure your notifications settings on `GitHub's notifications documentation`_ .. note:: @@ -80,7 +80,7 @@ Approving GitHub Actions for new committer PRs This process is only for contributors that already have passed the CLA check, for those that haven’t please follow the normal process for helping the contributor onboard. -When a user opens their first PR in a repository you maintain it is likely that they will need to be approved before some Github Actions, such as tests, will run. This is to protect us all from having malicious code run in our account as part of our test suite. +When a user opens their first PR in a repository you maintain it is likely that they will need to be approved before some Github Actions, such as tests, will run. This is to protect us all from having malicious code run in our account as part of our test suite. When this occurs the orange “Approve and run“ will appear for the PR. @@ -90,7 +90,7 @@ The current process for this is to: a. In the event of a questionable or malicious looking change, please notify #maintainers-pilot in Slack to warn other maintainers and allow us to take appropriate action. -2. Any maintainer or Axim employee with write permissions on the repository can approve the PR after step 1 has been completed. This should only need to be done once per contributor per repository. +2. Any maintainer or Axim employee with write permissions on the repository can approve the PR after step 1 has been completed. This should only need to be done once per contributor per repository. 3. Once the PR is unblocked, the rest of the approval process should work as normal. diff --git a/source/developers/index.rst b/source/developers/index.rst index cec919156..ba597e49c 100644 --- a/source/developers/index.rst +++ b/source/developers/index.rst @@ -4,11 +4,11 @@ Open edX Developers .. grid:: 1 2 2 2 :gutter: 3 :padding: 0 - + .. grid-item-card:: Quick Starts :class-card: sd-shadow-md sd-p-2 :class-footer: sd-border-0 - + * :doc:`/developers/quickstarts/first_openedx_pr` +++ .. button-ref:: quickstarts/index @@ -21,14 +21,14 @@ Open edX Developers .. grid-item-card:: What's New :class-card: sd-shadow-md sd-p-2 :class-footer: sd-border-0 - + * :doc:`references/running_pr_tests` * :doc:`references/internal_data_formats/index` .. grid-item-card:: How-tos :class-card: sd-shadow-md sd-p-2 :class-footer: sd-border-0 - + * :doc:`how-tos/enable-python-upgrade-automation` * :doc:`how-tos/enable-javascript-upgrade-automation` +++ @@ -42,7 +42,7 @@ Open edX Developers .. grid-item-card:: Concepts :class-card: sd-shadow-md sd-p-2 :class-footer: sd-border-0 - + * :doc:`concepts/platform_overview` * :doc:`concepts/backend_layout_and_approach` * :doc:`concepts/accessibility` @@ -57,7 +57,7 @@ Open edX Developers .. grid-item-card:: References :class-card: sd-shadow-md sd-p-2 :class-footer: sd-border-0 - + * :doc:`references/internal_data_formats/index` * :doc:`edx-platform:index` * `frontend-platform `_ @@ -72,7 +72,7 @@ Open edX Developers .. grid-item-card:: Maintainers Home :class-card: sd-shadow-md sd-p-2 :class-footer: sd-border-0 - + * :doc:`how-tos/maintain-a-repo` * :doc:`how-tos/ongoing-maintainers-tasks` * :doc:`references/tools_for_maintainers` diff --git a/source/developers/maintainers_home.rst b/source/developers/maintainers_home.rst index 03de894b5..243e38999 100644 --- a/source/developers/maintainers_home.rst +++ b/source/developers/maintainers_home.rst @@ -18,8 +18,8 @@ Maintainers Home * :doc:`references/tools_for_maintainers` * `Maintainers Slack Channel`_ - - .. grid-item-card:: Process Documentation + + .. grid-item-card:: Process Documentation :class-card: sd-shadow-md sd-p-2 :class-footer: sd-border-0 diff --git a/source/developers/references/developer_guide/links.rst b/source/developers/references/developer_guide/links.rst index 4e5f5c54e..64c3cd468 100644 --- a/source/developers/references/developer_guide/links.rst +++ b/source/developers/references/developer_guide/links.rst @@ -404,7 +404,7 @@ .. _Names and Roles Provisioning Service: https://www.imsglobal.org/spec/lti-nrps/v2p0 -.. _LTI_NRPS_ACTIVE_ENROLLMENT_LIMIT setting: https://github.com/openedx/xblock-lti-consumer/blob/master/docs/decisions/0004-lti-advantage-nrps.rst#decision +.. _LTI_NRPS_ACTIVE_ENROLLMENT_LIMIT setting: https://github.com/openedx/xblock-lti-consumer/blob/master/docs/decisions/0004-lti-advantage-nrps.rst#decision .. _Issuing Badges: https://wiki.mozilla.org/Badges/Onboarding-Issuer#Issuing_Badges diff --git a/source/developers/references/developer_guide/preventing_xss/preventing_xss_in_django_templates.rst b/source/developers/references/developer_guide/preventing_xss/preventing_xss_in_django_templates.rst index e21048ad4..a01901833 100644 --- a/source/developers/references/developer_guide/preventing_xss/preventing_xss_in_django_templates.rst +++ b/source/developers/references/developer_guide/preventing_xss/preventing_xss_in_django_templates.rst @@ -3,23 +3,23 @@ Preventing XSS in Django Templates ================================== -Django Templates are safe-by-default, which means that expressions are HTML-escaped by default.  However, there are cases where expressions are not properly escaped by default: +Django Templates are safe-by-default, which means that expressions are HTML-escaped by default. However, there are cases where expressions are not properly escaped by default: 1. If your template includes JavaScript, then any expression inside the - JavaScript should be JavaScript-escaped and not HTML-escaped.  Where + JavaScript should be JavaScript-escaped and not HTML-escaped. Where possible you should avoid inline JS in your HTML Templates and instead reference bundled JS files. 2. We would like to HTML-escape translations, but Django Templates assumes translations are safe and thus they are not HTML-escaped. See below for details on how to properly escape translations in Django Templates. -.. note:: Do not use the `"striptags" filter `__, which only makes an attempt at stripping HTML.  Instead, use the bleach library. +.. note:: Do not use the `"striptags" filter `__, which only makes an attempt at stripping HTML. Instead, use the bleach library. HTML-escaping Translations in Django Templates ---------------------------------------------- In Django templates, strings wrapped in ``trans`` and ``blocktrans`` are not automatically escaped, which leads to a vulnerability where translators could include malicious script tags in their translations. -For most cases simply wrapping the ``trans`` or ``blocktrans`` in a ``force_escape`` filter is sufficient. +For most cases simply wrapping the ``trans`` or ``blocktrans`` in a ``force_escape`` filter is sufficient. .. code-block:: :name: Basic example @@ -30,10 +30,10 @@ For most cases simply wrapping the ``trans`` or ``blocktrans`` in a ``force_es :name: Block Translation Example {% filter force_escape %} -     {# Translators: Some note here. #} -     {% blocktrans trimmed with organization_name=program_details.organizations.0.display_name platform_name=site.siteconfiguration.platform_name %} -     a program offered by {{ organization_name }}, in collaboration with {{ platform_name }} -     {% endblocktrans %} + {# Translators: Some note here. #} + {% blocktrans trimmed with organization_name=program_details.organizations.0.display_name platform_name=site.siteconfiguration.platform_name %} + a program offered by {{ organization_name }}, in collaboration with {{ platform_name }} + {% endblocktrans %} {% endfilter %} .. note:: Translator notes must be in the line immediately preceding the translated string, so the force_escape filter should be declared around the translator's note as well. diff --git a/source/developers/references/developer_guide/preventing_xss/preventing_xss_strip_tags.rst b/source/developers/references/developer_guide/preventing_xss/preventing_xss_strip_tags.rst index 1fadd7c99..f36ac0411 100644 --- a/source/developers/references/developer_guide/preventing_xss/preventing_xss_strip_tags.rst +++ b/source/developers/references/developer_guide/preventing_xss/preventing_xss_strip_tags.rst @@ -24,9 +24,9 @@ In both cases, we use a library called bleach. Mako filters for bleaching -------------------------- -At the time of writing this, we do not yet have Mako filters for bleaching.  However, that would be very useful._ If you need this, please do the following: +At the time of writing this, we do not yet have Mako filters for bleaching. However, that would be very useful. If you need this, please do the following: -1. See if this was already added,  +1. See if this was already added. 2. If not, implement it and add to the `xss-lint repo `__. @@ -37,7 +37,7 @@ Strip all HTML tags You would typically do this when people have entered HTML tags inside a field in the past, and you no longer want to support HTML, but you also don't want escaped HTML tags to start appearing on the page. -Here is an \ `example using bleach to strip all +Here is an `example using bleach to strip all tags `__. Strip all but safe HTML tags @@ -45,7 +45,7 @@ Strip all but safe HTML tags You would do this if you in fact want to allow a user to be able to use certain simple HTML tags, like "
", in their input.  Use this sparingly.  It is much simpler to deal with plain text fields. -Here is an \ `example using bleach to only allow basic/safe supported +Here is an `example using bleach to only allow basic/safe supported tags `__. In addition to adding in the HTML to your data, you will probably need to turn off HTML escaping when outputting this data inside a template. The following is an example of this in Mako. diff --git a/source/developers/references/developer_guide/process/FAQ-about-pull-requests.rst b/source/developers/references/developer_guide/process/FAQ-about-pull-requests.rst index 83d6a576c..5f4ad07fb 100644 --- a/source/developers/references/developer_guide/process/FAQ-about-pull-requests.rst +++ b/source/developers/references/developer_guide/process/FAQ-about-pull-requests.rst @@ -60,14 +60,14 @@ At a high level, the pull request process is as follows: .. image:: /_images/devguide_workflow_approval.png .. image:: /_images/devguide_failed_cla_check.png - + #. If there are checks failing on your pull request, you'll need to look into what's causing the issue. The Community PM can direct you to someone to help if needed. #. Note: please see :doc:`../../running_pr_tests` that outlines common issues that pop up while running tests - + #. Once everything is up and running, the Community PMs are available to help with any questions that come up while product and/or engineering review is in-progress diff --git a/source/developers/references/developer_guide/process/contributor.rst b/source/developers/references/developer_guide/process/contributor.rst index 7428d7da3..0d5c91fc1 100644 --- a/source/developers/references/developer_guide/process/contributor.rst +++ b/source/developers/references/developer_guide/process/contributor.rst @@ -54,7 +54,7 @@ It is sometimes useful to submit a pull request even before the code is working properly, to make it easier to collect early feedback on your implementation. To indicate to others that your pull request is not yet in a functional state, just prefix the pull request title with "(WIP)" (Work In -Progress), and start the pull request as a draft on GitHub. +Progress), and start the pull request as a draft on GitHub. Please include a link to your roadmap ticket in the PR description, and add a link to a WIP pull request in any discussion threads you start. diff --git a/source/developers/references/developer_guide/process/core-contributors.rst b/source/developers/references/developer_guide/process/core-contributors.rst index 71fcf2947..cde04d148 100644 --- a/source/developers/references/developer_guide/process/core-contributors.rst +++ b/source/developers/references/developer_guide/process/core-contributors.rst @@ -10,7 +10,7 @@ on working groups, contributing high-quality translations, and many other ways. people wishing to be Core Contributors need to show sustained, active performance in the role prior to being nominated for consideration in the Program. We call this the “3 Cs”: Commitment, Conduct, Caliber. These people follow the Code of Conduct, are respectful of -other community members, and are generally polite and welcoming. +other community members, and are generally polite and welcoming. Core Contributors that write code gain write access and even maintainership to one or more GitHub repositories in the openedx/ GitHub organization. If you're interested in diff --git a/source/developers/references/developer_guide/process/pull-request-statuses.rst b/source/developers/references/developer_guide/process/pull-request-statuses.rst index 0f5f9d3d7..afdfd903c 100644 --- a/source/developers/references/developer_guide/process/pull-request-statuses.rst +++ b/source/developers/references/developer_guide/process/pull-request-statuses.rst @@ -12,12 +12,12 @@ Contribution Board Statuses * - **Status** - **Description(s)** - + * - **Needs Triage** - A bot automatically places open-source contributions in this status and labels them as such. The Community Project Managers triage PRs from here * - **Needs Tests Run, or CLA Signed** - - + - * If the author has never contributed to a particular repo, they need authorization to run tests on the pull request [enabling tests is currently handled by Axim]. @@ -28,7 +28,7 @@ Contribution Board Statuses needing product review) - pull requests needing product review must have product approval before continuing through the process * - **Waiting for Author** - - + - * The PR is actively in progress * The author needs to address questions, feedback, rebase, etc. * The PR is still in a draft state @@ -37,7 +37,7 @@ Contribution Board Statuses - Blocked by other pull requests / work. There should be context within the PR for why it's blocked * - **Ready for Review** - - + - * Ready for review by maintainer or repo owner * All checks have passed and are green (including CLA) * The owning / maintaining team has been asked to review @@ -50,7 +50,7 @@ Contribution Board Statuses - Actively being reviewed by Engineering. * - **Ready to Merge** - - + - * Reviews are complete * Tests are green * No conflicts, and branch is not out-of-date @@ -79,7 +79,7 @@ the author needs to take actions related to feedback. * - **Label** - **Description** - + * - .. image:: /_images/pr_label_open-source-contribution.png - Automatically added by a bot to PRs coming from the community (not from Axim or 2U). diff --git a/source/developers/references/glossary.rst b/source/developers/references/glossary.rst index cc5223d95..27fd9b093 100644 --- a/source/developers/references/glossary.rst +++ b/source/developers/references/glossary.rst @@ -52,10 +52,10 @@ Glossary video does not play. assignment type - + The category of graded student work, such as homework, exams, and exercises. For more information, see `partnercoursestaff:Grading Index`. - + CAPA problem A CAPA (computer assisted personalized approach) problem refers to any of @@ -63,68 +63,68 @@ Glossary ``capa_module`` XBlock. Examples range from text input, drag and drop, and math expression input problem types to circuit schematic builder, custom JavaScript, and chemical equation problem types. - + Other assessment methods are also available, and implemented using other XBlocks. An open response assessment is an example of a non-CAPA problem type. - + certificate - + A document issued to an enrolled learner who successfully completes a course with the required passing grade. Not all Open edX courses offer certificates, and not all learners enroll as certificate candidates. - + For information about setting up certificates for your course, see `Setting Up Certificates`. - + chapter - + See :term:`Section`. - - + + chemical equation response problem - + A problem that allows learners to enter chemical equations as answers. For more information, see `partnercoursestaff:Chemical Equation`. - + circuit schematic builder problem - + A problem that allows learners to construct a schematic answer (such as an electronics circuit) on an interactive grid. For more information, see `partnercoursestaff:Circuit Schematic Builder`. - + closed captions - + The spoken part of the transcript for a video file, which is overlaid on the video as it plays. To show or hide closed captions, you select the CC icon. You can move closed captions to different areas on the video screen by dragging and dropping them. - + For more information, see `learners:Video Player`. - + codec - + A portmanteau of "code" and "decode". A computer program that can encode or decode a data stream. - + cohort - + A group of learners who participate in a class together. Learners who are in the same cohort can communicate and share experiences in private discussions. - + Cohorts are an optional feature of courses on the Open edX platform. For information about how you enable the cohort feature, set up cohorts, and assign learners to them, see `partnercoursestaff:Cohorts Overview`. - + component - + The part of a unit that contains your actual course content. A unit can contain one or more components. For more information, see `partnercoursestaff:Developing Course Components`. - + content experiment - + You can define alternative course content to be delivered to different, randomly assigned groups of learners. Also known as A/B or split testing, you use content experiments to compare the performance of learners who have @@ -132,11 +132,11 @@ Glossary `partnercoursestaff:Overview of Content Experiments`. content library - + See :term:`Library`. - + Content Specific Discussion Topic - + A category within the course discussion that appears at a defined point in the course to encourage questions and conversations. To add a content- specific discussion topic to your course, you add a discussion component to @@ -145,74 +145,74 @@ Glossary discussion topics can be divided by cohort, so that learners only see and respond to posts and responses by other members of the cohort that they are in. - + For more information, see `partnercoursestaff:Working with Discussion Components`. For information about making content-specific discussion topics divided by cohort, see `partnercoursestaff:Set up Discussions in Cohorted Courses`. - - + + course catalog - + The page that lists all courses offered in the Open edX learning management system. - + course handouts - + Course handouts are files you make available to learners on the Home page. For more information, see `partnercoursestaff:Adding Course Updates and Handouts`. - + course mode - + See :term:`enrollment track`. - + course navigation pane - + The navigation frame that appears at one side of the Course page in the LMS. The course navigation pane shows the sections in the course. When you select a section, the section expands to show subsections. When you select a subsection, the first unit in that subsection appears on the course page. - + See also :term:`Unit Navigation Bar`. - + Course page - + The page that opens first when learners access your course. On the Course page, learners can view the course outline and directly access the course, either by clicking a specific section or subsection on the outline, or by clicking the Start Course button (Resume Course if the learner has previously accessed the course). - + The latest course update, such as a course welcome message, appears above the course outline. Links to various Course Tools including Bookmarks, Reviews and Updates appear at the side of this page. This page is a combination of the former Home and Courseware pages. - + course run - + A version of the course that runs at a particular time. Information about a course run includes start and end dates, as well as staff and the languages the course is available in. You can create a course run when you create a course. - + course track - + See :term:`enrollment track`. - + courseware - + In OLX (open learning XML) and in data packages, "courseware" refers to the main content of your course, consisting mainly of lessons and assessments. Courseware is organized into sections, subsections, units, and components. Courseware does not include handouts, the syllabus, or other course materials. - + Note that the Course page was formerly called the Courseware page. - - + + course-wide discussion topic - + Optional discussion categories that you create to guide how learners find and share information in the course discussion. Course-wide discussion topics are accessed from the Discussion page in your course. Examples of @@ -220,382 +220,382 @@ Glossary Questions. Learners can contribute to these topics as soon as your course starts. For more information, see `partnercoursestaff:Discussions` and `partnercoursestaff:Create CourseWide Discussion Topics`. - + If you use cohorts in your course, you can divide course-wide discussion topics by cohort, so that although all learners see the same topics, they only see and respond to posts and responses by other members of the cohort that they are in. For information about configuring discussion topics in courses that use cohorts, see `partnercoursestaff:Set up Discussions in Cohorted Courses`. - + custom response problem - + A custom response problem evaluates text responses from learners using an embedded Python script. These problems are also called "write-your-own-grader" problems. For more information, see `partnercoursestaff:Write Your Own Grader`. - + data czar - + A data czar is a role specific to edx.org. At edx.org, a data czar is the single representative at a partner institution who is responsible for receiving course data from edx.org, and transferring it securely to researchers and other interested parties after it is received. - + For more information, see the `data:edX Research Guide`. - + discussion - + The set of topics defined to promote course-wide or unit-specific dialog. Learners use the discussion topics to communicate with each other and the course team in threaded exchanges. For more information, see `partnercoursestaff:Discussions`. - + discussion component - + Discussion topics that course teams add directly to units. For example, a video component can be followed by a discussion component so that learners can discuss the video content without having to leave the page. When you add a discussion component to a unit, you create a content-specific discussion topic. See also :term:`Content Specific Discussion Topic`. - + For more information, see `partnercoursestaff:Working with Discussion Components`. - + discussion thread list - + The navigation frame that appears at one side of the Discussion page in the LMS. The discussion thread list shows the discussion categories and subcategories in the course. When you select a category, the list shows all of the posts in that category. When you select a subcategory, the list shows all of the posts in that subcategory. Select a post to read it and its responses and comments, if any. - + dropdown problem - + A problem that asks learners to choose from a collection of answer options, presented as a drop-down list. For more information, see `partnercoursestaff:Dropdown`. - - + + edX Edge - + edX Edge is a less restricted site than edX.org. While only edX employees and consortium members can create and post content on edX.org, any users with course creator permissions for Edge can create courses with Studio on studio.edge.edx.org, then view the courses on the learning management system at edge.edx.org. - + embargo - + An embargo is an official ban on trade or commercial activity with a particular country. For example, due to U.S. federal regulations, edx.org cannot offer certain courses (for example, particular advanced STEM courses) on the edx.org website to learners in embargoed countries. Learners cannot access restricted courses from an embargoed country. In some cases, depending on the terms of the embargo, learners cannot access any edx.org courses at all. - + enrollment mode - + See :term:`enrollment track`. - + enrollment track - + Also called certificate type, course mode, course seat, course track, course type, enrollment mode, or seat type. - + The enrollment track specifies the following items about a course. - + * The type of certificate, if any, that learners receive if they pass the course. * Whether learners must verify their identity to earn a certificate, using a webcam and a photo ID. * Whether the course requires a fee. - + * **audit**: This is the default enrollment track when learners enroll in a course. This track does not offer certificates, does not require identity verification, and does not require a course fee. - + * **professional**: This enrollment track is only used for specific professional education courses. The professional enrollment track offers certificates, requires identity verification, and requires a fee. Fees for the professional enrollment track are generally higher than fees for the verified enrollment track. Courses that offer the professional track do not offer a free enrollment track. - + .. note:: If your course is part of a MicroMasters or professional certificate program, your course uses the verified track. These courses do not use the professional enrollment track. - + * **verified**: This enrollment track offers verified certificates to learners who pass the course, verify their identities, and pay a required course fee. A course that offers the verified enrollment track also automatically offers a free non-certificate enrollment track. - + * **honor**: This enrollment track was offered in the past and offered an honor code certificate to learners who pass the course. This track does not require identity verification and does not require a fee. Note, however, that as of December 2015, edx.org no longer offers honor code certificates. - + * **professional** (no ID): Like the professional enrollment track, this track offers certificates and requires a fee. However, this track does not require identity verification. Courses that offer the professional (no ID) track do not offer a free enrollment track. - - + + exercises - + Practice or practical problems that are interspersed in Open edX course content to keep learners engaged. Exercises are also an important measure of teaching effectiveness and learner comprehension. For more information, see `partnercoursestaff:Exercises and Tools Index`. - + export - + A tool in Open edX Studio that you use to export your course or library for backup purposes, or so that you can edit the course or library directly in OLX format. See also :term:`Import`. - + For more information, see `partnercoursestaff:Export a Course` or `partnercoursestaff:Export a Library`. - + forum - + See :term:`discussion`. - + fps - + Frames per second. In video, the number of consecutive images that appear every second. - + grade range - + Thresholds that specify how numerical scores are associated with grades, and the score that learners must obtain to pass a