RubyGems - qti - Versions diffs - 0.9.15 → 0.9.16 - Mend

qti 0.9.15 → 0.9.16

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data/spec/fixtures/test_imscc/wiki_content/assignment-course-orientation.html ADDED Viewed

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+<html>
+<head>
+<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
+<title>Assignment: Course Orientation</title>
+<meta name="identifier" content="i8c10e4068cef86e278ce4013479dac27"/>
+<meta name="editing_roles" content="teachers"/>
+<meta name="workflow_state" content="active"/>
+</head>
+<body>
+<h3>Instructor Introduction</h3>
+<p>This is a template for you to use to create your instructor introduction, course introduction and getting started assignments.  We have included formatting below in case you wish to divide your introduction into sections (separated by Heading 3) and sub-sections (divided by Heading 4).  Feel free to copy and paste this formatting for any additional sections and sub-sections you want to create.  You also have the option of deleting these format headings completely and creating an introduction in your own style as long as it meets <a class="external" href="http://teach.ucf.edu/resources/document-formatting-guidelines/" target="_blank">document formatting guidelines</a>.</p>
+<p>You can add an audio or video introduction from directly inside of Webcourses@UCF.  Please visit the following links for step-by-step instructions.</p>
+<ul>
+<li><a href="http://guides.instructure.com/s/2204/m/4152/l/65826-how-do-i-record-audio-using-the-rich-content-editor">Adding an audio introduction</a></li>
+<li>
+<a href="http://guides.instructure.com/s/2204/m/4152/l/41509-how-do-i-record-a-video-using-the-rich-content-editor">Adding a video introduction</a> </li>
+</ul>
+<h3>Course Introduction</h3>
+<p> Add course introduction here.</p>
+<p> You can add an audio or video introduction from directly inside of Webcourses@UCF.  Please visit the following links for step-by-step instructions.</p>
+<ul>
+<li><a href="http://guides.instructure.com/s/2204/m/4152/l/65826-how-do-i-record-audio-using-the-rich-content-editor">Adding an audio introduction</a></li>
+<li><a href="http://guides.instructure.com/s/2204/m/4152/l/41509-how-do-i-record-a-video-using-the-rich-content-editor">Adding a video introduction</a></li>
+</ul>
+<h3>Getting Started Assignments</h3>
+<p>You may modify this area accordingly.</p>
+<ul>
+<li>Read <a title="Course Syllabus" href="https://webcourses.ucf.edu%24CANVAS_COURSE_REFERENCE%24/assignments/syllabus">Syllabus</a>
+</li>
+<li>Review Calendar</li>
+<li>Review <a title="Course Expectations" href="https://webcourses.ucf.edu%24WIKI_REFERENCE%24/pages/%24WIKI_REFERENCE%24" data-api-endpoint="https://webcourses.ucf.edu/api/v1$WIKI_REFERENCE$/pages/$WIKI_REFERENCE$" data-api-returntype="Page">Course Expectations</a>
+</li>
+<li>Review <a href="http://onlinesupport.cdl.ucf.edu/documentation/instructure-canvas-student-tour/">Canvas Student Tour</a>
+</li>
+<li>Review <a id="" title="" href="http://knights.online.ucf.edu">Knights Online</a>
+</li>
+<li>Access Help resources</li>
+<ul>
+<li>Technical assistance is provided by <a href="http://teach.ucf.edu/support/">OnlineSupport@UCF</a>
+</li>
+<li>Built-in Help is located in the upper right hand corner. </li>
+</ul>
+</ul><p><img style="border-width: 0px; display: block; margin-left: auto; margin-right: auto;" src="https://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png" alt="Creative Commons License"></p>
+<p style="text-align: center;"><span style="font-weight: 400;">TOPKit Sample Course created by Sue Bauer, John Raible, and Jessica Tojo. </span><span style="font-weight: 400;">This work is licensed under a </span><a href="http://creativecommons.org/licenses/by-nc-sa/4.0/"><span style="font-weight: 400;">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License</span></a><span style="font-weight: 400;">.</span></p>
+</body>
+</html>

data/spec/fixtures/test_imscc/wiki_content/assignment-tool.html ADDED Viewed

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+<html>
+<head>
+<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
+<title>Assignment Tool</title>
+<meta name="identifier" content="i0b7978d610d3a6464a87ced630ef0cf5"/>
+<meta name="editing_roles" content="teachers"/>
+<meta name="workflow_state" content="active"/>
+</head>
+<body>
+<p>You have chosen to create an assignment.  The following instructions will help you complete this task:</p>
+<ol>
+<li>Leave this assignment window open</li>
+<li>Open your development course in a new window.</li>
+<li>First, follow the directions from the Canvas Help Guides for<a href="http://guides.instructure.com/s/2204/m/8472/l/41283-how-do-i-create-an-assignment-shell-on-the-assignments-page"> creating an Assignment shell on the Assignments page</a>.</li>
+<li>After you have created the shell, follow the directions from the Canvas Help Guides for <a href="http://guides.instructure.com/s/2204/m/4152/l/41285-how-do-i-edit-assignment-details">editing the Assignment details</a>.</li>
+</ol>
+<p>You have now set up an assignment in your online course. Please follow the directions below for submitting this assignment in the <span style="background-color: #ffff00;">&lt;Replace - Course Title&gt;</span> course. If you have any questions about this assignment or need help, please visit the <a id="" class="" title="Build Your Assessment Activity" href="%24CANVAS_OBJECT_REFERENCE%24/assignments/i836dcee2ca063769c631893f64fd23f2" target="" data-api-endpoint="https://webcourses.ucf.edu/api/v1$CANVAS_OBJECT_REFERENCE$/assignments/i836dcee2ca063769c631893f64fd23f2" data-api-returntype="Assignment">Build Your Assessment Activity</a> page.</p>
+<ul>
+<li>Click <strong>Submit Assignment</strong>.</li>
+<li>Copy the URL address of the website for the assignment you just created in your development course</li>
+<li>Click <strong>Website URL</strong>.</li>
+<li>Paste the URL into the<strong> Website URL</strong> box. </li>
+<li>You can use the comments box to ask your instructional designer any questions about this assignment.  </li>
+<li>Click <strong>Submit Assignment </strong>once you have completed filling out the boxes.</li>
+<li>Be prepared to discuss your assessment strategy and this assignment with your instructional designer at your next consultation.</li>
+</ul>
+<p><img style="border-width: 0px; display: block; margin-left: auto; margin-right: auto;" src="https://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png" alt="Creative Commons License"></p>
+<p style="text-align: center;"><span style="font-weight: 400;">TOPKit Sample Course created by Sue Bauer, John Raible, and Jessica Tojo. </span><span style="font-weight: 400;">This work is licensed under a </span><a href="http://creativecommons.org/licenses/by-nc-sa/4.0/"><span style="font-weight: 400;">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License</span></a><span style="font-weight: 400;">.</span></p>
+</body>
+</html>

data/spec/fixtures/test_imscc/wiki_content/assignments-tool-number-1-the-assignments-tool.html ADDED Viewed