course. - + For more information, see `partnercoursestaff:Set the Grade Range`. - - + + grading rubric - + See :term:`Rubric`. - + H.264 - + A standard for high definition digital video. - + Home page - + See :term:`Course Page`. - + Text component - + A type of component that you can use to add and format text for your course. A Text component can contain text, lists, links, and images. For more information, see `partnercoursestaff:Working with Text Components`. - + Image mapped input problem - + A problem that presents an image and accepts clicks on the image as an answer. For more information, see `partnercoursestaff:Image Mapped Input`. Import - + A tool in Studio that you use to load a course or library in OLX format into your existing course or library. When you use the Import tool, Studio replaces all of your existing course or library content with the content from the imported course or library. See also :ref:`Export`. - + For more information, see `partnercoursestaff:Import a Course` or `partnercoursestaff:Import a Library`. - + instructor dashboard - + A user who has the Admin or Staff role for a course can access the instructor dashboard in the LMS by selecting Instructor. Course team members use the tools, reports, and other features that are available on the pages of the instructor dashboard to manage a running course. - + For more information, see `partnercoursestaff:Managing Live Course Index`. - + keyword - + A variable in a bulk email message. When you send the message, a value that is specific to the each recipient is substituted for the keyword. - + label - + See :term:`Accessible Label`. - + LaTeX - + A document markup language and document preparation system for the TeX typesetting program. In Open edX Studio, you can `partnercoursestaff:import LaTeX code`. - + learning management system (LMS) - + The platform that learners use to view courses, and that course team members use to manage learner enrollment, assign team member privileges, moderate discussions, and access data while the course is running. - + learning sequence - + See :term:`Unit Navigation Bar`. - + left pane - + See :term:`Course Navigation Pane`. - + library - + A pool of components for use in randomized assignments that can be shared across multiple courses from your organization. Course teams configure randomized content blocks in course outlines to reference a specific library of components, and randomly provide a specified number of problems from that content library to each learner. - + For more information, see `partnercoursestaff:Content Libraries` and `partnercoursestaff:Randomized Content Blocks`. - + live mode - + A view that allows the course team to review all published units as learners see them, regardless of the release dates of the section and subsection that contain the units. For more information, see `partnercoursestaff:View Published Content`. - + LON-CAPA - + The Learning Online Network with Computer-Assisted Personalized Approach e-learning platform. The structure of CAPA problem types in the Open edX platform is based on the `LON-CAPA `_ assessment system, although they are not compatible. - + See also :term:`CAPA Problem`. - + math expression input problem - + A problem that requires learners to enter a mathematical expression as text, such as e=m*c^2. - + For more information, see `learners:Math Formatting` in the *Open edX Learner's Guide*. - + MathJax - + A LaTeX-like language that you use to write equations. Studio uses MathJax to render text input such as x^2 and sqrt(x^2-4) as "beautiful math." - + For more information, see `partnercoursestaff:MathJax in Studio`. MFE - + Micro-frontends are how we refer to the user facing Single Page Apps that make up the user experience of the Open edX Platform. - + module - + An item of course content, created in an XBlock, that appears on the Course page in the Open edX learning management system. Examples of modules include videos, HTML-formatted text, and problems. - + Module is also used to refer to the structural components that organize course content. Sections, subsections, and units are modules; in fact, the course itself is a top-level module that contains all of the other course content as children. - + multi-select problem - + A problem that prompts learners to select one or more options from a list of possible answers. For more information, see `partnercoursestaff:Multi-select`. - + NTSC - + National Television System Committee. The NTSC standard is a color encoding system for analog videos that is used mostly in North America. - + numerical input problem - + A problem that asks learners to enter numbers or specific and relatively simple mathematical expressions. For more information, see `partnercoursestaff:Numerical Input`. - + OLX - + OLX (open learning XML) is the XML-based markup language that is used to build courses on the Open edX platform. - + For more information, see `olx:What is Open Learning XML?`. - + open response assessment - + A type of assignment that allows learners to answer with text, such as a short essay and, optionally, an image or other file. Learners then evaluate each others' work by comparing each response to a :term:`rubric` created by the course team. - + These assignments can also include a self assessment, in which learners compare their own responses to the rubric, or a staff assessment, in which members of course staff evaluate learner responses using the same rubric. - + For more information, see `partnercoursestaff:Open Response Assessments Two`. - + pages - + Pages organize course materials into categories that learners select in the learning management system. Pages provide access to the course content and to tools and uploaded files that supplement the course. Links to each page appear in the course material navigation bar. - + For more information, see `partnercoursestaff:Adding Pages to a Course`. - + PAL - + Phase alternating line. The PAL standard is a color encoding system for analog videos. It is used in locations such as Brazil, Australia, south Asia, most of Africa, and western Europe. - + partner manager - + Each edX partner institution has an edX partner manager. The partner manager is the primary contact for the institution's course teams. - - + + pre-roll video - + A short video file that plays before the video component selected by the learner. Pre-roll videos play automatically, on an infrequent schedule. - + For more information, see `partnercoursestaff:Adding a PreRoll Video`. preview mode - + A view that allows you to see all the units of your course as learners see them, regardless of the unit status and regardless of whether the release dates have passed. - + For more information, see `partnercoursestaff:Preview Unpublished Content`. - + problem component - + A component that allows you to add interactive, automatically graded exercises to your course content. You can create many different types of problems. - + For more information, see `partnercoursestaff:Working with Problem Components` and `partnercoursestaff:Exercises and Tools Index`. - + proctored exam - + On edx.org, proctored exams are timed, impartially and electronically monitored exams designed to ensure the identity of the test taker and determine the security and integrity of the test taking environment. Proctored exams are @@ -604,213 +604,211 @@ Glossary Proctored Exams`. program - + A program is a collection of related courses. Learners enroll in a program by enrolling in any course that is part of a program, and earn a program certificate by passing each of the courses in the program with a grade that qualifies them for a verified certificate. - + Several types of program are available on edx.org, including MicroMasters, Professional Certificate, and XSeries programs. - + program offer - + A program offer is a discount offered for a specific program. The discount can be either a percentage amount or an absolute (dollar) amount. - + Progress page - + The page in the learning management system that shows learners their scores on graded assignments in the course. For more information, see `learners:SFD Check Progress` in the *EdX Learner's Guide*. - + question - + A question is a type of post that you or a learner can add to a course discussion topic to bring attention to an issue that the discussion moderation team or learners can resolve. - + For more information, see `partnercoursestaff:Discussions`. - + Research Data Exchange (RDX) - + An edX program that allows participating partner institutions to request data for completed edx.org courses to further approved educational research projects. Only partner institutions that choose to participate in RDX contribute data to the program, and only researchers at those institutions can request data from the program. - + For more information, see `data:Research Data Exchange`. - + rubric - + A list of the items that a learner's response should cover in an open response assessment. For more information, see the `partnercoursestaff:PA Rubric` topic in `partnercoursestaff:Open Response Assessments Two`. - + See also :ref:`Open Response Assessment`. - + seat type - + See :ref:`enrollment track`. - + section - + The topmost category in your course outline. A section can represent a time period or another organizing principle for course content. A section contains one or more subsections. - + For more information, see `partnercoursestaff:Developing Course Sections`. - - + + sequential - + See :term:`Subsection`. - + short description - + The description of your course that appears on the Course List page. - + For more information, see `Course Short Description Guidelines`. - + simple editor - + The graphical user interface in a problem component. The simple editor is available for some problem types. For more information, see `partnercoursestaff:Problem Studio View`. - + single sign-on (SSO) - + SSO is an authentication service that allows a user to access multiple related applications, such as Studio and the LMS, with the same username and password. The term SSO is sometimes used to refer to third party authentication, which is a different type of authentication system. For information about third party authentication, see :term:`Third Party Authentication`. - + single select problem - + A problem that asks learners to select one answer from a list of options. For more information, see `partnercoursestaff:Single Select`. - + special exam - + A general term that applies to proctored and timed exams in edX courses. See :term:`Timed Exam` and :term:`Proctored Exam`. - + split test - + See :term:`Content Experiment`. - + Studio - + The Open edX tool that you use to build your courses. For more information, see `Getting Started with Studio`. - + subsection - + A division in the course outline that represents a topic in your course, such as a lesson or another organizing principle. Subsections are defined inside sections and contain units. - + For more information, see `partnercoursestaff:Developing Course Subsections`. - + text input problem - + A problem that asks learners to enter a line of text, which is then checked against a specified expected answer. - + For more information, see `partnercoursestaff:Text Input`. - + timed exam - + Timed exams are sets of problems that a learner must complete in the amount of time you specify. When a learner begins a timed exam, a countdown timer displays, showing the amount of time allowed to complete the exam. If needed, you can grant learners additional time to complete the exam. For more information, see `partnercoursestaff:Timed Exams`. - + third party authentication - + A system-wide configuration option that allows users who have a username and password for one system, such as a campus or institutional system, to log in to that system and automatically be given access to the LMS. These users do not enter their system credentials in the LMS. - + For more information about how system administrators can integrate an Open edX instance with a campus or institutional authentication system, see `installation:Enabling Third Party Authentication`. - + transcript - + A text version of the content of a video. You can make video transcripts available to learners. - + For more information, see `Obtain a Video Transcript`. - + unit - + A unit is a division in the course outline that represents a lesson. Learners view all of the content in a unit on a single page. - + For more information, see `partnercoursestaff:Developing Course Units`. - + unit navigation bar - + The horizontal control that appears at the top of the Course page in the LMS. The unit navigation bar contains an icon for each unit in the selected subsection. When you move your pointer over one of these icons, the name of the unit appears. If you have bookmarked a unit, the unit navigation bar includes an identifying flag above that unit's icon. - + See also :term:`Course Navigation Pane`. - + VBR - + Variable bit rate. The bit rate is the number of bits per second that are processed or transferred. A variable bit rate allows the bit rate to change according to the complexity of the media segment. - + vertical - + See :term:`Unit`. - + video component - + A component that you can use to add recorded videos to your course. - + For more information, see `partnercoursestaff:Working with Video Components`. - + whitelist - + In edX courses, a whitelist is a list of learners who are being provided with a particular privilege. For example, whitelisted learners can be specified as being eligible to receive a certificate in a course, regardless of whether they would otherwise have qualified based on their grade. - + In the grade report for a course, whitelisted learners have a value of "Yes" in the Certificate Eligible column, regardless of the grades they attained. For information about the grade report, see `partnercoursestaff:Interpret the Grade Report`. - + wiki - + The page in each Open edX course that allows both learners and members of the course team to add, modify, or delete content. Learners can use the wiki to share links, notes, and other helpful information with each other. For more - information, see `partnercoursestaff:Course_Wiki`. + information, see `partnercoursestaff:Course_Wiki`. XBlock - + The Open edX platform's component architecture for writing course components: XBlocks are the components that deliver course content to learners. - + Third parties can create components as web applications that can run within the Open edX learning management system. For more information, see the :doc:`xblock:xblock-tutorial/index`. - - \ No newline at end of file diff --git a/source/documentors/decisions/0005-markdown-for-npm-readmes.rst b/source/documentors/decisions/0005-markdown-for-npm-readmes.rst index 8136dd144..a5e1b7a4e 100644 --- a/source/documentors/decisions/0005-markdown-for-npm-readmes.rst +++ b/source/documentors/decisions/0005-markdown-for-npm-readmes.rst @@ -9,7 +9,7 @@ Status Context ******* -As documented in :doc:`0002-choosing-rst`, we use RST for the majority of Open edX documentation. +As documented in :doc:`0002-choosing-rst`, we use RST for the majority of Open edX documentation. This includes README files in Open edX project repositories. When browsing packages on https://www.npmjs.com/, however, RST READMEs are not rendered. @@ -20,7 +20,7 @@ The `npm documentation for README files`_ mentions Markdown exclusively. Decision ******** -Markdown must be used for Open edX project repositories that publish packages to npm. +Markdown must be used for Open edX project repositories that publish packages to npm. Rejected Alternatives ********************* @@ -32,7 +32,7 @@ Rejected Alternatives * Using a placeholder README file that links to the GitHub repository README. This would require either having both a Markdown and RST README in each repository, or implementing - Markdown readme generation into the build/publish process. It would also result in a + Markdown readme generation into the build/publish process. It would also result in a sub-par experience when browsing Open edX published packages on npmjs.com. diff --git a/source/documentors/how-tos/make_changes_to_your_pull_request.rst b/source/documentors/how-tos/make_changes_to_your_pull_request.rst index a4875ecd8..3c02f2e13 100644 --- a/source/documentors/how-tos/make_changes_to_your_pull_request.rst +++ b/source/documentors/how-tos/make_changes_to_your_pull_request.rst @@ -20,7 +20,7 @@ basically your own copy of the filesystem, with your changes applied. When we want to update our pull request, we need to first find that copy, and then we can edit pages within it. - + 1. Go to your "branch" ********************** diff --git a/source/documentors/index.rst b/source/documentors/index.rst index 5afef5c2b..fa457195c 100644 --- a/source/documentors/index.rst +++ b/source/documentors/index.rst @@ -4,11 +4,11 @@ Open edX Documentors .. grid:: 1 2 2 2 :gutter: 3 :padding: 0 - + .. grid-item-card:: Quick Starts :class-card: sd-shadow-md sd-p-2 :class-footer: sd-border-0 - + * :doc:`quickstarts/first_documentation_pr` * :doc:`quickstarts/quick_start_add_doc` * :doc:`quickstarts/update_doc_via_github` @@ -23,7 +23,7 @@ Open edX Documentors .. grid-item-card:: References :class-card: sd-shadow-md sd-p-2 :class-footer: sd-border-0 - + * :doc:`references/doc_guidelines` * :doc:`references/quick_reference_rst` * :doc:`references/doc_templates` @@ -39,7 +39,7 @@ Open edX Documentors .. grid-item-card:: How-tos :class-card: sd-shadow-md sd-p-2 :class-footer: sd-border-0 - + * :doc:`how-tos/update_a_doc_via_github` * :doc:`how-tos/add_a_doc_via_github` * :doc:`how-tos/make_changes_to_your_pull_request` @@ -54,7 +54,7 @@ Open edX Documentors .. grid-item-card:: Decisions :class-card: sd-shadow-md sd-p-2 :class-footer: sd-border-0 - + A record of all documentation related decisions we've made. +++ .. button-ref:: decisions/index diff --git a/source/documentors/references/quick_reference_rst.rst b/source/documentors/references/quick_reference_rst.rst index c1740bb02..935054586 100644 --- a/source/documentors/references/quick_reference_rst.rst +++ b/source/documentors/references/quick_reference_rst.rst @@ -11,7 +11,7 @@ Headings .. tip:: :class: dropdown - + Here's a way to remember the symbols for heading levels: ``#`` has four lines, ``*`` has three lines, ``=`` has two lines, ``-`` has one line, and ``~`` has zero lines. .. note:: @@ -49,7 +49,7 @@ This codeblock is used for the following published list: #. Sub-item 1 #. Sub-item 2 - + * Item 2 See the `RST guide on lists `_ for more detail. diff --git a/source/documentors/references/rst_samples/headings.txt b/source/documentors/references/rst_samples/headings.txt index dcc222bb8..f84e9985a 100644 --- a/source/documentors/references/rst_samples/headings.txt +++ b/source/documentors/references/rst_samples/headings.txt @@ -21,9 +21,9 @@ --------- Heading 4s denote subsections under Heading 3s. - + Heading 5 ~~~~~~~~~ - + Heading 5s denote subsections under Heading 4s. If you are this deep, consider splitting your document into multiple topics. diff --git a/source/documentors/references/rst_samples/inline.txt b/source/documentors/references/rst_samples/inline.txt index a3220e007..5ddf9f861 100644 --- a/source/documentors/references/rst_samples/inline.txt +++ b/source/documentors/references/rst_samples/inline.txt @@ -7,4 +7,3 @@ Use double backticks for ``mono-spaced`` text. Use the guilabel role for :guilabel:`GUI elements` - \ No newline at end of file diff --git a/source/documentors/references/rst_samples/nested_lists.txt b/source/documentors/references/rst_samples/nested_lists.txt index 609e92d54..0e4272afb 100644 --- a/source/documentors/references/rst_samples/nested_lists.txt +++ b/source/documentors/references/rst_samples/nested_lists.txt @@ -6,10 +6,10 @@ * Sub-item 2 # 3 spaces #. Item 2 - + * Item 1 #. Sub-item 1 # Sub-items of unordered lists need to be indented #. Sub-item 2 # by exactly 2 spaces - + * Item 2 diff --git a/source/educators/concepts/instructional_design/id_course_dev_process_overview.rst b/source/educators/concepts/instructional_design/id_course_dev_process_overview.rst index 0ce05b698..8dbf12dcf 100644 --- a/source/educators/concepts/instructional_design/id_course_dev_process_overview.rst +++ b/source/educators/concepts/instructional_design/id_course_dev_process_overview.rst @@ -9,7 +9,7 @@ The Course Development Process The Course Development Process Overview **************************************** -This course development process model is based on the ADDIE model and tied to the principles of backward design. By working backwards, we start first with defining our learning outcomes and work backwards to determining what content we need to create. It looks like this: +This course development process model is based on the ADDIE model and tied to the principles of backward design. By working backwards, we start first with defining our learning outcomes and work backwards to determining what content we need to create. It looks like this: 1. Start with learning outcomes - What do we expect students will be able to do or know when they complete this course? @@ -17,61 +17,44 @@ This course development process model is based on the ADDIE model and tied to th 3. Outline the content required - What content, teaching materials, and strategies will provide students with what they need to do well on the assessments. - - The ADDIE Model breaks down this process into five iterative phases, and we’ve added clear outputs and inputs to each phase. The outputs from one phase generally serve as inputs to the next phase. .. image:: /_images/instructional_design/addie_model.png :alt: An ADDIE Model Diagram - - As you go through this process, you will see that each of these phases are iterative and may loop back into a previous phase as ideas, goals and feedback about the course are gathered. Each phase has inputs and outputs that inform future phases and help the team move forward in the process. - - - **Phase 1** is about **information collection**. You collect information about your project (who is the audience, why is this course being created) and decide on the learning outcomes. At this stage you will create a draft course syllabus and a list of learning outcomes. - + - **Phase 2** is about **designing the course**. This is where you will decide on the structure of the course, start to think about the types of assessments and content that will be in the course. At this stage, you will create a course outline document. - + - **Phase 3** is the **building phase**. This can be one of the longest phases as it requires your subject matter expert to create or curate content, and for the instructional designer to build that content and the assessments in the course. By the end of this phase, you should have the entire course built in the LMS. - + - **Phase 4** is the **review phase**. In this phase your course team as well as a couple of beta testers will review the course from start to finish. You will test the assessments, check for accessibility, and ensure that the course is ready to be launched to the public. - -- **Phase 5** is the **support and evaluation phase**. This phase will extend into the delivery of the course where communication with learners is key. - - - +- **Phase 5** is the **support and evaluation phase**. This phase will extend into the delivery of the course where communication with learners is key. The goal of using this process is to increase the speed at which a course is created and to improve the team dynamic. Remember, that while these phases are presented in a linear order, you will often have to return to previous phases and make adjustments. Phase 1: Information Collection -********************************* +******************************* The goal of the information collection phase is to develop a shared and definite understanding of the learning goals and outcomes for this course. This is also the phase where you will want to collect as much information about the project as possible: what is the timeline, which resources are available, are there any existing materials that can be used, what constraints does this project have, etc. - - During this phase, you may need to provide some information or education to your SME about online learning. Some SMEs have little to no background in online learning, so you may need to provide examples or suggestions on the best ways to present materials, what kinds of assessments are possible given the LMS platform and perhaps even explain some of the educational theories/principles to help them understand the process. It can be helpful to share examples of existing courses or a menu of options that outlines what is available within the scope of the project or within the LMS. - - +By the end of this phase, you should be able to create a draft "about page" or syllabus for the course that includes: + +- A short course description that answers "what will be taught in this course" and "how will it be taught". -By the end of this phase, you should be able to create a draft ‘about page’ or syllabus for the course that includes: +- The learning outcomes. -- A short course description that answers ‘what will be taught in this course’ and ‘how will it be taught’ - -- The learning outcomes - -- Initial ideas about assessments - -- Expected length of the course (number of hours or weeks) - -- Information about the SME(s) or course instructors - +- Initial ideas about assessments. + +- Expected length of the course (number of hours or weeks). + +- Information about the SME(s) or course instructors. - Outcomes and Templates for the Information Collection phase that may be helpful: @@ -89,35 +72,28 @@ Phase 2: Design In phase two, you will use the outputs from phase one (the syllabus and outcomes list) as your inputs. Here, your focus will be on deciding on the assessments and teaching materials that will be used to help your learners achieve the learning outcomes. The goal of this phase is to create a course outline that identifies the structure and components of your course. - The outline can give your team a sense of the amount of content that needs to be curated or created and how many assessments need to be created. This can give your team a chance to predict how much time it will take to develop all of the components of the course, and to check in on project scope and make adjustments to your outline. - The ID in this phase will likely be able to provide valuable information regarding the structure, content forms to ensure a mix of media, and possible assessment types. The ID will have an understanding of what is possible within the LMS and can share examples and suggestions from successful courses. By the end of this phase, you should have a :ref:`Course Outline` - Ideally, by the end of the process this will be a large document that tracks every element of your course (each video, text input, assessment question, etc.). - + - You can assign components of the course