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+<html>
+<head>
+<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
+<title>Assignments Tool #1 - The Assignments Tool</title>
+<meta name="identifier" content="id9197c89d9de3ca8a3d5f27a1e115c71"/>
+<meta name="editing_roles" content="teachers"/>
+<meta name="workflow_state" content="active"/>
+</head>
+<body>
+<p><span style="background-color: #ffff00;">&lt;&lt;Note: This content is provided as an example. The content should be updated with your institution's LMS materials.&gt;&gt;</span></p>
+<p>The Assignments tool allows you to create and manage group or individual assignments within <span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt;</span>. Although many faculty use this tool to have students submit written assignments or presentations (e.g., Word Documents and PowerPoints), it can also be used for other file types (e.g., videos, HTML pages, music files, etc.) as well as non-submission assignments, such as participation and attendance.  The following video offers an overview of how to create assignments in <span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt;</span>:</p>
+<h3>
+<img src="%24IMS-CC-FILEBASE%24/images/icon_watchthis.jpg" alt="Watch This" width="72" height="73" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/images/icon_watchthis.jpg" data-api-returntype="File">Assignments Tool Video</h3>
+<ul>
+<li><a style="font-size: 14px;" href="http://guides.instructure.com/s/2204/m/4210/l/40767-how-do-i-create-an-assignment-video">Creating Assignments Using the Assignments Tool</a></li>
+</ul>
+<hr class="ucf_blue_threedot">
+<h2 style="color: #446f9a;">Features of the <span style="background-color: #ffffff;">Assignments</span> Tool</h2>
+<ul>
+<li>The assignments tool helps you to organize and manage all course assignments.  This is more efficient than having students email assignments to you.</li>
+<li>When you create a gradable assignment, a corresponding grade book column is automatically created in the grade book. This allows students to check their progress online throughout the semester.</li>
+<li>Students may submit assignments by posting responses in a text box, attaching document or media files, or copying and pasting URL (website) links within the assignments tool.
+<ul>
+<li>You can review electronic student submissions, assign grades (further explained in Week 7), and then hand back the graded submission with comments through the assignments tool.</li>
+</ul>
+</li>
+<li>You can allow students to take back and edit their submissions.</li>
+<li>Assignments can be completed individually or in groups.</li>
+<li>You can allow Peer Reviews of assignments.</li>
+<li>You can publish student submissions to the entire class giving students the opportunity for peer review.</li>
+<li>You can set a Due date and a Lock Submits After (cut-off date).</li>
+<ul>
+<li>Students can submit the assignment after the due date; but it will be marked late.</li>
+<li>A student cannot submit the assignment after the Lock Submits After date.</li>
+</ul>
+<li>You may choose to be notified via notifications when a student submits their assignment.<br><br>
+</li>
+</ul>
+<h3>Turnitin Submission Feature</h3>
+<p>One feature in <span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt;</span> is the ability to have student papers automatically submitted to and checked by Turnitin.com, a web application which checks for plagiarism. When enabled on assignments, students submit the assignment and it is automatically checked by Turnitin. The paper and results are then automatically returned to the course for you to review through SpeedGrader. The following links offer more information on this feature:</p>
+<ul>
+<li><a href="http://guides.instructure.com/s/2204/m/4152/l/40741-how-do-i-enable-turnitin-for-an-assignment">Enabling Turnitin for an Assignment</a></li>
+<li><a href="http://guides.instructure.com/s/2204/m/4152/l/64431-how-does-turnitin-work-in-the-speedgrader">Using Turnitin in the Speed Grader</a></li>
+</ul>
+<hr class="ucf_blue_threedot">
+<h2 style="color: #446f9a;">Logistical Considerations</h2>
+<ul>
+<li>What type of assignment are you going to create?</li>
+<ul>
+<li>Participation</li>
+<li>Document</li>
+<li>Project Presentation</li>
+</ul>
+<li>After deciding what type of assignment you are going to create, you will need to decide how you would like students to submit the assignment.
+<ul>
+<li>Are you going to have them submit online or in class (for mixed mode and web enhanced classes)? </li>
+<li><span style="background-color: #ffffff;">There are three submission options: </span></li>
+<ul>
+<li><span style="background-color: #ffffff;">No submission - this is good for participation grades</span></li>
+<li><span style="background-color: #ffffff;">Online - students can submit in text or almost any file type formats</span></li>
+<ul>
+<li>Word document, PowerPoint, Media, etc.</li>
+<li>You also have the ability to limit the file "types" that students can turn in</li>
+</ul>
+</ul>
+</ul>
+<ul>
+<ul>
+<li><span style="background-color: #ffffff;">Paper - this is for assignments students will submit in class (mixed mode or web-enhanced face-to-face)</span></li>
+</ul>
+</ul>
+</li>
+<li>How will you grade assignments?
+<ul>
+<li>Will you use a rubric to assess their performance?</li>
+<li>Will you use SpeedGrader?</li>
+</ul>
+</li>
+<li>Will you use the same date for the Due date and the Lock Submit After date or different date?</li>
+<ul>
+<li>Setting a lock submit date after the due date allows students to submit assignments after they are due, but they are marked as being submitted late.</li>
+</ul>
+<li>Do you want students to be able to access assignments as soon as the course opens?</li>
+<ul>
+<li>Setting lock until dates allows you to control when students can access assignments.</li>
+</ul>
+</ul>
+<p>Check out the Canvas Help Guide if you would like more information about <a href="http://guides.instructure.com/s/2204/searches?utf8=%E2%9C%93&amp;text=assignments&amp;commit=Search">assignments</a>.</p>
+<p><img style="border-width: 0px; display: block; margin-left: auto; margin-right: auto;" src="https://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png" alt="Creative Commons License"></p>
+<p style="text-align: center;"><span style="font-weight: 400;">TOPKit Sample Course was prepared by the <a href="http://www.ucf.edu/" target="_blank">University of Central Florida (UCF)</a>. </span><span style="font-weight: 400;">This work is licensed under a </span><a href="http://creativecommons.org/licenses/by-nc-sa/4.0/"><span style="font-weight: 400;">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License</span></a><span style="font-weight: 400;">.</span></p>
+</body>
+</html>

data/spec/fixtures/test_imscc/wiki_content/blogs.html ADDED Viewed

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+<html>
+<head>
+<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
+<title>Blogs</title>
+<meta name="identifier" content="ie2b56f25c8bec1033384030f0f30d461"/>
+<meta name="editing_roles" content="teachers"/>
+<meta name="workflow_state" content="active"/>
+</head>
+<body>
+<h2 style="color: #446f9a;">What is a Blog?</h2>
+<p><img src="%24IMS-CC-FILEBASE%24/images/icon_info.jpg" alt="Info" width="72" height="73" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/images/icon_info.jpg" data-api-returntype="File">A blog (short for Web log) is a website that can be used to share ideas, resources, experiences, and even collaborate online. Essentially, they promote interaction and discussion by allowing readers to post comments on the page. Blogs can be created by anyone with Internet access and offer users with instant online publishing capabilities. Information posted to blogs is displayed in reverse chronological order (so that the newest post always appears first). They also support many media elements including text, hyperlinks, images, and video.</p>
+<p>Some instructors may create blogs as a venue for online collaborative group work. They may also require students to create blogs for writing and reflection assignments. Blog usage makes students more active and responsible for their own learning, they help to create an online community, as well as provide opportunities for later analysis; Creating a blog is generally easy even for the novice user and most blog interfaces are similar to basic word processing applications making it simple to post information.</p>
+<h4>How to Choose a Blog Service</h4>
+<p>There are several free third party blog services available for use on the web. Listed below are a few popular blog services that are free and relatively easy to use:</p>
+<ul>
+<li><a href="http://blogger.com/" target="_blank">Blogger</a></li>
+<li><a href="http://edublogs.org/" target="_blank">Edublogs</a></li>
+<li><a href="http://tumblr.com/" target="_blank">Tumblr</a></li>
+</ul>
+<p>Choosing a blog service can be challenging. The link below offers a Top 10 list detailing the considerations of each.</p>
+<ul>
+<li>
+<a href="http://sixrevisions.com/tools/top-free-online-blogging/">Top 10 Free Online Blogging Platforms</a><span style="text-align: center;"> </span>
+</li>
+</ul>
+<div class="hr"> </div>
+<hr class="ucf_blue_threedot">
+<h2 style="color: #446f9a;">
+<img src="%24IMS-CC-FILEBASE%24/images/icon_strategies.jpg" alt="Strategies" width="72" height="73" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/images/icon_strategies.jpg" data-api-returntype="File">Instructional Strategies &amp; Best Practices</h2>
+<p>Below are some examples of how <span style="background-color: #ffff00;">&lt;Replace - Institution Name&gt;</span> faculty are currently using blogs:</p>
+<h3><img src="%24IMS-CC-FILEBASE%24/images/dbskicon_teachingonlinestartegies.jpg" alt="dbskicon_teachingonlinestartegies.jpg" width="212" height="30" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/images/dbskicon_teachingonlinestartegies.jpg" data-api-returntype="File"></h3>
+<p><span style="background-color: #ffff00;">&lt;Replace with Institution blog examples&gt;</span> </p>
+<hr class="ucf_blue_threedot">
+<h2 style="color: #446f9a;">Optional Further Reading</h2>
+<ul>
+<li>7 Things You Should Know About Blogs: <a href="http://net.educause.edu/ir/library/pdf/ELI7006.pdf" target="_blank">http://net.educause.edu/ir/library/pdf/ELI7006.pdf</a>
+</li>
+<li>Some Uses of Blogs in Education: <a href="http://www.edtechpost.ca/gems/matrix2.gif" target="_blank">http://www.edtechpost.ca/gems/matrix2.gif</a>
+</li>
+<li><a class=" instructure_scribd_file instructure_file_link" title="Transcript - Blogs in Plain English.txt" href="%24IMS-CC-FILEBASE%24/weekly_content/week06/Transcript%20-%20Blogs%20in%20Plain%20English.txt?canvas_download=1&amp;canvas_qs_wrap=1" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/weekly_content/week06/Transcript%20-%20Blogs%20in%20Plain%20English.txt" data-api-returntype="File">Transcript for <span>Blogs in Plain English </span></a></li>
+<li>Blogs in Plain English video by CommonCraft.com: <a class="" href="http://www.youtube.com/watch?v=NN2I1pWXjXI" target="_blank">http://www.youtube.com/watch?v=NN2I1pWXjXI</a>
+</li>
+</ul>
+<p> </p>
+<p><img style="border-width: 0px; display: block; margin-left: auto; margin-right: auto;" src="https://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png" alt="Creative Commons License"></p>
+<p style="text-align: center;"><span style="font-weight: 400;">TOPKit Sample Course was prepared by the <a href="http://www.ucf.edu/" target="_blank">University of Central Florida (UCF)</a>. </span><span style="font-weight: 400;">This work is licensed under a </span><a href="http://creativecommons.org/licenses/by-nc-sa/4.0/"><span style="font-weight: 400;">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License</span></a><span style="font-weight: 400;">.</span></p>
+</body>
+</html>