to various members of your team to be tracked during phase three. - + - Your outline should include your ideas for assessments at this stage. - -- Remember, that as assets are collected and your team moves through the development process, this living document will grow and change. - - +- Remember, that as assets are collected and your team moves through the development process, this living document will grow and change. Note: In this phase, you want to remember the principle of constructive alignment. You want to make sure that the content and assessments you are planning match or align with the learning outcome that you have written. Keep in mind that learning outcomes can be changed if you decide that the content or assessment options do not match that outcome. You can review constructive alignment :ref:`here`. - - Outcomes and Templates for the Information Collection phase that may be helpful: * :ref:`Course Outline Template` - + * :ref:`Grading Chart Template` - + Remember, that this is a highly iterative phase in the course development process. You will likely come back to this phase as you move on to asset collection and build. Your course outline should be a living document that tracks all of the changes and components within your course. @@ -126,51 +102,38 @@ Phase 3: Asset Collection & Build The goal of this phase is to create or collect all of the course materials and build the course in the LMS. The course outline that you created in phase two is a vital input in this phase and will continue to grow in this phase. - - In this phase, it is important to share any background materials that may be used in the creation of this course (a handbook, an existing in-person training deck, a series of powerpoint lectures, etc). A well-organized shared repository (a google drive, dropbox, etc.) for course materials can be really helpful during this phase, especially with larger teams and lots of content being accumulated. - In this phase you may need to support your SME(s) in their collection, translation and creation of content. This is often the busiest phase of the process for the instructional designer. You may need to: -- Provide video scripting and video production suggestions - -- Translate existing materials into text, images, and interactive content - +- Provide video scripting and video production suggestions. + +- Translate existing materials into text, images, and interactive content. + - Find or create images, graphics, etc. - -- Build assessments, provide assessment instructions and connect to the gradebook - -- Create and implement a design theme or branding for the course - - +- Build assessments, provide assessment instructions and connect to the gradebook. + +- Create and implement a design theme or branding for the course. -Building the course in the LMS at this stage helps everyone on the team to visualize the course and make adjustments as needed to the structure, content, assessments and learning outcomes. - +Building the course in the LMS at this stage helps everyone on the team to visualize the course and make adjustments as needed to the structure, content, assessments and learning outcomes. In this phase of the process you will likely have ongoing check-in meetings with the entire team. You can use the :ref:`Course Outline Template` to create status updates that are shared with the team. These status updates can: - provide information on progress - + - Identify current roadblocks - + - assign upcoming tasks - -- check on the guiding principles or important features of your course (for example, do you have engagement triggers planned?) - - +- check on the guiding principles or important features of your course (for example, do you have engagement triggers planned?) Note: In this phase it is important to remember that learners have different learning preferences and needs. It is important to provide a variety of media in a course if it is possible. A mix of text, video, images and varying levels of interactivity will be important here to create opportunities for :ref:`active learning`. It is also important to remind the SME of learner’s :ref:`motivations` for learning and create opportunities for learners to connect the content to their own experiences and apply their learning. - - By the end of this phase you should have a completed course built in the LMS. Your course outline document should track every component of the course and flag each component as inputted into the course. Your course outline becomes both a design and project management document in this phase. This is often the longest phase of the course development process: some SMEs will have content that is easily translatable, while others may need to create content from scratch which can be a lengthy process. - Remember to check in on the learning outcomes throughout this phase: are the assessments aligned with the learning outcomes? Do the learners have the right content to help them complete those assessments successfully? @@ -179,49 +142,35 @@ Phase 4: Review The focus of this phase is student satisfaction. Coming into this phase, you should have a completed course built in the LMS and an up to date course outline document. In this phase the goal is to review the course from the learner’s perspective before launching it to the public. - - In this phase, you will want your entire team to do a course walk through. This review should be very thorough; every link should be clicked, every video viewed, every assessment completed, etc. Some things to look for during your review: - Clear assignment instructions and deadlines - + - A clear grading scheme & instructions for how to access a certificate (if applicable) - + - Appropriate image alt-tags, video transcripts, and other accessibility tools - + - Broken links, typos, design inconsistencies, etc. - -- LMS admin such as course about page, start/end dates, release dates, grading, advanced settings, etc. - - +- LMS admin such as course about page, start/end dates, release dates, grading, advanced settings, etc. You should also invite a group of beta testers (ideally people not involved in the course development, and people within your target audience) to go through the course as a learner and provide feedback. While learners can look for similar items to the course team, your beta testers should provide feedback on: - Flow of information - + - Level of difficulty or any unclear concepts - + - Clarity of assessment instructions and deadlines - - Note: It is important for your reviewers and beta testers to pay close attention to the learning outcomes of the course. Do you think that a learner could reasonably achieve the learning outcomes? Do they have the content that they need to be able to show evidence of their learning? Do the assessments give learners the opportunity to showcase or confirm their learning? - - Outcomes and Templates for the Information Collection phase that may be helpful: * :ref:`Quality Control Template` - - - By the end of this phase, you should have incorporated feedback from your reviewers and beta testers and have a fully populated course in the LMS. This phase is your ‘quality control’ phase which may include requirements from the SME’s employer or organization. - - Remember to do reviews on desktop and mobile devices! @@ -230,47 +179,33 @@ Phase 5: Support This phase usually happens during the delivery of the course. As a result, not all instructional designers will be involved at this phase, but it is important to have strategies in place prior to the launch of the course. - - In this phase, communication with learners is key. Creating a communication plan that outlines the type and frequency of communication can help to keep learners engaged and progressing through your course. It is also important for your SMEs or course instructors to have a plan for how they will communicate with and support learners. You can help them to create a support calendar and assign tasks to instructors or team members. This is especially important for synchronous courses where learners expect to have interaction with and communication from their instructors. - - Your communication plan should include: - The method of communication: email, course updates, discussion forum posts, a course slack channel, etc. - + - The frequency of communication: weekly, daily, only on the start/end dates, etc. - + - Depending on the structure of your course (asynchronous vs synchronous) learners may have different expectations for the frequency and method of communication. - - Note: Even in asynchronous courses, learners appreciate the opportunity to connect with the course instructors. That may be through emails, responses to discussion forums, or even the odd ‘live’ video call. Consider how the instructor(s) in your course can be available to the learners as you develop your communication plan. - - It is important to include opportunities for learners to provide feedback to the course team. You can solicit this feedback through: -- Surveys embedded in the course - -- Surveys emailed to learners - -- Analytic tools and completion numbers - -- Grade reports - +- Surveys embedded in the course. - +- Surveys emailed to learners. -By the end of this phase, you should develop a communication plan and have opportunities for learner feedback in place prior to the launch of the course. This phase continues into the delivery of the course and will provide information for how to improve future iterations of the course. +- Analytic tools and completion numbers. + +- Grade reports. - +By the end of this phase, you should develop a communication plan and have opportunities for learner feedback in place prior to the launch of the course. This phase continues into the delivery of the course and will provide information for how to improve future iterations of the course. Templates for the Information Collection phase that may be helpful: * :ref:`Support Calendar Template` - Remember: Course development is an iterative process. It is important to assume that there will be some changes made after the first group of learners completes the course and provides feedback. \ No newline at end of file diff --git a/source/educators/concepts/instructional_design/id_instructional_design_overview.rst b/source/educators/concepts/instructional_design/id_instructional_design_overview.rst index fb10f755e..ea61c565d 100644 --- a/source/educators/concepts/instructional_design/id_instructional_design_overview.rst +++ b/source/educators/concepts/instructional_design/id_instructional_design_overview.rst @@ -39,7 +39,7 @@ The Role of an Instructional Designer An Instructional Designer is generally responsible for understanding the capabilities of the learning system and can advise on effective course design, assessments and development of content within the platform. That instructional designer may operate on a very small team--sometimes as small as a team of *one*--or a much larger team made up of video producers, designers, developers and more. But a useful distinction to make is between the instructional designer and the content expert, also known as the **subject matter expert**. The role of the instructional designer is separate and distinct from the role of the subject matter expert: -An instructional designer: +An instructional designer: - Guides the course design process - Modifies course assets for online learning (if needed) @@ -62,14 +62,12 @@ Alignment & Backwards Design Backwards Design ====================================== -**Backwards design** in education is a process that requires an instructor to first consider the outcome of a learning interaction (ie. what will the learning know or be able to do) before they determine how they will assess that learning, and then finally consider the methods of instructing. This is different from traditional approaches which would focus first on what and how the instructor would teach, with the focus being on the teacher’s imparting of knowledge compared to the learner’s understanding. +**Backwards design** in education is a process that requires an instructor to first consider the outcome of a learning interaction (ie. what will the learning know or be able to do) before they determine how they will assess that learning, and then finally consider the methods of instructing. This is different from traditional approaches which would focus first on what and how the instructor would teach, with the focus being on the teacher’s imparting of knowledge compared to the learner’s understanding. Designing a course requires an SME and ID to work backwards. 1. Begin the process by starting with the desired result (your learning goals). - 2. Determine what would be considered acceptable evidence that the desired result has been achieved (your learning outcomes and assessment methods). - 3. Plan for the learning activities, content and practice opportunities that will help a learner achieve the desired result. .. image:: /_images/instructional_design/Constructive_Alignment.png @@ -87,15 +85,12 @@ Constructive Alignment * Learning assessment: how will learners provide evidence that they have met the outcome? * For example, if you want a student to learn how to cook a soup (outcome) and you can show them a video & have them read a recipe (activities). An aligned assessment would be to have them actually cook a soup (instead of answering multiple choice questions about how to cook a soup) since that is the evidence that best shows they have achieved the outcome. - One way to double check if your course is aligned is to check your assessment against your learning outcome verb. -- If a learning outcome says a learner should ‘explain’ a concept, do you have a text-input or ORA assessment question? - -- If a learning outcome says a learner should ‘identify’, do you have a checkbox or multiple choice question about that topic? - -- If a learning outcome says a learner should ‘discuss’, do you have a discussion forum? A peer-graded assessment? +- If a learning outcome says a learner should "explain" a concept, do you have a text-input or ORA assessment question? +- If a learning outcome says a learner should "identify", do you have a checkbox or multiple choice question about that topic? +- If a learning outcome says a learner should "discuss", do you have a discussion forum? A peer-graded assessment? Defining Goals, Objectives and Outcomes ***************************************** @@ -103,34 +98,31 @@ Defining Goals, Objectives and Outcomes .. image:: /_images/instructional_design/learning_goals.png :alt: Learning Goals above Learning Objectives above Learning Outcomes -Learning Goals, Objectives and Outcomes are three course design terms that are often used interchangeably. But they are in fact meaningfully different terms. +Learning Goals, Objectives and Outcomes are three course design terms that are often used interchangeably. But they are in fact meaningfully different terms. - **Learning Goals:** are **big picture** focused. Learning goals are often about the purpose of your course and how it fits into your organization’s plan. This is something that you hope to achieve. - **Learning Objectives:** are **instructor focused**. Objectives are the things that the instructor wants to teach or accomplish in the course. Objectives are translated into outcomes. -- **Learning Outcomes:** are **learner focused**. Learning outcomes are statements that provide clarity about what a learner should know or be able to do at the end of a course. +- **Learning Outcomes:** are **learner focused**. Learning outcomes are statements that provide clarity about what a learner should know or be able to do at the end of a course. Learning Goals ================ Learning goals are often defined at the organizational level. - + Some questions to ask when determining goals: - - What knowledge is needed and why? + - What knowledge is needed and why? - Who needs that knowledge and why? - - Why might someone want or be required to have this knowledge? + - Why might someone want or be required to have this knowledge? - Does this course/program help meet an organizational goal? Which one(s)? How? Examples of learning goals: - Provide training to new employees - - Share expert knowledge and research about a topic - - Educate the general public - > An ‘Audience Analysis’ template [[LINK]](/docs/templates/template_audience_analysis) can help you think through who your audience will be and why they might be interested in (motivated or required to) take your course. @@ -138,60 +130,51 @@ Learning Objectives ========================= Learning Objectives are defined by the course creators or instructor(s). - + Learning objectives are teacher or instructor-focused. Objectives are often displayed as a list of topics that are to be covered in a course, lecture, on a course page, etc. - + Learning objectives help an instructor create lesson plans and ensure they are providing the information and skills training needed for learners to achieve the learning outcomes - + The terms ‘learning objectives’ and ‘learning outcomes’ are often used interchangeably and for many instructors and learners, achieve the same goal of providing information to learners. - + Some questions to ask when determining learning objectives: - - What are the major topics that need to be covered to help learners meet the learning outcome? - - What are the key terms, definitions, concepts, theories, and/or examples that need to be presented? - Examples of learning objectives: - - Provide context for rise in information manipulation in political campaigns - - Present 3 case studies as examples of information manipulation - - Explain the four main tactics used in information manipulation campaigns; provide examples. Learning Outcomes ===================== Learning outcomes are written by the course creators or instructors for learners. Learning outcomes are learner-focused - + Learning outcomes should give learners an idea of what they are expected to learn and how they will provide evidence of their learning. - + A learning outcome is something that is achievable and measurable within the parameters of the course. - -Learning outcomes begin with a measurable or observable action verb. Bloom’s Taxonomy of learning is used to help course instructors pinpot the level of learning that can be achieved within their course. - + +Learning outcomes begin with a measurable or observable action verb. Bloom’s Taxonomy of learning is used to help course instructors pinpoint the level of learning that can be achieved within their course. + The table below provides some examples of measurable learning verbs that can be used in learning outcomes. - - Note: Many instructors write learning outcomes that begin with the verb ‘understand’. Keep in mind that ‘understand’ is not something that can be directly observed or measured. It is often measured by defining, listing, identifying, explaining, etc. Being more specific about how you plan to measure understanding helps your learners process and review information to the appropriate level. + +.. note:: Many instructors write learning outcomes that begin with the verb ‘understand’. Keep in mind that ‘understand’ is not something that can be directly observed or measured. It is often measured by defining, listing, identifying, explaining, etc. Being more specific about how you plan to measure understanding helps your learners process and review information to the appropriate level. ========= ========= =========== ============= ======== ========= RECALL EXAMINE APPLY ANALYZE CREATE EVALUATE ========= ========= =========== ============= ======== ========= Define Explain Solve Differentiate Develop Justify -List Describe Demonstrate Measure Build Investigate -Recognize Summarize Use Diagnose Design Interpret +List Describe Demonstrate Measure Build Investigate +Recognize Summarize Use Diagnose Design Interpret ========= ========= =========== ============= ======== ========= Some questions to ask when determining learning outcomes: - - What will my learner know or be able to do at the end of this section, unit, course? - - How will my learner provide evidence of their learning? How can I assess their achievement of the learning outcome? - Steps for writing learning outcomes: @@ -199,17 +182,12 @@ Steps for writing learning outcomes: 2. State something that is observable 3. State something that can be assessed in the platform - Examples of learning outcomes - - Define information manipulation - - Identify the threat actors, tactics, content and vectors co-opted by information manipulation campaigns - - Discuss emerging challenges as information manipulation adapts to new media platforms - > [[Link to Outcome & Alignment template]](/docs/templates/template_outcomes) @@ -218,78 +196,47 @@ Learning Theories Instructional designers and subject matter experts will use various learning theories. Knowing these theories helps an ID understand how people retain and recall information and how they stay motivated or engaged in learning. There are multiple learning theories that can influence the design of a course. A few are introduced below. - -- **Adult learning** theory recognizes that children and adults learn differently, mostly due to the fact that adults have more pre-existing knowledge and biases due to having more life experience. Adult learning theories suggest that adults have more internal motivation tied to personal goals. In most cases learners and teachers are seen as equals or as able of teaching other, and learning is much more self-directed. - - -- **Self-directed** learning suggests that learners have an internal drive or motivation to gain new knowledge or skills. In self-directed learning environments learners have control over what and when they learn materials; choice in the knowledge they wish to gain is an important factor. - - -- **Lifelong learning** suggests that adults can engage in personalized learning to fill in gaps created by traditional learning systems. - - -- **Collaborative learning** approaches combine multiple other learning theories, but ultimately suggest that learners can create meaning through interactions with peers. Discussions, peer feedback, conversations and shared experiences create learning. - -- The **constructivist** approach to learning assumes that learners build knowledge from experience. Learners add new information and experiences to their existing knowledge through reflection. Peer to peer learning is used in constructivism where learners can share experiences to add to their knowledge. - -- **Cognitive learning** focuses on learners analyzing their own thoughts to gain new knowledge. A cognitive perspective encourages learners to apply their new knowledge and to engage in active learning to deepen their understanding. - -- **Transformative learning** is about changing ideas or beliefs. Reflection is a key component of transformative learning and is employed when a learner encounters a dilemma or controversy that challenges their world view. - -- **Behavioral Learning** theory is based in behaviorism and suggests that people learn by interacting with stimuli in their environment. Positive reinforcement is a component of this theory which can be used to change behaviours.Behaviorism is often considered a more passive approach to learning, but can be made more active by including confirmation of knowledge assessments to encourage learning behaviors (through positive reinforcement). - -- **Connectivism** is one of the most recent learning theories that takes the digital age into consideration. In this theory a learner’s ability or capacity to learn is more important than the information itself since information is constantly changing and readily available. This theory suggests that social learning and technology play an important role in a person’s current understanding. +- **Adult learning** theory recognizes that children and adults learn differently, mostly due to the fact that adults have more pre-existing knowledge and biases due to having more life experience. Adult learning theories suggest that adults have more internal motivation tied to personal goals. In most cases learners and teachers are seen as equals or as able of teaching other, and learning is much more self-directed. +- **Self-directed** learning suggests that learners have an internal drive or motivation to gain new knowledge or skills. In self-directed learning environments learners have control over what and when they learn materials; choice in the knowledge they wish to gain is an important factor. +- **Lifelong learning** suggests that adults can engage in personalized learning to fill in gaps created by traditional learning systems. +- **Collaborative learning** approaches combine multiple other learning theories, but ultimately suggest that learners can create meaning through interactions with peers. Discussions, peer feedback, conversations and shared experiences create learning. +- The **constructivist** approach to learning assumes that learners build knowledge from experience. Learners add new information and experiences to their existing knowledge through reflection. Peer to peer learning is used in constructivism where learners can share experiences to add to their knowledge. +- **Cognitive learning** focuses on learners analyzing their own thoughts to gain new knowledge. A cognitive perspective encourages learners to apply their new knowledge and to engage in active learning to deepen their understanding. +- **Transformative learning** is about changing ideas or beliefs. Reflection is a key component of transformative learning and is employed when a learner encounters a dilemma or controversy that challenges their world view. +- **Behavioral Learning** theory is based in behaviorism and suggests that people learn by interacting with stimuli in their environment. Positive reinforcement is a component of this theory which can be used to change behaviours.Behaviorism is often considered a more passive approach to learning, but can be made more active by including confirmation of knowledge assessments to encourage learning behaviors (through positive reinforcement). +- **Connectivism** is one of the most recent learning theories that takes the digital age into consideration. In this theory a learner’s ability or capacity to learn is more important than the information itself since information is constantly changing and readily available. This theory suggests that social learning and technology play an important role in a person’s current understanding. .. _ActiveLearning: Active Learning ***************** -Why is active learning important? Active Learning through interaction with material creates lasting, deeper learning. Research shows that when learners apply more active approaches to learning that they form a deeper understanding of material and it improves their recall, recognition and application of course material. - +Why is active learning important? Active Learning through interaction with material creates lasting, deeper learning. Research shows that when learners apply more active approaches to learning that they form a deeper understanding of material and it improves their recall, recognition and application of course material. - *Note: Surface learning is often associated with memorization without understanding, while deep learning is associated with understanding, connection and application. Depending on the goals of your course/program, both surface and deep learning can be important goals, but most instructors are aiming for deep learning.* - +.. note:: Surface learning is often associated with memorization without understanding, while deep learning is associated with understanding, connection and application. Depending on the goals of your course/program, both surface and deep learning can be important goals, but most instructors are aiming for deep learning.* Active learning approaches can be employed by the learner alone, but can also be encouraged by course instructors through course design, structure, opportunities for feedback, and assessment types. - + Providing opportunities for learners to connect with each other, their instructors and their prior knowledge can improve the learning experience leading to higher satisfaction as well as deeper learning. - + Below is a list of engagement trigger examples that can be built into your course to encourage active learning: - - -- Create a concept map - -- Reflect on a video - -- Check your understanding quiz - -- Polling questions - -- Informal pre-class quiz - -- Consider a case study - -- Interactive exercises (create graphs, drag & drop, etc.) - -- Choose your own adventure exercises - -- Interpret a graph - -- Share a relevant news headline - -- Point-on-image assessment - -- Discuss a visual (cartoon, news headline, meme, etc.) - -- Predict the topic - -- Peer Reviewed Assignments (ORA) - -- Annotate an image or text - -- Use a padlet board for sharing ideas +- Create a concept map. +- Reflect on a video. +- Check your understanding quiz. +- Polling questions. +- Informal pre-class quiz. +- Consider a case study. +- Interactive exercises (create graphs, drag & drop, etc.). +- Choose your own adventure exercises. +- Interpret a graph. +- Share a relevant news headline. +- Point-on-image assessment. +- Discuss a visual (cartoon, news headline, meme, etc.). +- Predict the topic. +- Peer Reviewed Assignments (ORA). +- Annotate an image or text. +- Use a padlet board for sharing ideas. Assessments ************ @@ -300,13 +247,8 @@ Why assess? There are three main reasons why outcomes are assessed: 1. For learning: assessment for learning can lead to increased motivation, building confidence, to help learners self-assess and to identify areas of strength and areas for improvement. - 2. For certification: to provide a grade, rank, certification or degree, to complete training or job performance requirements, and to meet governing body regulations. - 3. For quality assurance: to assess the achievement of course/program aims (learning goals), to track learning achievement over time, and to protect the profession and the public. - - - How to Assess? =============== @@ -314,33 +256,21 @@ How to Assess? There are different types of assessment, all of which can be graded or ungraded and can be built a wide variety of ways. - **Formative assessment:** these assessments are meant to support learning. These are often 'low stakes' or ungraded assessments. These assessments should always include feedback. - - **Summative assessment:** these assessments are meant to evaluate learning at the end of a unit/module/course. These assessments are graded. Ideally, feedback should also been given to students following a summative assessment. - It is important to provide hints, explanations and feedback for all formative assessments (and it is encouraged for summative assessments). - - Examples of assessments: ============================= - Multiple choice, check box questions - - Mathematical problems - - Text and number input questions - - Drag & drop assessments - - Open-response assessments - - Self, Staff and Peer-graded assessments - - Reflection questions - - Peer Instruction assessments - - External assessments such as javascript problems .. _MotivationCommunication: @@ -351,12 +281,12 @@ Motivation & Communication What is motivation? ========================= -Motivation is the force that encourages a learning to persist even when they meet challenges or obstacles. In adult learning, it is assumed that most learners are motivated by personal goals. Motivation is a predictor of success, retention and completion in learning environments. Interest can play an important role in motivation, with people generally more motvaited to pursue learning topics that hold personal interest for them. +Motivation is the force that encourages a learning to persist even when they meet challenges or obstacles. In adult learning, it is assumed that most learners are motivated by personal goals. Motivation is a predictor of success, retention and completion in learning environments. Interest can play an important role in motivation, with people generally more motivated to pursue learning topics that hold personal interest for them. - **Internal motivation:** comes from within and is tied to personal goals and values. Interest can play a vital role in internal motivation. -- **External motivation:** comes from outside of yourself to reach a goal. Usually this motivation comes from someone else (an employer, a parent, etc.) +- **External motivation:** comes from outside of yourself to reach a goal. Usually this motivation comes from someone else (an employer, a parent, etc.) -Many learners are primarily motivated (or moved to engage in learning behaviours) by external factors which can include requirements from an employer, the opportunity for payment/advancement in their career, to meet the expectations of others, or by deadlines. Timelines and deadlines are motivators because failing to meet those deadlines can have negative consequences that results in either more effort required (repeating a course or training program) or being unable to progress (get a promotion, be approved to engage in certain tasks, etc.). +Many learners are primarily motivated (or moved to engage in learning behaviours) by external factors which can include requirements from an employer, the opportunity for payment/advancement in their career, to meet the expectations of others, or by deadlines. Timelines and deadlines are motivators because failing to meet those deadlines can have negative consequences that results in either more effort required (repeating a course or training program) or being unable to progress (get a promotion, be approved to engage in certain tasks, etc.). ARCS Model of Motivation ========================= @@ -366,37 +296,32 @@ ARCS Model of Motivation The **ARCS model of motivation** is widely used in eLearning which focuses on creating and maintaining motivation through a course. There are four components to the ARCS model of motivation: -- **Attention:** This refers to capturing and maintaining the learner’s attention. This can be done through providing variety in the methods of presenting information, using real-world examples or creating conflict within their knowledge and encouraging active participation and inquiry. -- **Relevance:** This refers to helping learners bridge the gap between what they are being taught and how they will use this information ‘in the real world’. Connecting to current or future goals, understand and meeting the needs of the learners, allowing choice, modeling and linking to previous experiences are ways to create relevance. -- **Confidence:** This refers to developing an expectation of success among learners. This is achieved by clear communication of learning outcomes, providing feedback and opportunities for practice and allowing learners to have control of their own learning. +- **Attention:** This refers to capturing and maintaining the learner’s attention. This can be done through providing variety in the methods of presenting information, using real-world examples or creating conflict within their knowledge and encouraging active participation and inquiry. +- **Relevance:** This refers to helping learners bridge the gap between what they are being taught and how they will use this information ‘in the real world’. Connecting to current or future goals, understand and meeting the needs of the learners, allowing choice, modeling and linking to previous experiences are ways to create relevance. +- **Confidence:** This refers to developing an expectation of success among learners. This is achieved by clear communication of learning outcomes, providing feedback and opportunities for practice and allowing learners to have control of their own learning. - **Satisfaction:** This refers to the direct connection between satisfaction and motivation. Encouraging intrinsic enjoyment of learning, ensuring equal standards across the course, and provide feedback and ‘rewards’ to boost satisfaction. Additional Motivation Factors =============================== -Learners can also be motivated by factors such as praise, a sense of accomplishment, a love of learning, or curiosity. There are many ways to encourage learners in an online course. +Learners can also be motivated by factors such as praise, a sense of accomplishment, a love of learning, or curiosity. There are many ways to encourage learners in an online course. How do you make this work in an online environment? -- For learners who are curious and have a love of learning, it is important for your content to be entertaining. Connecting concepts to a learner’s existing knowledge or something that they can readily connect to can increase their interest. - -- For learners who are motivated by requirements or a sense of accomplishment, including opportunities for formative assessments and confirmation of knowledge can encourage learners to continue to engage in behaviours that have been confirmed to increase their knowledge or skills. +- For learners who are curious and have a love of learning, it is important for your content to be entertaining. Connecting concepts to a learner’s existing knowledge or something that they can readily connect to can increase their interest. +- For learners who are motivated by requirements or a sense of accomplishment, including opportunities for formative assessments and confirmation of knowledge can encourage learners to continue to engage in behaviours that have been confirmed to increase their knowledge or skills. -One really important aspect of motivating learners is providing clear, explicit goals and instructions. Communication is key to letting learners know what they are expected to learn, how they are expected to learn it, and how they will show evidence of their learning. This explicit road map makes it easier for learners to create a plan for their learning and engage in behaviours that will result in the intended learning outcomes. +One really important aspect of motivating learners is providing clear, explicit goals and instructions. Communication is key to letting learners know what they are expected to learn, how they are expected to learn it, and how they will show evidence of their learning. This explicit road map makes it easier for learners to create a plan for their learning and engage in behaviours that will result in the intended learning outcomes. -Providing clear instructions, articulating expectations and providing feedback are ways that an instructional designer can help learners gain motivation. Understanding why something is being taught or assessed can help learners tap into the strategies and skills needed to complete a learning task. Of course, communication is key to ensuring that learners complete tasks on time and to the level of effort that is expected. +Providing clear instructions, articulating expectations and providing feedback are ways that an instructional designer can help learners gain motivation. Understanding why something is being taught or assessed can help learners tap into the strategies and skills needed to complete a learning task. Of course, communication is key to ensuring that learners complete tasks on time and to the level of effort that is expected. Online Learning Best Practices ******************************** -As you get started building your online course in Open EdX, here are five important principles to keep in mind: +As you get started building your online course in Open EdX, here are five important principles to keep in mind: 1. Clearly define the learning goals and outcomes. - 2. Match your learning outcomes to the content you present and the ways you assess learning. - 3. Create opportunities for learners to engage with a) what they’ve learned, b) their peers, c) the course instructor. - 4. Think about the needs and motivations of different learners. - 5. Create a course outline before you start building. diff --git a/source/educators/how-tos/allow_anonymous_discussions.rst b/source/educators/how-tos/allow_anonymous_discussions.rst index b57952c86..f47a69113 100644 --- a/source/educators/how-tos/allow_anonymous_discussions.rst +++ b/source/educators/how-tos/allow_anonymous_discussions.rst @@ -1,17 +1,15 @@ Enable/Disable Anonymous Discussion Posts ########################################### +There are two options for anonymous discussion posts. +1. Allow Anonymous Discussion Posts - Posts can be made anonymously to *everyone*, including discussion admins. +2. Allow Anonymous Discussion Posts to Peers - Posts can be made anonymously to *other classmates*. Discussion Admins can view the author. -There are two options for anonymous discussion posts. +Generally, you'll choose one or none of the options based on your course policies. -1. Allow Anonymous Discussion Posts - Posts can be made anonymously to *everyone*, including discussion admins. -2. Allow Anonymous Discussion Posts to Peers - Posts can be made anonymously to *other classmates*. Discussion Admins can view the author. -Generally, you'll choose one or none of the options based on your course policies. - - - Note that an admin must be a "Discussion Admin" in order to view anonymous posts. This role is separate from a course staff or course admin. + Note that an admin must be a "Discussion Admin" in order to view anonymous posts. This role is separate from a course staff or course admin. Allow Anonymous Discussion Posts @@ -21,7 +19,7 @@ A student's view of posting anonymously: .. image:: /_images/educator_how_tos/student_post_anonymously.png :alt: A screenshot of a learner posting an anonymous discussion forum message - + A student's view of an anonymous post: @@ -31,9 +29,8 @@ A student's view of an anonymous post: A discussion staff's view of an anonymous post .. image:: /_images/educator_how_tos/staff_view_anonymous.png - :alt: A screenshot of a staff member viewing an anonymous discussion forum message. They cannot see username. + :alt: A screenshot of a staff member viewing an anonymous discussion forum message. They cannot see username. - Allow Anonymous Discussion Posts to Peers ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ @@ -42,18 +39,16 @@ A student's view of posting anonymously to classmates: .. image:: /_images/educator_how_tos/student_post_anonymous_class.png :alt: A screenshot of a learner posting an anonymous discussion forum message - A student's view of an anonymous post to classmates: .. image:: /_images/educator_how_tos/student_view_anonymous_class.png :alt: A screenshot of a learner viewing an anonymous discussion forum message - A discussion staff's view of an anonymous post to classmates: .. image:: /_images/educator_how_tos/staff_view_anonymous_class.png - :alt: A screenshot of a staff member viewing an anonymous discussion forum message. They can see username. + :alt: A screenshot of a staff member viewing an anonymous discussion forum message. They can see username. Enable/Disable "Allow Anonymous Discussion Posts" diff --git a/source/educators/how-tos/copy_paste_course_content.rst b/source/educators/how-tos/copy_paste_course_content.rst index a3899e568..b18b32b27 100644 --- a/source/educators/how-tos/copy_paste_course_content.rst +++ b/source/educators/how-tos/copy_paste_course_content.rst @@ -6,12 +6,12 @@ Copy and Paste Course Content The copy/paste function can currently be used at the component-level or the unit level of the course outline. In other words, it can be used with text blocks, video blocks, and problem blocks, as well as course units. - + This page describes how to use copy/paste for components. For instructions on unit-level copy/paste, see :doc:`copy_paste_units` -#. Choose a component that you would like to copy. This may be a text block, a video block or a problem block. +#. Choose a component that you would like to copy. This may be a text block, a video block or a problem block. #. In the “actions” hamburger in the upper right corner of the component block, click “Copy to Clipboard”. @@ -27,14 +27,13 @@ Copy and Paste Course Content .. image:: /_images/educator_how_tos/copy_paste_paste_component.png :alt: A screenshot of the New Unit page showing the new Paste Component button at the bottom - .. note:: The copy/paste feature does not support the ability to sync between components. Once a component is pasted, it functions as an independent entity and any changes made to the new version will not be reflected - in the original. + in the original. .. seealso:: - :doc:`copy_paste_units` \ No newline at end of file + :doc:`copy_paste_units` \ No newline at end of file diff --git a/source/educators/how-tos/copy_paste_units.rst b/source/educators/how-tos/copy_paste_units.rst index 43ff093e7..976149eb1 100644 --- a/source/educators/how-tos/copy_paste_units.rst +++ b/source/educators/how-tos/copy_paste_units.rst @@ -1,7 +1,7 @@ Copy and Paste Course Units ########################### -There are two options for copying and pasting a unit: +There are two options for copying and pasting a unit: #. From the Course Outline page #. From the Unit Page @@ -53,7 +53,7 @@ From the Unit Page the same course or a different course. #. In the horizontal navigation bar, click on the dropdown arrow next to the - "+New Unit" button. + "+New Unit" button. #. Click "Paste as new unit". @@ -77,4 +77,4 @@ From the Unit Page Authors can also paste Units copied from the Unit Page into the Course Outline, and vice versa. .. seealso:: - :doc:`copy_paste_course_content` \ No newline at end of file + :doc:`copy_paste_course_content` \ No newline at end of file diff --git a/source/educators/how-tos/reusable_content/add_html.txt b/source/educators/how-tos/reusable_content/add_html.txt index 8edd2f5a9..57d5ced1b 100644 --- a/source/educators/how-tos/reusable_content/add_html.txt +++ b/source/educators/how-tos/reusable_content/add_html.txt @@ -5,12 +5,12 @@ .. sidebar:: Edit Text - .. thumbnail:: /_images/Educators_edit_text.png + .. thumbnail:: /_images/Educators_edit_text.png #. In the unit where you want to place the text, select :guilabel:`Text` at the bottom of the page. -#. Select the **Text** template to add a blank component. +#. Select the **Text** template to add a blank component. The componenet is added at the end of the unit. @@ -18,7 +18,7 @@ The empty component opens in the visual editor. -#. Enter and format your content. +#. Enter and format your content. #. To enter a display name for the component, select :guilabel:`Settings`, and then enter text in the :guilabel:`Display Name` field. @@ -33,6 +33,6 @@ Add an Image in a Text Component (task) Import LaTeX Code into a Text Component (task) - + Text Editor Options (reference) diff --git a/source/educators/how-tos/reusable_content/create_course.txt b/source/educators/how-tos/reusable_content/create_course.txt index 4e6453ecf..aad283d13 100644 --- a/source/educators/how-tos/reusable_content/create_course.txt +++ b/source/educators/how-tos/reusable_content/create_course.txt @@ -2,7 +2,7 @@ .. thumbnail:: /_images/Educators_create_course.png -.. Note:: +.. Note:: :class: dropdown The Organization, Course Number, and Course run values you enter when creating a course are part of the learner-visible course URL and cannot be changed. The base URL for the new course is in the format: diff --git a/source/educators/how-tos/reusable_content/create_section.txt b/source/educators/how-tos/reusable_content/create_section.txt index 3abd5e6e5..2eea7720c 100644 --- a/source/educators/how-tos/reusable_content/create_section.txt +++ b/source/educators/how-tos/reusable_content/create_section.txt @@ -9,11 +9,11 @@ #. Open the course outline in Studio. -#. Click :guilabel:`New Section`. +#. Click :guilabel:`New Section`. A new section is created at the end of the course content, with the section name selected. -#. Enter the name for the new section. +#. Enter the name for the new section. #. Set the section release date. diff --git a/source/educators/how-tos/reusable_content/create_subsection.txt b/source/educators/how-tos/reusable_content/create_subsection.txt index 4b7fdf992..0062a1b51 100644 --- a/source/educators/how-tos/reusable_content/create_subsection.txt +++ b/source/educators/how-tos/reusable_content/create_subsection.txt @@ -12,7 +12,7 @@ A new subsection is created at the end of the section, with the subsection name selected. -#. Enter the name for the new subsection. +#. Enter the name for the new subsection. #. If the subsection should release a a later time than the containing section, set the release date. diff --git a/source/educators/how-tos/reusable_content/create_unit.txt b/source/educators/how-tos/reusable_content/create_unit.txt index d2d1ed8e0..d3410b96c 100644 --- a/source/educators/how-tos/reusable_content/create_unit.txt +++ b/source/educators/how-tos/reusable_content/create_unit.txt @@ -8,7 +8,7 @@ A new unit is created at the end of the subsection and the blank unit editor opens. -#. Click the pencil icon (|Pencil Icon|) and enter the name for the new unit. +#. Click the pencil icon (|Pencil Icon|) and enter the name for the new unit. You can now add components to the unit as needed. diff --git a/source/educators/how-tos/reusable_content/publish_course.txt b/source/educators/how-tos/reusable_content/publish_course.txt index 4526c4aac..edc2002e2 100644 --- a/source/educators/how-tos/reusable_content/publish_course.txt +++ b/source/educators/how-tos/reusable_content/publish_course.txt @@ -11,7 +11,7 @@ After you have added content, you must publish it to make it available to learne #. For the section, click the Publish icon (|Publish Icon|). - .. note:: + .. note:: :class: dropdown The Publish icon appears only when there is new or changed content within the section. @@ -22,7 +22,7 @@ After you have added content, you must publish it to make it available to learne Set Content Release Dates (task) Hide Content from Learners (task) - + Release Statuses of Sections (reference) Content Visibility (reference) \ No newline at end of file diff --git a/source/educators/how-tos/reusable_content/schedule_course.txt b/source/educators/how-tos/reusable_content/schedule_course.txt index a0f6dd2a9..caef3c470 100644 --- a/source/educators/how-tos/reusable_content/schedule_course.txt +++ b/source/educators/how-tos/reusable_content/schedule_course.txt @@ -8,9 +8,9 @@ #. Enter date and time information for the course: - * **Course Start Date** and **Course Start Time**: The date and time that learners can access and begin the course. + * **Course Start Date** and **Course Start Time**: The date and time that learners can access and begin the course. - * **Course End Date** and **Course End Time**: The date and time that learners must end the course, and after which they no longer have access. + * **Course End Date** and **Course End Time**: The date and time that learners must end the course, and after which they no longer have access. * **Enrollment Start Date** and **Enrollment Start Time**: The date and time that learners can begin to enroll in the course. This must be before or the same as the date and time you set the course to start. @@ -22,5 +22,5 @@ :class: dropdown :doc:`/educators/references/course_pacing` (reference) - + :doc:`/educators/references/course_dates` (reference) diff --git a/source/educators/how-tos/reusable_content/view_as_learner.txt b/source/educators/how-tos/reusable_content/view_as_learner.txt index 11c62bbc8..88114793e 100644 --- a/source/educators/how-tos/reusable_content/view_as_learner.txt +++ b/source/educators/how-tos/reusable_content/view_as_learner.txt @@ -21,7 +21,7 @@ After you have published content, you should view it in the LMS, as a learner wi Beta Test Your Course (task) Hide Content from Learners (task) - + Release Statuses of Sections (reference) Content Visibility (reference) \ No newline at end of file diff --git a/source/educators/index.rst b/source/educators/index.rst index bdb06a3bf..8256add18 100644 --- a/source/educators/index.rst +++ b/source/educators/index.rst @@ -4,11 +4,11 @@ Open edX Educators .. grid:: 1 2 2 2 :gutter: 3 :padding: 0 - + .. grid-item-card:: Quick Starts :class-card: sd-shadow-md sd-p-2 :class-footer: sd-border-0 - + * :doc:`quickstarts/build_a_course` +++ .. button-ref:: quickstarts/index @@ -21,14 +21,14 @@ Open edX Educators .. grid-item-card:: What's New :class-card: sd-shadow-md sd-p-2 :class-footer: sd-border-0 - + * :doc:`references/simple_problem_types` * :doc:`references/complex_problem_types` .. grid-item-card:: Common How-tos :class-card: sd-shadow-md sd-p-2 :class-footer: sd-border-0 - + * :doc:`how-tos/create_course` * :doc:`how-tos/create_section` * :doc:`how-tos/add_youtube_video` @@ -44,7 +44,7 @@ Open edX Educators .. grid-item-card:: Common Concepts :class-card: sd-shadow-md sd-p-2 :class-footer: sd-border-0 - + * :doc:`concepts/instructional_design/index` +++ .. button-ref:: concepts/index @@ -57,7 +57,7 @@ Open edX Educators .. grid-item-card:: Common References :class-card: sd-shadow-md sd-p-2 :class-footer: sd-border-0 - + * :doc:`references/course_dates` * :doc:`references/course_sections` * :doc:`references/simple_problem_types` @@ -74,7 +74,7 @@ Open edX Educators .. grid-item-card:: Video Demos :class-card: sd-shadow-md sd-p-2 :class-footer: sd-border-0 - + * TBP +++ .. button-ref:: how-tos/index diff --git a/source/educators/migration_wip/10_exercises_tools/Section_adding_hints.rst b/source/educators/migration_wip/10_exercises_tools/Section_adding_hints.rst index 1c41d276d..1d8279c0a 100644 --- a/source/educators/migration_wip/10_exercises_tools/Section_adding_hints.rst +++ b/source/educators/migration_wip/10_exercises_tools/Section_adding_hints.rst @@ -89,7 +89,7 @@ Create Problems with Feedback and Hints ------------------------------------------ While editing a problem block, you can apply **Answer-specific feedback** -for all problem types. **Group feedback** can only be