data/spec/fixtures/test_imscc/wiki_content/blooms-taxonomy-and-objectives.html ADDED Viewed

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+<html>
+<head>
+<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
+<title>Bloom's Taxonomy and Objectives</title>
+<meta name="identifier" content="if18ebb20212c4a9eaa618af1c1af6486"/>
+<meta name="editing_roles" content="teachers"/>
+<meta name="workflow_state" content="active"/>
+</head>
+<body>
+<h3 style="color: #446f9a;">Why Write Objectives?</h3>
+<p>Creating concise objectives is key to developing purposeful and systematic instruction. One of the most prevalent conclusions that educators have drawn from the large body of instructional research is that instruction needs to be tailored to support concrete instructional objectives and to meet specific learning outcomes (Bloom, Engelhart, Furst, Hill, &amp; Krathwohl, 1974; Bloom, Krathwohl, &amp; Masia, 1956).</p>
+<p>The <span style="background-color: #ffff00;">&lt;Replace - Institution Name&gt;</span> is a member of the Southern Association of Colleges and Schools (SACS). The SACS Criteria for Accreditation requires that all institutions must develop a set of learning goals for each program that is consistent with the mission of the school or program (SACS, 2001). To meet the SACS requirement, it is important to link your course goals and objectives to the university, school, and program goals. In an online environment, clear and measurable course goals and objectives are especially important for creating a purposeful learning environment. </p>
+<hr class="ucf_blue_threedot">
+<h3 style="color: #446f9a;">Bloom’s Taxonomy</h3>
+<p>Bloom’s taxonomy of educational objectives is a framework for classifying different ways of thinking about and ordering objectives. According to Bloom (1956), learning occurs in three domains: cognitive, affective, and psychomotor. Within the cognitive domain, Bloom categorizes and orders thinking skills and objectives from lower order thinking skills to higher order thinking skills in six levels: knowledge, comprehension, application, analysis, synthesis, and evaluation. The framework has since been adapted for classroom use as a means to support purposeful development of instructional content and specifically measurable learning objectives.</p>
+<p>Two major revisions on Bloom’s taxonomy took place in the recent decade. Anderson and Krathwohl (2001) first revised Bloom's taxonomy to meet the needs of 21<sup>st</sup> century audiences. The revised taxonomy included the use of verbs in categories of thinking skills and rearrangement of the sequence within the taxonomy. Clark (2007) later adapted this revision in a circular graphic called <a id="" class=" instructure_scribd_file instructure_file_link" title="Blooms_Adapted_Model.pdf" href="%24IMS-CC-FILEBASE%24/weekly_content/week03/Blooms_Adapted_Model.pdf?canvas_download=1&amp;canvas_qs_wrap=1" target="" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/weekly_content/week03/Blooms_Adapted_Model.pdf" data-api-returntype="File">Bloom's Taxonomy Adapted Model</a>. Refer to this adapted model to help write your learning objectives and select appropriate assessment items for your own course(s).</p>
+<p>In 2007, Church extended Bloom's taxonomy even further to fit the needs of the new social media technology. In the digital taxonomy, Church integrated the use of blogs, wikis, and other social media tools together with traditional means to demonstrate the six categories of thinking skills. For more information, please refer to the materials below in the Further Reading section. </p>
+<hr class="ucf_blue_threedot">
+<h3 style="color: #446f9a;">Instructional Strategies &amp; Best Practices</h3>
+<p>A number of instructional strategies and best practices that are relevant to developing learning objectives have been included in the following section. For a blended course example, visit <a id="" class="" title="" href="https://blended.online.ucf.edu/model-courses/" target="">Blended Learning Toolkit.</a> Read the strategies and discuss with your instructional designers how you can use them in your design process.</p>
+<ul>
+<li>Create broad course goals in accordance with the mission of the university, school, or program goals.</li>
+<li>Relate course goals into one or more measurable learning objectives for each unit/module/week of your course.</li>
+<li>Use action verbs, such as list, evaluate, etc. to write measurable and observable learning objectives. More activity verbs can be found in the <a class=" instructure_scribd_file instructure_file_link" title="Blooms_Adapted_Model.pdf" href="%24IMS-CC-FILEBASE%24/weekly_content/week03/Blooms_Adapted_Model.pdf?canvas_download=1&amp;canvas_qs_wrap=1" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/weekly_content/week03/Blooms_Adapted_Model.pdf" data-api-returntype="File"><cite class="normal">Bloom’s Taxonomy Adapted Model</cite> by Clark</a> (2007).</li>