applied to +for all problem types. **Group feedback** can only be applied to **multi-select** problems. Any number of **hints** can be added for all simple problem types. @@ -117,7 +117,7 @@ Adding Group Feedback for Multi-Select Problems This setting can be found on the collapsible settings to the right of the problem editor. Feedback entered in this field will display if and -only if the learner selects all of the checked answers. Click the +only if the learner selects all of the checked answers. Click the **Add group feedback** button to add additional feedback for different groups of checked answers. **Group feedback** can only be applied for the **multi-select** problem type. diff --git a/source/educators/migration_wip/10_exercises_tools/drag_and_drop.rst b/source/educators/migration_wip/10_exercises_tools/drag_and_drop.rst index d5dec84a5..ad0c52b12 100644 --- a/source/educators/migration_wip/10_exercises_tools/drag_and_drop.rst +++ b/source/educators/migration_wip/10_exercises_tools/drag_and_drop.rst @@ -259,7 +259,7 @@ To create a drag and drop problem, follow these steps. #. In the unit where you want to create the problem, under **Add New Component** select **Drag and Drop**. - + Studio adds the drag and drop problem to the unit. #. Select **Edit**. The **Editing** dialog box opens. diff --git a/source/educators/migration_wip/10_exercises_tools/dropdown.rst b/source/educators/migration_wip/10_exercises_tools/dropdown.rst index cc029057c..6d8356c76 100644 --- a/source/educators/migration_wip/10_exercises_tools/dropdown.rst +++ b/source/educators/migration_wip/10_exercises_tools/dropdown.rst @@ -61,7 +61,7 @@ Creating a dropdown problem is as simple as: #. Filling in the **Explanation** field. When this is shown to learners is based on the selection in the **Show answer** panel on the right. #. Filling in the Answer fields. Select the correct answer by ticking off - the radio button. Additional answers can be added by clicking the + the radio button. Additional answers can be added by clicking the **Add answer** button. Answers can be deleted by clicking the trash can icon. Feedback can be provided for each answer. More information on feedback can be found in the following section. @@ -92,7 +92,7 @@ the problem. Use the following guidelines when providing feedback. chance. .. image:: ../images/problem_editor_feedback_box_2.png - :alt: An example of an expanded feedback section for dropdown problems showing + :alt: An example of an expanded feedback section for dropdown problems showing the 'is selected' feedback field. :width: 600 @@ -114,8 +114,8 @@ Editing Dropdown Problems using the Advanced Editor **************************************************** If the simple editor is not enough to meet your needs, you can switch over to the -advanced editor. In the setting panels on the right of the editor, click -**Show advanced settings**, then scroll down and click +advanced editor. In the setting panels on the right of the editor, click +**Show advanced settings**, then scroll down and click **Switch to advanced editor**. You can use the advanced editor to identify the elements of a dropdown problem diff --git a/source/educators/migration_wip/10_exercises_tools/iframe.rst b/source/educators/migration_wip/10_exercises_tools/iframe.rst index e80991163..b1798c59c 100644 --- a/source/educators/migration_wip/10_exercises_tools/iframe.rst +++ b/source/educators/migration_wip/10_exercises_tools/iframe.rst @@ -146,5 +146,5 @@ elements below affect the iframe. :alt: Iframe with only the top half showing but no scroll bar available. :width: 500 -For more information about iframe attributes, see +For more information about iframe attributes, see `iframe: The Inline Frame element `_. diff --git a/source/educators/migration_wip/10_exercises_tools/lti_component.rst b/source/educators/migration_wip/10_exercises_tools/lti_component.rst index 37af7bd4e..19c5a23e4 100644 --- a/source/educators/migration_wip/10_exercises_tools/lti_component.rst +++ b/source/educators/migration_wip/10_exercises_tools/lti_component.rst @@ -317,7 +317,7 @@ Currently, the platform supports the following LTI Advantage extensions: Enabling LTI Assignments and Grades services ============================================ -The LTI Assignments and Grades service (LTI-AGS) allows LTI tools to send and manage +The LTI Assignments and Grades service (LTI-AGS) allows LTI tools to send and manage learner grades back to the platform after an activity is completed. To set up LTI-AGS services on a component, follow these steps. @@ -343,8 +343,8 @@ Enabling and using LTI Deep Linking =================================== The Deep Linking service (LTI-DL) allows course creators to select and configure -the content displayed to learners through Open edX Studio, removing the need to -use custom parameters and settings when setting up content, improving the ease of +the content displayed to learners through Open edX Studio, removing the need to +use custom parameters and settings when setting up content, improving the ease of use and content authoring experience. To set up LTI-DL services on a component, follow these steps. @@ -388,10 +388,10 @@ To use LTI Deep Linking, follow these steps: Enabling LTI Names and Roles Provisioning Service ================================================= -The Names and Roles Provisioning service (LTI-NRPS) allows tools to list and retrieve -information about the learners that have access to an LTI component. -The tools that support this service can retrieve a limited amount of personal -information (full name, email, username) and the membership status of all the learners +The Names and Roles Provisioning service (LTI-NRPS) allows tools to list and retrieve +information about the learners that have access to an LTI component. +The tools that support this service can retrieve a limited amount of personal +information (full name, email, username) and the membership status of all the learners enrolled in the course. To set up LTI-NRPS services on a component, follow these steps. @@ -404,8 +404,8 @@ To set up LTI-NRPS services on a component, follow these steps. #. Select **Save**. The LTI-NRPS will be enabled for all subsequent launches. -.. note:: Due to performance concerns, LTI-NRPS information is by default only - available on courses with up to 1000 users. Site operators may adjust +.. note:: Due to performance concerns, LTI-NRPS information is by default only + available on courses with up to 1000 users. Site operators may adjust this limit using the `LTI_NRPS_ACTIVE_ENROLLMENT_LIMIT setting`_. diff --git a/source/educators/migration_wip/10_exercises_tools/math_expression_input.rst b/source/educators/migration_wip/10_exercises_tools/math_expression_input.rst index 090e92e10..0e9d1d7e7 100644 --- a/source/educators/migration_wip/10_exercises_tools/math_expression_input.rst +++ b/source/educators/migration_wip/10_exercises_tools/math_expression_input.rst @@ -131,7 +131,7 @@ To create a math expression input problem, follow these steps. #. In the unit where you want to create the problem, under **Add New Component** select **Problem**. -#. In the problem editor, select **Advanced problem types**. Then select +#. In the problem editor, select **Advanced problem types**. Then select **Math Expression Input**. #. Replace the guidance provided by the template to add your own text. For diff --git a/source/educators/migration_wip/10_exercises_tools/multi_select.rst b/source/educators/migration_wip/10_exercises_tools/multi_select.rst index 57d7f150c..54146aa38 100644 --- a/source/educators/migration_wip/10_exercises_tools/multi_select.rst +++ b/source/educators/migration_wip/10_exercises_tools/multi_select.rst @@ -118,7 +118,7 @@ You can access the feedback panel shown below by clicking the button to the right of the answer text. .. image:: ../images/problem_editor_multi_feedback_box.png - :alt: An example of an expanded feedback section for multi-select problems showing + :alt: An example of an expanded feedback section for multi-select problems showing the 'is selected' and 'is not selected' feedback fields. :width: 600 @@ -182,8 +182,8 @@ Editing Multi-select Problems using the Advanced Editor ********************************************************** If the simple editor is not enough to meet your needs, you can switch over to the -advanced editor. In the setting panels on the right of the editor, click -**Show advanced settings**, then scroll down and click +advanced editor. In the setting panels on the right of the editor, click +**Show advanced settings**, then scroll down and click **Switch to advanced editor**. You can use the advanced editor to identify the elements of a multi-select problem @@ -958,4 +958,4 @@ correctness. .. note:: After saving a block with scripts, you'll see an error on the block in your unit if your script cannot be executed. One common error is the indentation error. The script must start on no indentation regardless of the indentation of the previous - line. + line. diff --git a/source/educators/migration_wip/10_exercises_tools/numerical_input.rst b/source/educators/migration_wip/10_exercises_tools/numerical_input.rst index d6be29c81..3c5d2186c 100644 --- a/source/educators/migration_wip/10_exercises_tools/numerical_input.rst +++ b/source/educators/migration_wip/10_exercises_tools/numerical_input.rst @@ -130,7 +130,7 @@ Specifying an Answer Range You can specify an answer range so that any learner response within that range is marked correct. -Add an answer range by selecting the **Add answer range** button from the +Add an answer range by selecting the **Add answer range** button from the **Add answer** dropdown. This option can only be selected if you only have one answer. This will replace your answer field with an answer range field. @@ -170,7 +170,7 @@ You can access the feedback panel shown below by clicking the button to the righ of the answer text. .. image:: ../images/problem_editor_feedback_box_2.png - :alt: An example of an expanded feedback section for dropdown problems showing + :alt: An example of an expanded feedback section for dropdown problems showing the 'is selected' feedback field. :width: 600 @@ -199,8 +199,8 @@ Editing Numerical Input Problems using the Advanced Editor ************************************************************** If the simple editor is not enough to meet your needs, you can switch over to the -advanced editor. In the setting panels on the right of the editor, click -**Show advanced settings**, then scroll down and click +advanced editor. In the setting panels on the right of the editor, click +**Show advanced settings**, then scroll down and click **Switch to advanced editor**. You can use the advanced editor to identify the elements of a numerical input problem @@ -354,7 +354,7 @@ For example, to identify the correct answers as 5, 6, or 7, but not 8, specify To specify a range in the advanced editor, you enter the complete, formatted range in the ```` element as the value for the ``answer`` -attribute: ```` or +attribute: ```` or ````. diff --git a/source/educators/migration_wip/10_exercises_tools/open_response_assessments/Access_ORA_Info.rst b/source/educators/migration_wip/10_exercises_tools/open_response_assessments/Access_ORA_Info.rst index de8844480..b9bca7b2e 100644 --- a/source/educators/migration_wip/10_exercises_tools/open_response_assessments/Access_ORA_Info.rst +++ b/source/educators/migration_wip/10_exercises_tools/open_response_assessments/Access_ORA_Info.rst @@ -290,8 +290,8 @@ contained in your course. This zipped directory contains a ``downloads.csv`` file which lists all available submissions, their location, the content of any text submissions and file IDs for any attached -files included in the submission. Missing or corrupted files will be annotated with -``False`` in the ``file_found`` column of this document but will not be included in the +files included in the submission. Missing or corrupted files will be annotated with +``False`` in the ``file_found`` column of this document but will not be included in the zipped file archive. Inside the zipped directory there's a folder for each unit that contains an ORA diff --git a/source/educators/migration_wip/10_exercises_tools/open_response_assessments/CreateORAAssignment.rst b/source/educators/migration_wip/10_exercises_tools/open_response_assessments/CreateORAAssignment.rst index bc168616d..b87ad35c8 100644 --- a/source/educators/migration_wip/10_exercises_tools/open_response_assessments/CreateORAAssignment.rst +++ b/source/educators/migration_wip/10_exercises_tools/open_response_assessments/CreateORAAssignment.rst @@ -21,7 +21,7 @@ assessments. * Actions you can take for an active ORA assignment: :ref:`Managing ORA Assignments` - + ******************************** Team Open Response Assessments ******************************** @@ -234,7 +234,7 @@ Team vs. Individual ORA To make a Team ORA, set the option **Teams Enabled** to **True**\. This reveals a drop down for **Selected Team-set** that defines which -group of teams will be able to submit a response for this assignment. +group of teams will be able to submit a response for this assignment. .. image:: ../../images/ORA_CreateTeamORA.png :alt: The settings page with the control which toggles individual / team ORA. @@ -439,7 +439,7 @@ the Open Response Assessment individually. The options that you can set include: cannot type a response or upload files. After, they can begin to work on their response and upload files. -* **Response Due Date** and **Response Due Time**: These settings define the date / time by which +* **Response Due Date** and **Response Due Time**: These settings define the date / time by which learners must complete and submit their response. After this date / time passes, learners can no longer submit responses to the problem. @@ -458,7 +458,7 @@ the Open Response Assessment individually. The options that you can set include: * **Self Assessment Due Date** and **Self Assessment Due Time**: These settings define the date / time by which learners must complete their self-assessment. After this date / time has passed learners will - no longer be able to complete their self-assessment. + no longer be able to complete their self-assessment. .. note:: The times that you set are in Coordinated Universal Time (UTC). To verify @@ -485,7 +485,7 @@ Match deadlines to the subsection due date When this setting is selected, all ORA due dates will be set to the due date of the subsection that they are contained within. Rather than specifying individual dates and times for the submission, peer, -and self due dates, they are all set to the due date of the subsection they are contained within. +and self due dates, they are all set to the due date of the subsection they are contained within. This has multiple benefits: * **Alignment with other assignment dates**: Rather than having their own separate due dates, @@ -493,7 +493,7 @@ This has multiple benefits: and simplifying the course timelie for students. * **Ability to use grace period and individual extensions**: Setting the date configuration to this setting allows ORA problems to use the grace period and learner extension features. - + .. note:: Becuase the submission and assessment deadlines are all set to the same date under this option, diff --git a/source/educators/migration_wip/10_exercises_tools/open_response_assessments/Manage_ORA_Assignment.rst b/source/educators/migration_wip/10_exercises_tools/open_response_assessments/Manage_ORA_Assignment.rst index a268fdf3d..71a0b603f 100644 --- a/source/educators/migration_wip/10_exercises_tools/open_response_assessments/Manage_ORA_Assignment.rst +++ b/source/educators/migration_wip/10_exercises_tools/open_response_assessments/Manage_ORA_Assignment.rst @@ -389,7 +389,7 @@ To remove a submitted Team ORA response, follow these steps. by hovering over the learner avatar icons in the **Team Details** panel. #. View the live version of your course in the LMS, and then go to the ORA assignment - that contains the submission you want to remove. + that contains the submission you want to remove. #. Scroll to the end of the problem, and then select **Manage Team Responses**. @@ -412,7 +412,7 @@ To remove a submitted Team ORA response, follow these steps. #. Select **Remove submission**. The selected submission is permanently removed from staff assessment. -#. Optionally, delete the team’s state for the problem. +#. Optionally, delete the team’s state for the problem. This allows the team to submit another response. For more information, see :ref:`delete_state`. If you follow the instructions on that page and enter the username of a student on a team, the team state will be cleared. diff --git a/source/educators/migration_wip/10_exercises_tools/open_response_assessments/ORA_Staff_Grading.rst b/source/educators/migration_wip/10_exercises_tools/open_response_assessments/ORA_Staff_Grading.rst index 34649bdbd..428ef06dd 100644 --- a/source/educators/migration_wip/10_exercises_tools/open_response_assessments/ORA_Staff_Grading.rst +++ b/source/educators/migration_wip/10_exercises_tools/open_response_assessments/ORA_Staff_Grading.rst @@ -29,12 +29,12 @@ Navigate to ORA Staff Grading Staff can grade responses for an ORA with a staff grade step from one of 2 places: -1. The Instructor Dashboard > Open Responses. In the responses table, ORAs with staff steps show a "View and grade responses" link which directs to the new experience. +1. The Instructor Dashboard > Open Responses. In the responses table, ORAs with staff steps show a "View and grade responses" link which directs to the new experience. 2. The Unit > ORA > Grade Available Responses button links to the new grading experience. .. Note:: Although the new staff grading experience replaces the old "Staff Assessment" - workflows, grades can still be viewed, canceled, and overridden from the "Manage + workflows, grades can still be viewed, canceled, and overridden from the "Manage Individual/Team Responses" link in ORAs. .. _Submissions List View: @@ -89,8 +89,8 @@ File List & File Previews ========================= If the response contains files, a "Submission Files" list will show at the top of the -page. This lists the name, file type, and size for each uploaded file. Additionally, -hovering over the info icon (ℹ) in the file row shows additional metadata about the +page. This lists the name, file type, and size for each uploaded file. Additionally, +hovering over the info icon (ℹ) in the file row shows additional metadata about the uploaded file. Some file types can be previewed directly on the page. To view files that can't be @@ -122,7 +122,7 @@ Start Grading When staff is ready to grade they can begin grading with the "Start grading" button. This will open an editable rubric which enables staff to select the score for a -submission and provide comments. +submission and provide comments. The "Start grading" button will also "claim" the current submission for grading. This gives the staff member exclusive access to submit a grade for this submission, helping @@ -133,7 +133,7 @@ staff but cannot be graded by other staff until: * The grading staff member releases the lock by clicking the "Stop grading" button, or -* After 8 hours elapses (whichever comes first). +* After 8 hours elapses (whichever comes first). While the submission is claimed for grading, staff can select the rubric options for each grading criteria and provide any required feedback before clicking "Submit grade" diff --git a/source/educators/migration_wip/10_exercises_tools/scorm.rst b/source/educators/migration_wip/10_exercises_tools/scorm.rst index 38fc294e0..4fbaea689 100644 --- a/source/educators/migration_wip/10_exercises_tools/scorm.rst +++ b/source/educators/migration_wip/10_exercises_tools/scorm.rst @@ -76,7 +76,7 @@ Uploading the SCORM content * Choose the SCORM .zip package you want to upload. -* If the SCORM content does not have any quizzes, set “Scored” to False. +* If the SCORM content does not have any quizzes, set “Scored” to False. * If the "Scored" parameter is True, you must specify the weight of the quizzes' points. @@ -105,15 +105,14 @@ Technical information There are 2 events a SCORM package can emit in order to communicate with the Open edX platform. -* For a SCORM module to set the Unit as complete (trigger the completion event of Open edX), the following event needs to be emitted: +* For a SCORM module to set the Unit as complete (trigger the completion event of Open edX), the following event needs to be emitted: ``scorm_set_values`` with the following key/name pair. * **name**: ``cmi.completion_status`` * **value**: ``completed, incomplete, not attempted, unknown`` **(only 1)** - -* For a SCORM module to send grading back to the Open edX platform, the following event need to be emitted: + +* For a SCORM module to send grading back to the Open edX platform, the following event need to be emitted: ``scorm_set_values`` with the following key/name pair. * **name**: ``cmi.score.raw`` * **value**: A number that reflects the performance of the learner relative to the range bounded by the values of min and max [e.g. if the quiz is out of 10, a number between 0 and 10. The maximum being the ``Weight`` you set in for the SCORM settings above.] - \ No newline at end of file diff --git a/source/educators/migration_wip/10_exercises_tools/single_select.rst b/source/educators/migration_wip/10_exercises_tools/single_select.rst index 5df0ffae0..27fb6cd46 100644 --- a/source/educators/migration_wip/10_exercises_tools/single_select.rst +++ b/source/educators/migration_wip/10_exercises_tools/single_select.rst @@ -112,7 +112,7 @@ Creating a single select problem is as simple as: #. Filling in the **Explanation** field. When this is shown to learners is based on the selection in the **Show answer** panel on the right. #. Filling in the **Answer** fields. Select the correct answer(s) by ticking - off the checkbox(es). Additional answers can be added by clicking the + off the checkbox(es). Additional answers can be added by clicking the **Add answer** button. Answers can be deleted by clicking the trash can icon. Feedback can be provided for each answer. More information on feedback can be found in the following section. @@ -179,8 +179,8 @@ Editing Single Select Problems using the Advanced Editor ************************************************************* If the simple editor is not enough to meet your needs, you can switch over to the -advanced editor. In the setting panels on the right of the editor, click -**Show advanced settings**, then scroll down and click +advanced editor. In the setting panels on the right of the editor, click +**Show advanced settings**, then scroll down and click **Switch to advanced editor**. You can use the advanced editor to identify the elements of a single select problem @@ -711,7 +711,7 @@ Attributes - Required. Must be set to ``"MultipleChoice"``. * - ``shuffle`` - Optional. See :ref:`Shuffle Answers in a Single Select Problem`. - When set to ``"true"``, answers are shuffled. + When set to ``"true"``, answers are shuffled. * - ``answer-pool`` - Optional. See :ref:`Answer Pools in a Single Select Problem`. Set a numerical value to indicate the number of answers to show to learners. @@ -764,8 +764,8 @@ Attributes * - ``explanation-id`` - Optional. See :ref:`Targeted Feedback in a Single Select Problem`. Links this answer to the corresponding ``explanation-id`` of a - ```` or ```` element. For example, - ```` links to + ```` or ```` element. For example, + ```` links to ````. ^^^^^^^^^^^^^^^^^^^^ @@ -815,7 +815,7 @@ Attributes * - ``explanation-id`` - Optional. See :ref:`Targeted Feedback in a Single Select Problem`. Links this answer to the corresponding ```` element. For example, - ```` links to + ```` links to ````. ---------------------------- @@ -873,7 +873,7 @@ Children ---------------------------- Optional. Specifies targeted feedback shown automatically to learners. This element -contains an HTML division ``
``. The division contains one or more paragraphs +contains an HTML division ``
``. The division contains one or more paragraphs ``

`` of explanatory text. See :ref:`Targeted Feedback in a Single Select Problem`. ^^^^^^^^^^^^^^^^^^^^ @@ -889,7 +889,7 @@ Attributes * - ``explanation-id`` - Optional. See :ref:`Targeted Feedback in a Single Select Problem`. Links this answer to the corresponding ```` element. For example, - ```` links to + ```` links to ````. ---------------------------- @@ -917,7 +917,7 @@ Children Optional. Specifies the explanation shown to learners for a given answer. This element contains an HTML division ``

``. The division contains one or more -paragraphs ``

`` of explanatory text. See +paragraphs ``

`` of explanatory text. See :ref:`Answer Pools in a Single Select Problem`. ^^^^^^^^^^^^^^^^^^^^ @@ -933,7 +933,7 @@ Attributes * - ``explanation-id`` - Optional. See :ref:`Answer Pools in a Single Select Problem`. Links this answer to the corresponding ```` element. For example, - ```` links to + ```` links to ````. .. _Using the Script Element in Single Select Problems: @@ -990,4 +990,4 @@ correctness. .. note:: After saving a block with scripts, you'll see an error on the block in your unit if your script cannot be executed. One common error is the indentation error. The script must start on no indentation regardless of the indentation of the previous - line. + line. diff --git a/source/educators/migration_wip/10_exercises_tools/staffgraded.rst b/source/educators/migration_wip/10_exercises_tools/staffgraded.rst index 3e9ad73c5..c281cd375 100644 --- a/source/educators/migration_wip/10_exercises_tools/staffgraded.rst +++ b/source/educators/migration_wip/10_exercises_tools/staffgraded.rst @@ -62,11 +62,11 @@ Grading Learners While your course is running, after learners have had a chance to complete the off-platform assignment you’re grading, you can assign learner grades from the LMS Instructor view of the component as follows: -#. **Export scores.** Download a grading CSV and use this as a template to assign scores for this problem. You can use track/cohort filters to limit to grading only a subset of learners. +#. **Export scores.** Download a grading CSV and use this as a template to assign scores for this problem. You can use track/cohort filters to limit to grading only a subset of learners. #. **(On your own machine) Fill out grades.** Open the CSV in a spreadsheet editor and assign scores to learners via “New Points” field. Leave scores that you don’t want to change blank. #. **Import scores** Uploading the filled out CSV. Learners will immediately see their grades after import completes. Supports smaller courses - i.e. file sizes up to 4MB. *Note: [Provisionally supported: usage in large courses] To use in larger courses, break up your grade file CSV by rows, and import in separate files -- or use the track & cohort filters to limit to a subset of rows. In this case, keep the header row for each file. This manual approach for larger courses is error prone, so we are making it available as a use-at-your-own-risk feature for advanced users, but don’t explicitly support it.* -#. **Review result** File is uploaded, validated, scores are overwritten for non-blank rows. You’ll get a readout at the bottom of the screen. +#. **Review result** File is uploaded, validated, scores are overwritten for non-blank rows. You’ll get a readout at the bottom of the screen. diff --git a/source/educators/migration_wip/11_course_assets/course_files.rst b/source/educators/migration_wip/11_course_assets/course_files.rst index 611bc1a1d..5dd17d08c 100644 --- a/source/educators/migration_wip/11_course_assets/course_files.rst +++ b/source/educators/migration_wip/11_course_assets/course_files.rst @@ -31,32 +31,32 @@ For more information, see the following topics. The Files Page ************************* -You manage most files for your course, including image files, on the **Files** +You manage most files for your course, including image files, on the **Files** page. This page lists the files that you have added, along with the following capabilities and information regarding the files: .. image:: ../images/FilesPageTableView.png - :alt: an image of the Files page in Studio. Each page shows up to 50 files - and includes a Search box, sort and filter capabilities, an Add files + :alt: an image of the Files page in Studio. Each page shows up to 50 files + and includes a Search box, sort and filter capabilities, an Add files button, and checkboxes so that you can bulk delete or bulk download files. * A checkbox for Download and Delete bulk actions * A thumbnail of the file * The file name -* The file size +* The file size * The file type * An indication of whether the file is :ref:`locked`. -* The three dot menu allows you to copy the Studio URL, copy the web URL, +* The three dot menu allows you to copy the Studio URL, copy the web URL, lock the file, click on the Info button, and delete a file * The Info button within the three dot menu allows you to additionally see the date added and details about whether the file is within the course as well as the number of times it appears in your course. .. image:: ../images/FilesPageInfoPop.png - :alt: When you first select the three dot menu, then select Info, this - Info modal appears. The Info modal provides details such as date added, - file size, Studio URL, Web URL, ability to lock a file, as well as usage - data within the course. + :alt: When you first select the three dot menu, then select Info, this + Info modal appears. The Info modal provides details such as date added, + file size, Studio URL, Web URL, ability to lock a file, as well as usage + data within the course. This page also includes a **Search** option to help you find specific files. For more information, see :ref:`Find Files`. @@ -74,7 +74,7 @@ to your course. You can upload multiple files at a time. If you have very large audio files or large data sets to share with your -students, do not use the **Files** page to add these files to your course. +students, do not use the **Files** page to add these files to your course. Instead, use another hosting service to host these files. .. _Upload a File: @@ -99,7 +99,7 @@ To upload one or more files, follow these steps. #. On the **Content** menu, select **Files**. -#. On the **Files** page, select the Add Files button at the top of the page +#. On the **Files** page, select the Add Files button at the top of the page and select the files that you want to add. .. note:: @@ -114,10 +114,10 @@ The **Files** page refreshes to show the uploaded file or files. Find an Uploaded File ********************* -The **Files** page lists up to 50 files at one time. If your course has more +The **Files** page lists up to 50 files at one time. If your course has more than 50 files, additional files are listed on other pages. -To find a file on the **Files** page, you can use the **Search** option, or +To find a file on the **Files** page, you can use the **Search** option, or you can view the page that lists the file. * To use the **Search** option, enter one of the following search terms in the @@ -127,7 +127,7 @@ you can view the page that lists the file. * The file name extension, or file type. * Part of the file name. You can also enter multiple parts of a file name. - For example, if the file is named FirstCourseImage.jpg, you can enter any + For example, if the file is named **FirstCourseImage.jpg**, you can enter any of the following search terms in the **Search** field. * ``FirstCourseImage.jpg`` @@ -135,7 +135,7 @@ you can view the page that lists the file. * ``First`` ``Image`` * ``First`` ``.jpg`` -You can also sort files by Name (A-Z), Name (Z-A), Newest, Oldest, File size +You can also sort files by Name (A-Z), Name (Z-A), Newest, Oldest, File size (low to high), or filter files by Type (Code, Images, Documents, Audio). For more information, see :ref:`Sort Files` or :ref:`Filter files`. @@ -146,11 +146,11 @@ Sort Files ********************* .. image:: ../images/FilesPageFilterAction.png - :alt: an image of the Sort options, which include Name (A-Z), Name (Z-A), - Newest, Oldest, File size (High to low) and File size (Low to High). - Selecting Apply will sort the files accordingly. + :alt: an image of the Sort options, which include Name (A-Z), Name (Z-A), + Newest, Oldest, File size (High to low) and File size (Low to High). + Selecting Apply will sort the files accordingly. -On the **Files** page, you can sort your files by Name (A-Z), Name (Z-A), +On the **Files** page, you can sort your files by Name (A-Z), Name (Z-A), Newest, Oldest, File size (high to low), and File size (low to high). To sort by one of these, select what you wish to sort by and click Apply. @@ -160,7 +160,7 @@ To sort by one of these, select what you wish to sort by and click Apply. Filter Files ********************* -You can filter files by type so that only a selected type of file is +You can filter files by type so that only a selected type of file is visible. The list remains in the current sort order. You can filter by the following file types. @@ -197,7 +197,7 @@ Use an Uploaded File Inside or Outside the Course ************************************************* When you upload a file, Studio assigns a Studio URL and a web URL to the file. -These URLs are found within the three dot menu or the info modal. To use an +These URLs are found within the three dot menu or the info modal. To use an uploaded file, you add a link to the Studio URL or the web URL in your content. .. note:: @@ -258,9 +258,9 @@ To lock a file, select the lock icon in the row for the file. Delete a File ******************* -To delete a file, first click on the corresponding checkboxes of the files -that you wish to delete, then click on the Actions button, and then select -Delete. To delete all files, select the very first checkbox, then select the +To delete a file, first click on the corresponding checkboxes of the files +that you wish to delete, then click on the Actions button, and then select +Delete. To delete all files, select the very first checkbox, then select the Action button and then select Delete. @@ -270,12 +270,13 @@ Action button and then select Delete. .. _Download a File: -************************** +*************** Download a File -************************** -To download individual files, multiple files at once, or all of your files, -first click on corresponding checkboxes of the files that you wish to -download, then click on the Actions button, and then select Download. To -download all files, select the very first checkbox, then select the Action +*************** + +To download individual files, multiple files at once, or all of your files, +first click on corresponding checkboxes of the files that you wish to +download, then click on the Actions button, and then select Download. To +download all files, select the very first checkbox, then select the Action button and then select Download. diff --git a/source/educators/migration_wip/11_course_assets/handouts_updates.rst b/source/educators/migration_wip/11_course_assets/handouts_updates.rst index 10a226cb3..e61c0aedd 100644 --- a/source/educators/migration_wip/11_course_assets/handouts_updates.rst +++ b/source/educators/migration_wip/11_course_assets/handouts_updates.rst @@ -39,16 +39,16 @@ Add a Course Update ******************* On the **Updates** page in Studio, you see the list of updates sorted in the -order that they were created (most recent at the top of the list). You can -edit or delete a previous update using the pencil and trash icons. If you -create a new update, learners do not see the update on the **Course** page +order that they were created (most recent at the top of the list). You can +edit or delete a previous update using the pencil and trash icons. If you +create a new update, learners do not see the update on the **Course** page unless it has the latest chronological date of all existing updates. .. image:: ../images/course_updates_page.png - :alt: an image of the Updates page. From this page you can add a new update - by clicking on the button located at the top right hand corner of the page. - Additionally, you can edit a previous update by selecting the pencil icon - or delete an update by clicking on the trash icon. You can also add a course + :alt: an image of the Updates page. From this page you can add a new update + by clicking on the button located at the top right hand corner of the page. + Additionally, you can edit a previous update by selecting the pencil icon + or delete an update by clicking on the trash icon. You can also add a course handout by clicking on the pencil icon on the right side of the page. To add a course update, follow these steps. @@ -73,7 +73,7 @@ To add a course update, follow these steps. **Course** page, otherwise the update appears on the **Updates** page. .. image:: ../images/course_updates_page_editor.png - :alt: If you select “+ New update”, you see an editor that has many options + :alt: If you select “+ New update”, you see an editor that has many options for styling in the toolbar. .. The following step allows installations that use the edX mobile apps to send @@ -101,7 +101,7 @@ To add a course handout, you :ref:`upload a file in Studio`, then add an entry to a list of handouts, specifying the URL to your uploaded file and providing a handout title. -You can open the Studio **Files** page in another browser window to make +You can open the Studio **Files** page in another browser window to make this process easier. To add a course handout, follow these steps. @@ -118,6 +118,6 @@ To add a course handout, follow these steps. #. In the **Course Handouts** panel, select **Edit**. -#. In the editor that opens, add the link to your new course handout. +#. In the editor that opens, add the link to your new course handout. #. Select **Save**. diff --git a/source/educators/migration_wip/11_course_assets/pages.rst b/source/educators/migration_wip/11_course_assets/pages.rst index ae1a020aa..363714a31 100644 --- a/source/educators/migration_wip/11_course_assets/pages.rst +++ b/source/educators/migration_wip/11_course_assets/pages.rst @@ -320,7 +320,7 @@ in the learner experience, and is detailed in :ref:`12.4.1 Using the Teams appli .. _ORA Coursewide Settings: =========================================================== -Configuring Course-level Open Response Assessment Settings +Configuring Course-level Open Response Assessment Settings =========================================================== To simplify the management of Open Response Assessment (ORA) problems, a card on this page provides a way to enable diff --git a/source/educators/migration_wip/12_course_features/content_experiments/content_experiments_overview.rst b/source/educators/migration_wip/12_course_features/content_experiments/content_experiments_overview.rst index 948522dde..ba66c6f73 100644 --- a/source/educators/migration_wip/12_course_features/content_experiments/content_experiments_overview.rst +++ b/source/educators/migration_wip/12_course_features/content_experiments/content_experiments_overview.rst @@ -33,9 +33,9 @@ For information about analyzing events from content experiments, see .. important:: - Due to an issue in the edX mobile apps, content experiments do not display - correctly in the mobile apps. Blocks created with Content Experiment - components display in the mobile app with a "Group ID" label. + Due to an issue in the edX mobile apps, content experiments do not display + correctly in the mobile apps. Blocks created with Content Experiment + components display in the mobile app with a "Group ID" label. .. _Courses with Multiple Content Experiments: diff --git a/source/educators/migration_wip/12_course_features/content_experiments/index.rst b/source/educators/migration_wip/12_course_features/content_experiments/index.rst index 38959a457..eb237949c 100644 --- a/source/educators/migration_wip/12_course_features/content_experiments/index.rst +++ b/source/educators/migration_wip/12_course_features/content_experiments/index.rst @@ -1,13 +1,13 @@ .. _Creating Content Experiments: -############################# +############################ Creating Content Experiments -############################# +############################ .. toctree:: :maxdepth: 2 - + content_experiments_overview content_experiments_configure content_experiments_add diff --git a/source/educators/migration_wip/12_course_features/xpert_summaries/summaries_enabling.rst b/source/educators/migration_wip/12_course_features/xpert_summaries/summaries_enabling.rst index e445aeede..7979c01bb 100644 --- a/source/educators/migration_wip/12_course_features/xpert_summaries/summaries_enabling.rst +++ b/source/educators/migration_wip/12_course_features/xpert_summaries/summaries_enabling.rst @@ -15,8 +15,8 @@ Enabling Xpert Unit Summaries #. Under the **Content permissions** heading is a box for **Xpert unit summaries.** - - .. image:: ../../images/summary_content_permissions.png + + .. image:: ../../images/summary_content_permissions.png #. Clicking the **gear icon** opens the settings modal and allows a course team member to enable the tool for the entire course. @@ -39,12 +39,12 @@ Enabling Xpert Unit Summaries #. In Studio, course team members can navigate to the **Outline** menu item in the top navigation menu. - + #. Navigate to the unit desired to update and click on the **Configure gear icon.** #. Select or deselect the **“Enable summaries”** checkbox and click **Save.** .. image:: ../../images/summary_unit_settings.png - + .. note:: By enabling Xpert Unit Summaries, course teams are agreeing to send text-based course content to OpenAI, via API, to be summarized using a generative AI model. Read more about OpenAI’s data privacy practices. diff --git a/source/educators/migration_wip/12_course_features/xpert_summaries/summaries_overview.rst b/source/educators/migration_wip/12_course_features/xpert_summaries/summaries_overview.rst index d806fb14c..c846b17f7 100644 --- a/source/educators/migration_wip/12_course_features/xpert_summaries/summaries_overview.rst +++ b/source/educators/migration_wip/12_course_features/xpert_summaries/summaries_overview.rst @@ -9,15 +9,15 @@ Overview of Xpert Unit Summaries Xpert Unit Summaries will summarize Text and Video Transcript text for learners at the end of a unit to reinforce the information that was contained in the unit. - + When enabled by the course team, learners only need to click the **Summarize button** at the bottom of the unit to see a condensed summary of the content. .. image:: ../../images/summary_button.png - + .. image:: ../../images/summary_content.png - + Learners can learn more about how the summary was generated by clicking the **information icon below the summary.** diff --git a/source/educators/migration_wip/13_proctored_exams/overview.rst b/source/educators/migration_wip/13_proctored_exams/overview.rst index b70edc0c4..0bb3924b8 100644 --- a/source/educators/migration_wip/13_proctored_exams/overview.rst +++ b/source/educators/migration_wip/13_proctored_exams/overview.rst @@ -18,8 +18,8 @@ offering academic credit, see :ref:`Academic Course Credit`. Learners must be in the verified enrollment track to take a proctored exam and earn academic course credit. -Proctored exams on edx.org use proctoring software from third-party vendors. -A course can use one of two proctoring software products: Software Secure RPNow +Proctored exams on edx.org use proctoring software from third-party vendors. +A course can use one of two proctoring software products: Software Secure RPNow and Verificient Proctortrack. ************************************ @@ -38,11 +38,11 @@ RPNow has a set of standard exam rules, which the course team can supplement with custom rules. Proctortrack requires you to choose from a collection of binary exam rules. -RPNow uses a secure browser that continuously uploads proctoring data to an -RPNow server. This secure browser needs a consistent internet connection with +RPNow uses a secure browser that continuously uploads proctoring data to an +RPNow server. This secure browser needs a consistent internet connection with at least 500 kbps bandwidth. If a learner's connectivity drops below this level, -or if the secure browser is closed after a learner has begun the exam, the -exam will end and will be submitted to edX at the point they left off. +or if the secure browser is closed after a learner has begun the exam, the +exam will end and will be submitted to edX at the point they left off. Review Process ============== @@ -102,10 +102,10 @@ If you want to allow Verified or Master's learners the option to take proctored without proctoring, please contact your edX partner manager to enable this option. .. note:: - If a learner opts to take an exam without proctoring, the exam will not be - timed either. In effect, learners who opt out of proctoring will have - unlimited time to complete the exam and could return to problem sets at - any time. You can reduce the ability to view the exam by selecting a due + If a learner opts to take an exam without proctoring, the exam will not be + timed either. In effect, learners who opt out of proctoring will have + unlimited time to complete the exam and could return to problem sets at + any time. You can reduce the ability to view the exam by selecting a due date for the exam. .. only:: Open_edX diff --git a/source/educators/migration_wip/13_proctored_exams/proctored_learners.rst b/source/educators/migration_wip/13_proctored_exams/proctored_learners.rst index 9c077ad49..a571fed49 100644 --- a/source/educators/migration_wip/13_proctored_exams/proctored_learners.rst +++ b/source/educators/migration_wip/13_proctored_exams/proctored_learners.rst @@ -9,7 +9,7 @@ To prepare learners for a proctored exam, follow these guidelines. .. only:: Partners * Emphasize that learners must be aware of the requirements before taking the - exam, and that some of the requirements might take some preparation. The + exam, and that some of the requirements might take some preparation. The proctoring software has minimum bandwidth requirements and learners must have a consistent connection of 500 kbps or more. * Well before the exam, provide learners with information about the grading diff --git a/source/educators/migration_wip/13_proctored_exams/pt_create.rst b/source/educators/migration_wip/13_proctored_exams/pt_create.rst index 1298f00ce..54cae1fd8 100644 --- a/source/educators/migration_wip/13_proctored_exams/pt_create.rst +++ b/source/educators/migration_wip/13_proctored_exams/pt_create.rst @@ -7,9 +7,9 @@ After you enable proctored exams with Proctortrack for your course, you can crea To create a proctored exam for Proctortrack, you first create a single Onboarding exam subsection in your course, and then create one or more proctored exam subsections. -The Onboarding exam is a practice proctored experience which ensures the learner’s -computer passes system requirements and establishes the learner’s identity -with Verificient by creating an onboarding profile. +The Onboarding exam is a practice proctored experience which ensures the learner’s +computer passes system requirements and establishes the learner’s identity +with Verificient by creating an onboarding profile. ***************************************** @@ -17,23 +17,23 @@ Creating an Onboarding Subsection ***************************************** -Proctortrack requires all learners to complete an onboarding process before +Proctortrack requires all learners to complete an onboarding process before they take a proctored exam. In the onboarding process, learners download and -install the necessary client software and verify their identity with +install the necessary client software and verify their identity with Proctortrack. -.. note:: Onboarding includes a mandatory identity verification step which +.. note:: Onboarding includes a mandatory identity verification step which establishes an identity baseline with Verificient. This is required to gain access to the first Proctored Exam, and can take 5+ business days for learners to complete, so we recommend you: - * Create an Onboarding subsection in the first section of any course using + * Create an Onboarding subsection in the first section of any course using Proctortrack proctoring, as described below. * Add in-course messaging that completing Onboarding early is important, and that access to Onboarding requires to be in a paid track (e.g. Verified or Master’s). * Nudge learners who have not yet completed Onboarding a week before the first proctored exam. - - This identity baseline is aged off every 1 year. A valid baseline will work across future Proctortrack courses on edX.org as well, but we recommend learners re-take Onboarding as a practice exam in every course, to make sure their current system is still ready for proctoring in advance of each proctored exam. + + This identity baseline is aged off every 1 year. A valid baseline will work across future Proctortrack courses on edX.org as well, but we recommend learners re-take Onboarding as a practice exam in every course, to make sure their current system is still ready for proctoring in advance of each proctored exam. To set up Proctortrack onboarding for your course, follow these steps. @@ -60,7 +60,7 @@ To set up Proctortrack onboarding for your course, follow these steps. #. Select the exam type to **Onboarding**. .. note:: - Once the exam content has been released to students, the special + Once the exam content has been released to students, the special exam type cannot be modified. #. Select **Save**. @@ -90,7 +90,7 @@ Creating a Proctored Exam #. Select the exam type to **Proctored**. .. note:: - Once the exam content has been released to students, the special + Once the exam content has been released to students, the special exam type cannot be modified. #. In the **Time Allotted** field, enter the length of time that you want @@ -104,29 +104,23 @@ Creating a Proctored Exam Specify Exam Rules and Exceptions ************************************** -To specify the exam rules for a proctored exam with Proctortrack, follow these -steps. +To specify the exam rules for a proctored exam with Proctortrack, follow these +steps. #. In Studio, open your course outline and select the subsection for the exam. #. In the course outline, select **Proctoring Settings**. - + The Verificient Proctortrack dashboard opens in a new browser window. Navigate to this window. -#. (optional) Open the **Identify Verification** tab. Select the identity verification rules that you +#. (optional) Open the **Identify Verification** tab. Select the identity verification rules that you want to enforce for the in-exam identity check and disable the rules that you do not want to enforce. -#. (optional) Open the **Test Settings** tab. Select - the rules that you want to enforce for the proctored exam and disable +#. (optional) Open the **Test Settings** tab. Select + the rules that you want to enforce for the proctored exam and disable the rules that you do not want to enforce. -#. (optional) Open the **Student Settings** tab. Specify any per-learner special - exam exemptions and accommodations (Test Settings, Whitelist Url/Apps, or Special Notes - for custom student needs). This information will be sent over to the exam reviewers along +#. (optional) Open the **Student Settings** tab. Specify any per-learner special + exam exemptions and accommodations (Test Settings, Whitelist Url/Apps, or Special Notes + for custom student needs). This information will be sent over to the exam reviewers along with the learner’s attempt. - - - - - - diff --git a/source/educators/migration_wip/13_proctored_exams/pt_results.rst b/source/educators/migration_wip/13_proctored_exams/pt_results.rst index 0ca884554..6facf3384 100644 --- a/source/educators/migration_wip/13_proctored_exams/pt_results.rst +++ b/source/educators/migration_wip/13_proctored_exams/pt_results.rst @@ -6,10 +6,10 @@ Viewing Proctored Session Results with Proctortrack To review individual violation videos and screenshots, follow these steps: -#. In the LMS, open the Proctortrack Review Dashboard by navigating to the **edX Instructor Dashboard** +#. In the LMS, open the Proctortrack Review Dashboard by navigating to the **edX Instructor Dashboard** -> **Special Exams** tab -> **Review Dashboard**. -#. The Verificient **Proctortrack Review Dashboard** will load inline in the LMS. +#. The Verificient **Proctortrack Review Dashboard** will load inline in the LMS. #. Navigate to the **Quiz List** tab and locate the exam you want to review. @@ -17,15 +17,15 @@ To review individual violation videos and screenshots, follow these steps: #. Review all learners who are flagged as “Require Attention” as follows. -#. To review an individual learner’s session, click on the learner’s name to pop out - their detailed exam results in a new tab. Here you can review their exam data, including Video - Monitoring, Online Violations, Verification scans, and Onboarding tabs to understand what infractions +#. To review an individual learner’s session, click on the learner’s name to pop out + their detailed exam results in a new tab. Here you can review their exam data, including Video + Monitoring, Online Violations, Verification scans, and Onboarding tabs to understand what infractions (if any) were flagged as suspicious -#. If the suspicious behavior is deemed to be in violation of proctoring rules of your course, - select **Fail** to fail the learner and set their grade to 0. Learners will get an email informing them that they did not pass proctoring review, and their grade was set to 0. +#. If the suspicious behavior is deemed to be in violation of proctoring rules of your course, + select **Fail** to fail the learner and set their grade to 0. Learners will get an email informing them that they did not pass proctoring review, and their grade was set to 0. -#. If needed, you can later revert this decision by clicking **Pass** to pass the learner and +#. If needed, you can later revert this decision by clicking **Pass** to pass the learner and restore their original exam grade. #. If needed, you can download the violation screenshot and data by clicking the **Export Data arrow**. diff --git a/source/educators/migration_wip/13_proctored_exams/rpnow_create.rst b/source/educators/migration_wip/13_proctored_exams/rpnow_create.rst index 613a97cf5..c1e231391 100644 --- a/source/educators/migration_wip/13_proctored_exams/rpnow_create.rst +++ b/source/educators/migration_wip/13_proctored_exams/rpnow_create.rst @@ -5,8 +5,8 @@ Create a Proctored Exam with RPNow ################################## After you enable proctored exams for your course, you can create a proctored -exam or a practice exam using your choice of either RPNow or Proctortrack. -To create a proctored exam or a practice proctored exam for RPNow, follow these +exam or a practice exam using your choice of either RPNow or Proctortrack. +To create a proctored exam or a practice proctored exam for RPNow, follow these steps. .. note:: @@ -43,7 +43,7 @@ steps. * For a practice proctored exam, select **Practice Proctored**. .. note:: - Once the exam content has been released to students, the special + Once the exam content has been released to students, the special exam type cannot be modified. #. In the **Time Allotted** field, enter the length of time that you want @@ -58,9 +58,9 @@ steps. .. _specifying_exam_rules_and_exceptions: -************************************** +********************************* Specify Exam Rules and Exceptions -************************************** +********************************* By default, reviewers evaluate exam attempts according to a standard set of :ref:`online proctoring rules ` that the @@ -97,8 +97,3 @@ To specify custom proctored exam rules, follow these steps. calculator on the desk.