+<li>Align your learning objectives with your assessment strategies. A list of assessment examples can be reviewed in the <a id="" class=" instructure_scribd_file instructure_file_link" title="Blooms_Adapted_Model.pdf" href="%24IMS-CC-FILEBASE%24/weekly_content/week03/Blooms_Adapted_Model.pdf?canvas_download=1&amp;canvas_qs_wrap=1" target="_blank" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/weekly_content/week03/Blooms_Adapted_Model.pdf" data-api-returntype="File">Bloom's Taxonomy Adapted Model</a> by Clark (2007). </li>
+<li>Visit the <a href="http://online.ucf.edu/teach-online/resources/ottr/">Online Tools &amp; Taxonomy Resource (OTTR) </a>to learn more about online tools that align with learning objectives. </li>
+<li>Visit <a href="http://ottr.mobile.cdl.ucf.edu/" target="_blank">Mobile OTTR</a> to learn more about mobile applications that align with learning objectives.</li>
+</ul>
+<h4 class="teachingstrategies"><img src="%24IMS-CC-FILEBASE%24/images/dbskicon_teachingonlinestartegies.jpg" alt="dbskicon_teachingonlinestartegies.jpg" width="212" height="30" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/images/dbskicon_teachingonlinestartegies.jpg" data-api-returntype="File"></h4>
+<p>Visit Teaching Online Pedagogical Repository to view faculty examples related to <a href="http://topr.online.ucf.edu/index.php/Learning_Objectives" target="_blank">measurable learning objectives</a>. </p>
+<hr class="ucf_blue_threedot">
+<h3 style="color: #446f9a;">Optional Further Reading</h3>
+<ul>
+<li>Armstrong, P. (2014). <cite class="normal">Bloom's taxonomy</cite>. The Center for Teaching, Vanderbilt University. Retrieved May 6, 2014, from <a href="http://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/" target="_blank">http://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/</a>
+<ul>
+<li>This is a brief overview of Bloom's Taxonomy. It covers the background information, the original taxonomy in 1956, the revised taxonomy in 2001 and why use Bloom's taxonomy.</li>
+</ul>
+</li>
+<li>CDL (2011). <cite class="normal">Four approaches to learning taxonomies</cite>. Retrieved from <a id="" class="" title="" href="https://online.ucf.edu/wp-content/blogs.dir/21/files/2016/01/4-Approaches-to-Learning-Taxonomies.pdf" target="_blank">http://teach.ucf.edu/files/2010/12/4-Approaches-to-Learning-Taxonomies.pdf</a>
+<ul>
+<li>This is a handout from the UCF faculty seminar in online teaching on the topic of “Effective Online Assessment: Scalable Success Strategies.” This handout presents four approaches to learning taxonomies, including Bloom’s taxonomy, Van Hiele levels, Berliner stages, and structure of learned outcomes.</li>
+</ul>
+</li>
+<li>Church, A. (2008). <cite class="normal">Bloom's digital taxonomy</cite>. Retrieved from <a href="http://www.dartmouth.edu/~jmajor/blooms/index.html" target="_blank">http://www.dartmouth.edu/~jmajor/blooms/index.html</a>
+</li>
+<ul>
+<li>This is an update to Bloom’s revised taxonomy that accounts for the new processes and actions associated with Web 2.0 technologies. In the digital taxonomy, Church added digital verbs (<em>e.g</em>., blogging, tagging, etc.) in addition to the recognized and existing verbs (<em>e.g</em>., listing, summarizing) for each of the six categories of thinking skills.</li>
+</ul>
+</ul>
+<hr class="ucf_blue_threedot">
+<h3 style="color: #446f9a;">References</h3>
+<ul>
+<li>Anderson, L.W., and D. Krathwohl (Eds.) (2001). <cite class="normal">A taxonomy for learning, teaching and assessing: a revision of Bloom's taxonomy of educational objectives</cite>. Longman, New York.</li>
+<li>Bloom, B., Krathwohl, D., &amp; Masia, B. (1956). Taxonomy of educational objectives: The classification of educational goals. New York: D. McKay Co., Inc.</li>
+<li>Bloom, B., Engelhart, M., Furst, E., Hill, W., &amp; Krathwohl, D. (1974). <cite class="normal">Taxonomy of educational objectives: The classification of educational goals.</cite> (B. Bloom, Ed.). New York: David McKay Co., Inc.</li>
+<li>Church, A. (2008). <cite class="normal">Bloom's digital taxonomy.</cite> Educational Origami. Retrieved from <a href="http://www.dartmouth.edu/~jmajor/blooms/index.html">http://www.dartmouth.edu/~jmajor/blooms/index.html</a>
+</li>
+<li>Clark, B. (2007). <cite class="normal">Growing up gifted: Developing the potential of children at home and at school (7th ed.).</cite> Prentice Hall.</li>
+<li>SACS. (2001). <cite class="normal">Principles of accreditation: Foundations for quality enhancement.</cite> Decatur, Georgia: Commission on Colleges Southern Association of Colleges and Schools. Retrieved from <a href="http://www.sacscoc.org/pdf/PrinciplesOfAccreditation.PDF">http://www.sacscoc.org/pdf/PrinciplesOfAccreditation.PDF</a>
+</li>
+</ul>
+<p><img style="border-width: 0px; display: block; margin-left: auto; margin-right: auto;" src="https://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png" alt="Creative Commons License"></p>
+<p style="text-align: center;"><span style="font-weight: 400;">TOPKit Sample Course was prepared by the <a href="http://www.ucf.edu/" target="_blank">University of Central Florida (UCF)</a>. </span><span style="font-weight: 400;">This work is licensed under a </span><a href="http://creativecommons.org/licenses/by-nc-sa/4.0/"><span style="font-weight: 400;">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License</span></a><span style="font-weight: 400;">.</span></p>
+</body>
+</html>