`` #. Select **Save**. - - - - - diff --git a/source/educators/migration_wip/14_grading/configure_assignment_type.rst b/source/educators/migration_wip/14_grading/configure_assignment_type.rst index a0ae28c36..6b4ae9ec5 100644 --- a/source/educators/migration_wip/14_grading/configure_assignment_type.rst +++ b/source/educators/migration_wip/14_grading/configure_assignment_type.rst @@ -76,6 +76,6 @@ You configure the following fields for each assignment type. will drop the lowest-scored assignments first. .. image:: ../images/course_grades_page_assignmenttypes.png - :alt: An image of the top part of the Grading page in which you can see the + :alt: An image of the top part of the Grading page in which you can see the range for grades and set the grace period. :width: 600 diff --git a/source/educators/migration_wip/14_grading/grace_period.rst b/source/educators/migration_wip/14_grading/grace_period.rst index 064baf7e8..e584158d2 100644 --- a/source/educators/migration_wip/14_grading/grace_period.rst +++ b/source/educators/migration_wip/14_grading/grace_period.rst @@ -24,6 +24,6 @@ On the **Grading** page, under **Grading Rules & Policies**, enter a value in the **Grace Period on Deadline** field. Enter the value in ``HH:MM`` format. .. image:: ../images/course_grades_page_graderange.png - :alt: An image of the top part of the Grading page in which you can see the + :alt: An image of the top part of the Grading page in which you can see the range for grades and set the grace period. :width: 600 diff --git a/source/educators/migration_wip/15_releasing_course/export_import_course.rst b/source/educators/migration_wip/15_releasing_course/export_import_course.rst index 0e235a1b6..c899f28f1 100644 --- a/source/educators/migration_wip/15_releasing_course/export_import_course.rst +++ b/source/educators/migration_wip/15_releasing_course/export_import_course.rst @@ -67,7 +67,7 @@ computer. .. image:: ../images/course_export_page.png :width: 600 - :alt: an image of the Export page in which you can export courses and + :alt: an image of the Export page in which you can export courses and edit them outside of Studio. ********************************************** @@ -125,7 +125,7 @@ follow. The course that you import must be in a .tar.gz file (that is, a .tar file compressed with GNU Zip). 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. It may also contain other files. For more information, see +data directory. It may also contain other files. For more information, see :ref:`Work with the targz file`. If your course uses legacy layout structures, you may not be able to edit the @@ -145,7 +145,7 @@ To import a course, follow these steps. .. image:: ../images/course_import_page.png :width: 600 - :alt: an image of the Import page in which you can select a .tar.gz file to + :alt: an image of the Import page in which you can select a .tar.gz file to replace your course content. .. note:: diff --git a/source/educators/migration_wip/16_manage_live_course/staff_debug_info.rst b/source/educators/migration_wip/16_manage_live_course/staff_debug_info.rst index f6435e7eb..6a0881162 100644 --- a/source/educators/migration_wip/16_manage_live_course/staff_debug_info.rst +++ b/source/educators/migration_wip/16_manage_live_course/staff_debug_info.rst @@ -17,7 +17,7 @@ but for the sake of clarity, some of these fields are documented here. Indicates whether the problem is visible to learners. ``location`` - An internal unique identifier that corresponds to this problem. + An internal unique identifier that corresponds to this problem. .. only:: Partners @@ -36,12 +36,12 @@ but for the sake of clarity, some of these fields are documented here. The maximum number of times that a learner can attempt to answer the problem correctly. -``attempts`` +``attempts`` The number of times that the currently logged in learner has attempted to answer the problem correctly, so far. Every time this learner attempts to answer this question, this number will go up, until it reaches ``max_attempts``. -``parent`` +``parent`` An internal unique identifier that corresponds to the unit that contains this problem. diff --git a/source/educators/migration_wip/17_manage_discussions/discussions.rst b/source/educators/migration_wip/17_manage_discussions/discussions.rst index 17c1a26ae..f7775f782 100644 --- a/source/educators/migration_wip/17_manage_discussions/discussions.rst +++ b/source/educators/migration_wip/17_manage_discussions/discussions.rst @@ -288,6 +288,3 @@ The following actions are not supported on the edX mobile apps. * Marking responses to question posts as answers * Endorsing responses to discussion posts * Closing posts - - - diff --git a/source/educators/migration_wip/1_general_information/resources_for_students.rst b/source/educators/migration_wip/1_general_information/resources_for_students.rst index de0f715f4..1db60c7e9 100644 --- a/source/educators/migration_wip/1_general_information/resources_for_students.rst +++ b/source/educators/migration_wip/1_general_information/resources_for_students.rst @@ -54,5 +54,5 @@ that introduces the core concepts of using the system. When you are working in an edX course, you can select **Help** to access a help center with `frequently asked questions`_ and answers. -If you still have questions or suggestions, you can contact the `edX Support`_ +If you still have questions or suggestions, you can contact the `edX Support`_ team for help. \ No newline at end of file diff --git a/source/educators/migration_wip/3_dashboard_profile/accessing_courses_dashboard.rst b/source/educators/migration_wip/3_dashboard_profile/accessing_courses_dashboard.rst index d8199f74b..7349bbc3e 100644 --- a/source/educators/migration_wip/3_dashboard_profile/accessing_courses_dashboard.rst +++ b/source/educators/migration_wip/3_dashboard_profile/accessing_courses_dashboard.rst @@ -23,10 +23,10 @@ subscription settings on your dashboard. For more information, see :doc:`updatin The dashboard has three main pages. * The **Courses** page provides information about your courses and allows you to change course settings. By - default, the dashboard opens to the **Courses** page. The **Courses** page on the dashboard now includes two main categories of filters with subcategories in each main category. **Course Status** includes 'In progress,' 'Not Started,' 'Done,' 'Not Enrolled,' and 'Upgraded.' These different filters allow you to filter all of the courses based on the course status. **Sort** includes 'Last enrolled' and 'Title (A-Z).' These filters allow you to filter the course alphabetically or when you were last enrolled in the course. - + default, the dashboard opens to the **Courses** page. The **Courses** page on the dashboard now includes two main categories of filters with subcategories in each main category. **Course Status** includes 'In progress,' 'Not Started,' 'Done,' 'Not Enrolled,' and 'Upgraded.' These different filters allow you to filter all of the courses based on the course status. **Sort** includes 'Last enrolled' and 'Title (A-Z).' These filters allow you to filter the course alphabetically or when you were last enrolled in the course. + * The **Programs** page lists any programs, such as XSeries or MicroMasters programs, that edX offers for courses that you are enrolled in. Programs appear on this page if you are enrolled in any course that is part of that program. This page also shows how many courses in the program you have completed, how many are in progres, and the number of remaining courses you have left in the program. For more information, see :ref:`Explore edX Programs `. - + * The **Discover New** page take you to `the edX website `_ and will allow you to search for any courses on the edX platform that interest you. ====================================== diff --git a/source/educators/migration_wip/5_accessibility/accessibility_checker.rst b/source/educators/migration_wip/5_accessibility/accessibility_checker.rst index b623829d6..9b27a55da 100644 --- a/source/educators/migration_wip/5_accessibility/accessibility_checker.rst +++ b/source/educators/migration_wip/5_accessibility/accessibility_checker.rst @@ -4,32 +4,32 @@ Accessibility Checker ###################### -* This feature allows you to check HTML in the editor for various +* This feature allows you to check HTML in the editor for various WCAG and Section 508 accessibility problems. -* The Accessibility Checker focuses on exceeding WCAG "A", "AA", +* The Accessibility Checker focuses on exceeding WCAG "A", "AA", and "AAA" levels. -* The Accessibility Checker enables content authors to check for - accessibility problems using an in-editor dialog, complete with +* The Accessibility Checker enables content authors to check for + accessibility problems using an in-editor dialog, complete with a repair feature that corrects the errors on their behalf. ******************************* Accessibility Checker Use Case ******************************* -When using the Accessibility Checker, begin by looking for the -accessibility icon . As you enter content into the Rich Content -Editor, the Accessibility Checker will automatically start looking -for any potential accessibility issues. Click on the icon to learn +When using the Accessibility Checker, begin by looking for the +accessibility icon . As you enter content into the Rich Content +Editor, the Accessibility Checker will automatically start looking +for any potential accessibility issues. Click on the icon to learn more. -After clicking it, the Accessibility Checker will open in the -sidebar menu with details on each issue found. Navigate between -the items to learn about each issue and apply the fixes (see -images below). +After clicking it, the Accessibility Checker will open in the +sidebar menu with details on each issue found. Navigate between +the items to learn about each issue and apply the fixes (see +images below). .. image:: ../images/AccessibilityCheckerWidget.png - :alt: an image of the accessibility checker icon and menu. The - accessibility checker lists various accessibility issues and + :alt: an image of the accessibility checker icon and menu. The + accessibility checker lists various accessibility issues and includes an auto repair capability. :width: 600 @@ -37,59 +37,59 @@ images below). Accessibility Checker Review **************************** -#. **Adjacent links**: Adjacent links with the same URL should be - a single link. This rule verifies link errors where the link text +#. **Adjacent links**: Adjacent links with the same URL should be + a single link. This rule verifies link errors where the link text may include spaces and break the link into multiple links. -#. **Headings**: Headings should not contain more than 120 +#. **Headings**: Headings should not contain more than 120 characters. -#. **Image alt text**: Images should include an alt attribute +#. **Image alt text**: Images should include an alt attribute describing the image content. -#. **Image alt filename**: Image filenames should not be used as - the alt attribute describing the image content. Currently, files - uploaded directly to Canvas create a redirect that does not +#. **Image alt filename**: Image filenames should not be used as + the alt attribute describing the image content. Currently, files + uploaded directly to Canvas create a redirect that does not properly verify image filenames. -#. **Image alt length**: Alt attribute text should contain fewer +#. **Image alt length**: Alt attribute text should contain fewer than 120 characters. -#. **Large text contrast**: Text larger than 18pt (or bold 14pt) +#. **Large text contrast**: Text larger than 18pt (or bold 14pt) should display a minimum contrast ratio of 3:1. #. **Lists**: Lists should be formatted as lists. -#. **Sequential headings**: Heading levels should not be skipped - (e.g. H2 to H4). However, the tool does not check if the first - header starts with H2 or whether the headings are sequential - with the rest of the content in the page. Tables do not begin +#. **Sequential headings**: Heading levels should not be skipped + (e.g. H2 to H4). However, the tool does not check if the first + header starts with H2 or whether the headings are sequential + with the rest of the content in the page. Tables do not begin with H1, which is designated for the page title. -#. **Small text contrast**: Text smaller than 18pt (or bold 14pt) +#. **Small text contrast**: Text smaller than 18pt (or bold 14pt) should display a minimum contrast ratio of 4.5:1. -#. **Table captions**: Tables should include a caption describing +#. **Table captions**: Tables should include a caption describing the contents of the table. -#. **Table header scope**: Table headers should specify scope and +#. **Table header scope**: Table headers should specify scope and the appropriate structure. #. **Table header**: Tables should include at least one header. -*************************************** +************************************** Advantage of the Accessibility Checker -*************************************** +************************************** -The Accessibility Checker has the primary advantage of being very -low effort and having intelligible warnings and solutions for -content creators, who are most likely not accessibility experts. -We have a general goal of minimizing instances of asking content -creators to edit the HTML view of course content in order to make -it WCAG-compliant, and this helps with that significantly. +The Accessibility Checker has the primary advantage of being very +low effort and having intelligible warnings and solutions for +content creators, who are most likely not accessibility experts. +We have a general goal of minimizing instances of asking content +creators to edit the HTML view of course content in order to make +it WCAG-compliant, and this helps with that significantly. -Course content will be more accessible, consistent, and predictable -because the TINYMCE accessibility checker reviews for the following +Course content will be more accessible, consistent, and predictable +because the TINYMCE accessibility checker reviews for the following content: * Heading levels diff --git a/source/educators/migration_wip/5_accessibility/best_practices_course_content_dev.rst b/source/educators/migration_wip/5_accessibility/best_practices_course_content_dev.rst index 2a6d81eb1..c5a736185 100644 --- a/source/educators/migration_wip/5_accessibility/best_practices_course_content_dev.rst +++ b/source/educators/migration_wip/5_accessibility/best_practices_course_content_dev.rst @@ -196,7 +196,7 @@ users hear when they encounter the image in your content. .. note:: For SVG elements, use ``aria-label`` instead of ``alt`` attributes. Non-interactive SVGs should also have ``role="img"`` and ``focusable="false"``. -If an image description that captures the essential information in an image does not fit in 200 characters, you can instead add a +If an image description that captures the essential information in an image does not fit in 200 characters, you can instead add a Create useful and meaningful text alternatives for images in your course by following these guidelines for particular situations. @@ -341,7 +341,7 @@ graphics accessible to visually impaired learners. * Avoid using only color to distinguish important features of an image. For example, on a line graph, use a different symbol or line style as well as color to distinguish the data elements. - + * Use colors that have a minimum 3:1 luminance contrast vs. the background color. * Whenever possible, use an image format that supports scaling, such as .svg, @@ -373,9 +373,9 @@ Accessible Images Resources established by the US Department of Education (Office of Special Education Programs), provides guidance on ways to make it easier, faster, and more cost effective to create and use accessible images. - + * `DataViz Accessibility working group `_ - + .. _Creating Accessible Course Materials: @@ -680,7 +680,7 @@ readers. MathJax works together with math notation such as LaTeX and MathML to render mathematical equations as text instead of images. edX recommends that you use MathML to author your math content. MathJax renders MathML in a variety of formats on the client side, offering the end user the ability to consume -math content in their preferred format. +math content in their preferred format. edX Studio also supports authoring math directly in LaTeX using the `LaTeX Source Compiler `_ to transform LaTeX into MathML. @@ -869,7 +869,7 @@ video, such as [BUZZER], [LAUGHTER], or [THUNDER]. If you created your video using a script, you have a great start on creating the text caption file. Simply review the recorded video and update the script as needed. Proper editing should maintain both the original meaning, content, and essential -vocabulary. +vocabulary. For situations where the video content includes a lot of information that cannot be eaisly described in audio, you can include references to an annotations file in the SRT file. Example: [See Note 5a]. diff --git a/source/educators/migration_wip/5_accessibility/edX_accessib_guidelines.rst b/source/educators/migration_wip/5_accessibility/edX_accessib_guidelines.rst index e212113cd..68cb226d1 100644 --- a/source/educators/migration_wip/5_accessibility/edX_accessib_guidelines.rst +++ b/source/educators/migration_wip/5_accessibility/edX_accessib_guidelines.rst @@ -10,7 +10,7 @@ edX measures and evaluates accessibility primarily using the World Wide Web Cons expected to `conform `_ to `Level AA `_ of this specification and satisfy the requirements outlined in the edX `Website Accessibility Policy -`_. +`_. As the edX platform is strongly based on well-accepted `HTML5 markup standards `_ and `WAI-ARIA `_, we expect that learners who require additional accessibility tools such as screen readers and screen magnifiers will ejoy strong compatibility. We test regularly with the most popular accessibility tools. @@ -28,9 +28,9 @@ with disabilities. Most institutions offer disability support services and information technology resources that provide accessibility advice and support. These trained professionals typically provide the following services, which may be equally applicable to courses that are taught online: -* Help with making disability accommodation decisions and advise you on what accommodations may be appropriate in light of the goals of the course and the instructional methodologies employed. +* Help with making disability accommodation decisions and advise you on what accommodations may be appropriate in light of the goals of the course and the instructional methodologies employed. -* Help with `document accessibility remediation `_ +* Help with `document accessibility remediation `_ * For live events, they can help with sourcing providers for learners' `real-time captioning `_, `signed-language interpretation `_, or `cued speech transliteration `_ needs. diff --git a/source/educators/migration_wip/5_accessibility/index.rst b/source/educators/migration_wip/5_accessibility/index.rst index 202a5e90e..774db8935 100644 --- a/source/educators/migration_wip/5_accessibility/index.rst +++ b/source/educators/migration_wip/5_accessibility/index.rst @@ -5,7 +5,7 @@ .. toctree:: :titlesonly: :maxdepth: 2 - + edX_accessib_guidelines supporting_learners_diverse_needs best_practices_course_content_dev diff --git a/source/educators/migration_wip/5_accessibility/supporting_learners_diverse_needs.rst b/source/educators/migration_wip/5_accessibility/supporting_learners_diverse_needs.rst index f71643bec..ac183259e 100644 --- a/source/educators/migration_wip/5_accessibility/supporting_learners_diverse_needs.rst +++ b/source/educators/migration_wip/5_accessibility/supporting_learners_diverse_needs.rst @@ -13,7 +13,7 @@ edX is dedicated to creating a platform that is not only itself accessible, but also enables course content creators to create accessible content. If you encounter platform issues that you believe might affect your ability to provide accessible course content, please contact us at accessibility@edx.org. -We welcome any comments and questions. +We welcome any comments and questions. .. Do not modify wording of the following note. Exact wording is from Legal. @@ -73,7 +73,7 @@ content. * `Authoring Tool Accessibility Guidelines (ATAG) `_ guides our efforts to make edX Studio more accessible. * `HTML5 `_ and `WAI-ARIA (Accessible Rich Internet Applications) `_ are the standards we follow to ensure that the edX platform is accessible. You should follow the same standards to ensure that learner content inside `xBlocks `_ (learning units) is accessible. * `EPUB 3.0 `_ is edX's preferred document format for ensuring that redistributable learning materials are accessible, though `Adobe PDF `_, `Microsoft Office `_, and `Google Docs `_ may also be made accessible. -* The `DAISY Consortium `_ contributes to EPUB accessibility standards and has a tool for che checking EPUB document accessibility. +* The `DAISY Consortium `_ contributes to EPUB accessibility standards and has a tool for che checking EPUB document accessibility. * `MathML `_ is edX's preferred markup format for all math content. * `MathJax `_ is the system we use for rendering MathML content. * `WCAG2ICT `_ covers non-web Information and Communications Technologies. diff --git a/source/educators/migration_wip/6_set_up_course/planning_course_run_information/staffing.rst b/source/educators/migration_wip/6_set_up_course/planning_course_run_information/staffing.rst index e91981ec6..b5cfde9c0 100644 --- a/source/educators/migration_wip/6_set_up_course/planning_course_run_information/staffing.rst +++ b/source/educators/migration_wip/6_set_up_course/planning_course_run_information/staffing.rst @@ -130,8 +130,8 @@ Course team members who have the Staff role can complete the following tasks. The Limited Staff Role ======================= -Course team members who have the Limited Staff role can do all of the Staff tasks -but without content editing permissions. This role has no access to Studio. +Course team members who have the Limited Staff role can do all of the Staff tasks +but without content editing permissions. This role has no access to Studio. ================== The Admin Role diff --git a/source/educators/migration_wip/6_set_up_course/studio_add_course_information/creating_new_course.rst b/source/educators/migration_wip/6_set_up_course/studio_add_course_information/creating_new_course.rst index b2aef7c48..5115b27b3 100644 --- a/source/educators/migration_wip/6_set_up_course/studio_add_course_information/creating_new_course.rst +++ b/source/educators/migration_wip/6_set_up_course/studio_add_course_information/creating_new_course.rst @@ -181,8 +181,6 @@ change. **Settings** menu. #. In the **Other Course Settings** field, paste your JSON dictionary. - In case you can't find the **Other Course Settings** field in - the **Advanced Settings**, set ``ENABLE_OTHER_COURSE_SETTINGS`` to ``true`` + In case you can't find the **Other Course Settings** field in + the **Advanced Settings**, set ``ENABLE_OTHER_COURSE_SETTINGS`` to ``true`` under ``FEATURES`` in ``/edx/etc/studio.yml`` and restart Studio. - - diff --git a/source/educators/migration_wip/7_developing_course/controlling_content_visibility.rst b/source/educators/migration_wip/7_developing_course/controlling_content_visibility.rst index bb2805437..1a6b45bcc 100644 --- a/source/educators/migration_wip/7_developing_course/controlling_content_visibility.rst +++ b/source/educators/migration_wip/7_developing_course/controlling_content_visibility.rst @@ -19,9 +19,9 @@ features. .. only:: Open_edX - You can also configure Open edX so that courses or course outlines are visible - to anyone, not just registered and enrolled learners. For information, see - :ref:`Enable Public Course Content`. + You can also configure Open edX so that courses or course outlines are visible + to anyone, not just registered and enrolled learners. For information, see + :ref:`Enable Public Course Content`. .. _Release Dates: @@ -210,8 +210,8 @@ in the course outline with a lock icon, and learners cannot view the subsection content until they have earned a minimum score in the prerequisite subsection. .. note:: - You must first :ref:`Enable Course Prerequisites` before - prerequisite course subsections can be used. + You must first :ref:`Enable Course Prerequisites` before + prerequisite course subsections can be used. .. _enabling_subsection_gating: diff --git a/source/educators/migration_wip/8_course_components/Section_learner_problem_view.rst b/source/educators/migration_wip/8_course_components/Section_learner_problem_view.rst index 48b41754c..dd63abc67 100644 --- a/source/educators/migration_wip/8_course_components/Section_learner_problem_view.rst +++ b/source/educators/migration_wip/8_course_components/Section_learner_problem_view.rst @@ -76,7 +76,7 @@ an option is available in problems. correct answer and the explanation, if any. If you specify a number in **Show Answer: After Some Number of Attempts**, the learner - must submit at least that number of attempted answers before the **Show + must submit at least that number of attempted answers before the **Show Answer** option is available for the problem. #. **Feedback.** After a learner selects **Submit**, an icon appears beside diff --git a/source/educators/migration_wip/8_course_components/create_html_component.rst b/source/educators/migration_wip/8_course_components/create_html_component.rst index 4c8809bac..e8f6a0dc2 100644 --- a/source/educators/migration_wip/8_course_components/create_html_component.rst +++ b/source/educators/migration_wip/8_course_components/create_html_component.rst @@ -52,8 +52,8 @@ You can use two different editing interfaces to work with a Text component. With the visual editor you create, edit, and format content in a word processing-like interface, without using HTML markup directly. With the visual editor, you can more easily format your content, and add links and - images. - + images. + The visual editor includes an **HTML** option for you to review the HTML markup and make small formatting changes to your content. However, this HTML option does not provide the detailed control you can get with the raw @@ -71,7 +71,7 @@ You can use two different editing interfaces to work with a Text component. If you add a Text component and select **Raw HTML**, when you select **Edit** the raw HTML editor opens by default. - There is no way to switch between the Visual Editor and the Raw HTML editor + There is no way to switch between the Visual Editor and the Raw HTML editor once one is selected. .. note:: @@ -124,7 +124,7 @@ descriptions. #. Change the color of the selected text. The editor encloses the selected text in the tag ````. -#. Change the background color of the selected text. The editor encloses the +#. Change the background color of the selected text. The editor encloses the selected text in the tag ````. #. Align text and images to the left. The editor adds ``style="text-align: @@ -138,7 +138,7 @@ descriptions. #. Justify text and images. The editor adds ``style="text-align: justify;"`` to the ``

`` tags that surround the text. - + #. Create a bulleted list, or remove this formatting. The editor inserts ``

    `` tags around the selected text, and encloses each paragraph in ``
  • `` tags. @@ -164,24 +164,24 @@ descriptions. #. Format the selected text as a code block, or remove this formatting. The editor inserts ```` tags around the selected text, which is then displayed in a monospace font. - -#. The table toolbar icon lets you drop in a table component and selecting a - given cell lets you create, remove, or adjust rows and columns. -#. You can easily add emoticons to your text content. This can be a way to break - up long stretches of content. +#. The table toolbar icon lets you drop in a table component and selecting a + given cell lets you create, remove, or adjust rows and columns. + +#. You can easily add emoticons to your text content. This can be a way to break + up long stretches of content. -#. We have introduced a way to to include special characters into your text +#. We have introduced a way to to include special characters into your text content, including mathematical and symbolic elements. #. Inject a horizontal line in the highlighted content. -#. Clear formatting button which removes all font formatting from the selected +#. Clear formatting button which removes all font formatting from the selected text. This does not remove paragraph formatting (e.g. blockquote). #. Review the HTML markup. -#. Accessibility Checker, which allows you to check HTML in the editor for various +#. Accessibility Checker, which allows you to check HTML in the editor for various accessibility problems. For more information, see :doc:`../5_accessibility/accessibility_checker`. @@ -257,17 +257,17 @@ Create a Text Component creates an empty Text component with the :ref:`visual editor` selected. - An empty Text component appears at the bottom of the unit, and the Text + An empty Text component appears at the bottom of the unit, and the Text component opens in the visual editor. #. Enter and format your content. You can :ref:`review the HTML markup`. -#. To enter a display name for the component, select the Pencil icon next to - the title in the top left corner of the visual editor. Changing the - display name from it's default value to a unique, descriptive display name - can help you and your learners identify course content quickly and - accurately. If no title is present, the platform shows "Text" as the name +#. To enter a display name for the component, select the Pencil icon next to + the title in the top left corner of the visual editor. Changing the + display name from it's default value to a unique, descriptive display name + can help you and your learners identify course content quickly and + accurately. If no title is present, the platform shows "Text" as the name of the component when in Studio. #. Select **Save**. @@ -285,7 +285,7 @@ When you use the visual editor, you can also perform the following tasks. Text Component Templates ========================= -When you create a Text component, you select from a list of templates and +When you create a Text component, you select from a list of templates and editor types, inlcuding the following: * Text @@ -295,13 +295,13 @@ editor types, inlcuding the following: The **Text** template loads the Visual Editor with no pre-canned text. -The **Announcement** and the **IFrame Tool** templates load the Visual Editor -with pre-canned text that instructs the user how to format Announcements, +The **Announcement** and the **IFrame Tool** templates load the Visual Editor +with pre-canned text that instructs the user how to format Announcements, or how to use IFrames. The **Raw HTML** editor type uses the raw HTML editor by default. All other -options use the visual editor by default. There is no way to switch between -Visual and Raw editor types once selected. +options use the visual editor by default. There is no way to switch between +Visual and Raw editor types once selected. .. _Add a Link in a Text Component: @@ -328,11 +328,11 @@ Add a Link to a Website #. Select the link icon in the toolbar. -#. In the **Insert/Edit link** dialog box, enter the URL of the website that +#. In the **Insert/Edit link** dialog box, enter the URL of the website that is the destination for your link in the **URL** field. #. If you want the link to open in a new window, select the dropdown arrow - next to the **Open Link In...** field, and then select **New Window**. + next to the **Open Link In...** field, and then select **New Window**. If not, you can leave the default value. #. Select **OK**. @@ -387,7 +387,7 @@ Add a Link to a Course Unit export and then import the course. #. If you want the link to open in a new window, select the dropdown arrow - next to the **Open Link In...** field, and then select **New Window**. If + next to the **Open Link In...** field, and then select **New Window**. If not, you can leave the default value. #. Select **Insert**. @@ -434,7 +434,7 @@ Course`. Make sure that you include both forward slashes (/). #. (optional) If you want the link to open in a new window, select the dropdown - arrow next to the **Open Link In...** field, and then select **New Window**. + arrow next to the **Open Link In...** field, and then select **New Window**. If not, you can leave the default value. #. Select **OK**. @@ -479,10 +479,10 @@ Locate an Image on Your Computer #. In the **Add an Image** dialog box, **Upload a New Image (10 MB max)**. #. In the dialog box that opens, locate the file that you want to add, and - then select **Open**, or locate the image in the Image Gallery, and then + then select **Open**, or locate the image in the Image Gallery, and then select **Next**. - As soon as your image is selected, the **Image Settings** dialog box + As soon as your image is selected, the **Image Settings** dialog box opens. #. In the **Edit Image Settings** dialog box, add an image description. @@ -493,7 +493,7 @@ Locate an Image on Your Computer information, see :ref:`Best Practices for Describing Images`. * If your image is a decorative image that does not convey important - information, select the **This image is decorative (no alt text required)** + information, select the **This image is decorative (no alt text required)** checkbox. #. (optional) Specify the width and height of your image. For more information, @@ -509,14 +509,14 @@ Locate an Image on Your Computer Select a Previously Uploaded Image ================================== -#. When you upload an image, the image automatically becomes available in a +#. When you upload an image, the image automatically becomes available in a gallery list that opens when you add an image to a Text component. #. In the Text component, position the cursor where you want to add an image, and then select the image icon on the toolbar. -#. In the **Add an Image** dialog box, locate the image in the gallery list, - and then select **Next**. There are sort and filter options available for +#. In the **Add an Image** dialog box, locate the image in the gallery list, + and then select **Next**. There are sort and filter options available for the gallery list to make it easy to find the image you need. #. In the **Image Settings** dialog box, complete one of the following @@ -528,7 +528,7 @@ Select a Previously Uploaded Image information, see :ref:`Best Practices for Describing Images`. * If your image is a decorative image that does not convey important - information, select the **This image is decorative (no alt text + information, select the **This image is decorative (no alt text required)** checkbox. #. (optional) Specify the width and height of your image. For more information, @@ -593,46 +593,46 @@ the **Width** and **Height** fields. Power Paste ************ -Many course authoring teams rely on copying and pasting content from documents -such as Google docs or Microsoft Word. Correct formatting in Studio and the LMS -can be most easily realized through Power Paste. +Many course authoring teams rely on copying and pasting content from documents +such as Google docs or Microsoft Word. Correct formatting in Studio and the LMS +can be most easily realized through Power Paste. -When you copy and paste content into the Text Editor, you will receive a “Paste -Formatting Options” popup on the page. If you choose “Remove formatting”, then -the bullets will be correctly aligned with text in both Studio and the LMS. If -you select “Keep formatting”, then the formatting is unchanged and bullets and -text will not be aligned in Studio or the LMS. +When you copy and paste content into the Text Editor, you will receive a “Paste +Formatting Options” popup on the page. If you choose “Remove formatting”, then +the bullets will be correctly aligned with text in both Studio and the LMS. If +you select “Keep formatting”, then the formatting is unchanged and bullets and +text will not be aligned in Studio or the LMS. .. image:: ../images/HTML_PowerPastePop.png - :alt: an image of the popup that you will receive after copying and - pasting content into the Text Editor. This popup allows you to select + :alt: an image of the popup that you will receive after copying and + pasting content into the Text Editor. This popup allows you to select either keep or remove formatting. :width: 300 -Below is a bulleted list example, a type of formatting that commonly needs Power +Below is a bulleted list example, a type of formatting that commonly needs Power Paste. If you select “Keep formatting”, this is what Studio and LMS will show: .. image:: ../images/PowerPaste_KeepFormatting.png - :alt: an image of a bulleted list in LMS in which you have chosen to “keep + :alt: an image of a bulleted list in LMS in which you have chosen to “keep formatting” when you were in the editor. The bullets and text are misaligned. :width: 600 However, if you select “Remove formatting”, this is what Studio and LMS will show: .. image:: ../images/PowerPaste_RemoveFormatting.png - :alt: an image of a bulleted list in LMS in which you have chosen to “remove - formatting” when you were in the editor. The bullets and text are correctly + :alt: an image of a bulleted list in LMS in which you have chosen to “remove + formatting” when you were in the editor. The bullets and text are correctly aligned. :width: 600 -.. JRistau (26 Sept 2022) - LaTeX editor support was removed with the rollout of -.. the new Course Authoring based Text Editor. Coursegraph shows ~100 active -.. courses that have enabled the LaTeX advanced module, and we have had no -.. issues reported since rollout of the new text editor. The LaTeX component -.. is listed as “Unsupported” in studio (TNL-9993). For these reasons, edX PM +.. JRistau (26 Sept 2022) - LaTeX editor support was removed with the rollout of +.. the new Course Authoring based Text Editor. Coursegraph shows ~100 active +.. courses that have enabled the LaTeX advanced module, and we have had no +.. issues reported since rollout of the new text editor. The LaTeX component +.. is listed as “Unsupported” in studio (TNL-9993). For these reasons, edX PM .. has decided to remove this section of our support documentation. diff --git a/source/educators/migration_wip/8_course_components/create_problem.rst b/source/educators/migration_wip/8_course_components/create_problem.rst index fe7814dac..d3ff52b43 100644 --- a/source/educators/migration_wip/8_course_components/create_problem.rst +++ b/source/educators/migration_wip/8_course_components/create_problem.rst @@ -117,7 +117,7 @@ The question and explanation fields (and other text fields as well) offer a number of formatting tools to craft your problem. .. image:: ../images/problem_editor_question_box.png - :alt: an image of the Problem Editor toolbar and a number associated with + :alt: an image of the Problem Editor toolbar and a number associated with each icon in the toolbar. :width: 800 @@ -148,7 +148,7 @@ number of formatting tools to craft your problem. #. **Clear Formatting**: Clears all formatting applied to the selected text. -#. **Accessibility Checker**: allows you to check HTML in the editor for +#. **Accessibility Checker**: allows you to check HTML in the editor for various accessibility problems. #. **More**: Depending on page size, some of the toolbar may not show. Click @@ -203,7 +203,7 @@ case, feedback is given for an incorrect answer. :width: 600 While editing a problem block, you can apply **Answer-specific feedback** -for all problem types. **Group feedback** can only be applied to +for all problem types. **Group feedback** can only be applied to **multi-select** problems. **Answer-specific feedback** can be added under each answer by pressing @@ -221,7 +221,7 @@ learner does not select that answer. **Group Feedback** can be found on the collapsible settings to the right of the problem editor. Feedback entered in this field will display if and -only if the learner selects all of the checked answers. Click the +only if the learner selects all of the checked answers. Click the **Add group feedback** button to add additional feedback for different groups of checked answers. **Group feedback** can only be applied for the **multi-select** problem type. @@ -269,9 +269,9 @@ Studio`. Power Paste ============ -Many course authoring teams rely on copying and pasting content from documents -such as Google docs or Microsoft Word. Correct formatting in Studio and the LMS -can be most easily realized through Power Paste. To learn how to use Power +Many course authoring teams rely on copying and pasting content from documents +such as Google docs or Microsoft Word. Correct formatting in Studio and the LMS +can be most easily realized through Power Paste. To learn how to use Power Paste, see :ref:`Power Paste`. .. _Problem Settings: @@ -355,7 +355,7 @@ Problem Points This setting specifies the total number of points possible for the problem. This defaults to 1 point. In the LMS, the number of points a problem is worth -appears near the problem's display name. +appears near the problem's display name. .. note:: The LMS scores all problems. However, only scores for problem diff --git a/source/educators/migration_wip/9_video/add_video_to_course.rst b/source/educators/migration_wip/9_video/add_video_to_course.rst index 8797a1787..9cf2d2a64 100644 --- a/source/educators/migration_wip/9_video/add_video_to_course.rst +++ b/source/educators/migration_wip/9_video/add_video_to_course.rst @@ -49,8 +49,8 @@ To copy the video ID, follow these steps. is assigned when you upload a video. Note that the course team can add a video to their course as soon as the -unique video ID is visible on the **Videos** page. However, for a video to -play successfully, the status for the file must be “Ready”. Processing +unique video ID is visible on the **Videos** page. However, for a video to +play successfully, the status for the file must be “Ready”. Processing takes 24 hours to complete for all encodings and all video hosting sites. You can also :ref:`download a report` of all uploaded @@ -80,7 +80,7 @@ To add a video and its transcript to an edx.org course, follow these steps. #. Under Video Source, in the **Video ID** field, enter the Video ID, or **Video URL** fields, enter the streaming media link, or video file URL. - + .. note:: When you add the video ID, you do not need to add values to the **Video URL** or **Fallback Video** fields. The URLs that are associated with the @@ -92,43 +92,43 @@ To add a video and its transcript to an edx.org course, follow these steps. #. Select **Save** to save the video component. ========================================================= -Add New or Previously Uploaded Video to Course on edx.org +Add New or Previously Uploaded Video to Course on edx.org ========================================================= -If you are in a Unit in your course and you want to add a previously uploaded -video, click on the green video tile. +If you are in a Unit in your course and you want to add a previously uploaded +video, click on the green video tile. .. image:: ../images/AddNewComponent.png - :alt: this is an image of several components that you can choose from, including + :alt: this is an image of several components that you can choose from, including the video component. -You now see a list of all the videos that you have previously uploaded. You can -search for specific videos within the Search bar, filter by date added -(newest/oldest), name (ascending/descending), or duration (longest/shortest). You -can sort by video status (uploading, processing, ready, failed). To add a video -to your course, click on the video you want to add and then click on Select video. +You now see a list of all the videos that you have previously uploaded. You can +search for specific videos within the Search bar, filter by date added +(newest/oldest), name (ascending/descending), or duration (longest/shortest). You +can sort by video status (uploading, processing, ready, failed). To add a video +to your course, click on the video you want to add and then click on Select video. .. image:: ../images/AddVideoToYourCourse.png - :alt: this is the page you are brought to after clicking on the video component - and this page offers the ability to select a previously uploaded video so that + :alt: this is the page you are brought to after clicking on the video component + and this page offers the ability to select a previously uploaded video so that you can add it to the course as well as a button to upload or embed a new video. -To upload or embed a new video, click on the link on the bottom left side of the Add -video to your course page. You can drag and drop a video, click to upload a video, -or paste your video ID or URL in the text box. +To upload or embed a new video, click on the link on the bottom left side of the Add +video to your course page. You can drag and drop a video, click to upload a video, +or paste your video ID or URL in the text box. .. image:: ../images/UploadVideoDragAndDrop.png :alt: you can drag and drop a video here or upload MP4 or MOV files. -In the screenshot above, a Youtube URL was pasted into the text box. If you click the -right arrow in the box, you are taken to the Video Settings page (screenshot below). -If you click Save, the video is added to your course. If you click on Replace video, +In the screenshot above, a Youtube URL was pasted into the text box. If you click the +right arrow in the box, you are taken to the Video Settings page (screenshot below). +If you click Save, the video is added to your course. If you click on Replace video, you are taken back to the Add video to your course page. .. image:: ../images/VideoUploadDetails.png - :alt: this screen shows the settings for the video and includes video ID and video - URL as well as fields for fallback videos, a thumbnail, transcripts, duration, - handout, and license. + :alt: this screen shows the settings for the video and includes video ID and video + URL as well as fields for fallback videos, a thumbnail, transcripts, duration, + handout, and license. .. _Add a Video to an Edge Course: diff --git a/source/educators/migration_wip/9_video/additional_transcript_options.rst b/source/educators/migration_wip/9_video/additional_transcript_options.rst index 23c0d6a37..5d714134b 100644 --- a/source/educators/migration_wip/9_video/additional_transcript_options.rst +++ b/source/educators/migration_wip/9_video/additional_transcript_options.rst @@ -14,7 +14,7 @@ Add a Transcript .. note:: This section is for videos that do not have integrated transcripts. Only use - this option for transcripts in .srt format. If you want to provide a + this option for transcripts in .srt format. If you want to provide a transcript in any other format, such as .pdf, see ::ref:`Additional Transcripts`. diff --git a/source/educators/migration_wip/9_video/additional_video_options.rst b/source/educators/migration_wip/9_video/additional_video_options.rst index e0dfc79ef..d483f427a 100644 --- a/source/educators/migration_wip/9_video/additional_video_options.rst +++ b/source/educators/migration_wip/9_video/additional_video_options.rst @@ -69,7 +69,7 @@ Video Source * - **Video URL** - The Video URL is the source for your video. Video URLS are for externally hosted video. - + * - **Allow Video Downloads** - Specifies whether learners can download the video. If you select **Allow video downloads**, you must add at least one URL in the **Fallback diff --git a/source/educators/migration_wip/9_video/upload_video.rst b/source/educators/migration_wip/9_video/upload_video.rst index e66f0e4e0..4505a911d 100644 --- a/source/educators/migration_wip/9_video/upload_video.rst +++ b/source/educators/migration_wip/9_video/upload_video.rst @@ -8,7 +8,7 @@ Managing Course Videos ####################### -Uploading a video and transcript is different depending on whether your +Uploading a video and transcript is different depending on whether your course is on edx.org or Edge. For more information, see the following topics. @@ -23,15 +23,15 @@ For more information, see the following topics. Course Videos Page ******************* -You manage videos for your course on the Videos page. This page lists the -videos that you have added, along with the following capabilities and +You manage videos for your course on the Videos page. This page lists the +videos that you have added, along with the following capabilities and information regarding the videos. .. image:: ../images/videos_page.png :width: 600 - :alt: The Videos page lists all course videos. Additional features include: - title search; sort and filter; add videos; download videos; delete videos; - view file name, video length, transcript status, and whether video is + :alt: The Videos page lists all course videos. Additional features include: + title search; sort and filter; add videos; download videos; delete videos; + view file name, video length, transcript status, and whether video is active in the course at a glance. * A checkbox for Download and Delete bulk actions @@ -40,28 +40,28 @@ information regarding the videos. * The video length * Transcript status * An indication of whether the video is active in the course -* An indication of the video status (failed, processing, or blank. The video +* An indication of the video status (failed, processing, or blank. The video is ready when that column is blank) -* The three dot menu allows you to copy the Video ID, download the video, +* The three dot menu allows you to copy the Video ID, download the video, launch the Info Modal, and delete a video ================= Video Info Modal ================= -The Info Modal shows the date added, the file size, and the length of the -video. The “Usage” section lists all Units where the file is referenced -within the course. Clicking on each link will take you to the corresponding -Studio Unit page. +The Info Modal shows the date added, the file size, and the length of the +video. The “Usage” section lists all Units where the file is referenced +within the course. Clicking on each link will take you to the corresponding +Studio Unit page. .. image:: ../images/videos_page_info_modal.png :width: 400 - :alt: The Info Modal shows the thumbnail, the date the video was added, - the file size, the video length, and if the video is active, then there - is a link on the bottom left hand corner of the page that will take you + :alt: The Info Modal shows the thumbnail, the date the video was added, + the file size, the video length, and if the video is active, then there + is a link on the bottom left hand corner of the page that will take you to the location of the video in the course. -This page also includes a Search option to help you find specific videos. +This page also includes a Search option to help you find specific videos. For more information, see :ref:`Find an Uploaded Video`. .. _Uploading a Video for an edx org Course: @@ -103,19 +103,19 @@ represents all of the formats and hosting locations for the video. * For courses that have :ref:`non-integrated transcripts `, you must obtain your transcripts - from your third party provider. You later :doc:`prepare_video/obtain_transcript` when you create a video component. Transcripts + from your third party provider. You later :doc:`prepare_video/obtain_transcript` when you create a video component. Transcripts can also be added in the Transcript tab within the Info Modal. .. image:: ../images/videos_page_info_modal_transcripts.png :width: 400 - :alt: The Transcript Tab shows the languages a video has transcripts for and + :alt: The Transcript Tab shows the languages a video has transcripts for and also offers the capability to add languages. .. note:: If a step in the process does not complete successfully, the process automatically tries again multiple times. If the process does not complete successfully after multiple tries, an :ref:`error status