data/spec/fixtures/test_imscc/wiki_content/build-your-module-draft-reminder.html ADDED Viewed

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+<html>
+<head>
+<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
+<title>Build your Module Draft Reminder</title>
+<meta name="identifier" content="iaa4a327f4bc19a0ed84e6e356f841b5b"/>
+<meta name="editing_roles" content="teachers"/>
+<meta name="workflow_state" content="active"/>
+</head>
+<body>
+<p><span class="s1">Continue working on the <a id="" class="" title="Build Your Module Draft" href="%24CANVAS_OBJECT_REFERENCE%24/assignments/i045ff2165d2aace6cb0b8b15f3463276" target="" data-api-endpoint="https://webcourses.ucf.edu/api/v1$CANVAS_OBJECT_REFERENCE$/assignments/i045ff2165d2aace6cb0b8b15f3463276" data-api-returntype="Assignment">Build Your Module Draft</a> assignment which started in week 6. At this point in <span style="background-color: #ffff00;">&lt;Replace - Course title&gt;</span>, yo</span>u should have a draft of your instructor or course introduction, syllabus, schedule, protocols, and at least one module in your online course prior to the Week 8 Peer Review session. Please contact your instructional designer if you have any questions. </p>
+<p style="text-align: center;"><img src="%24IMS-CC-FILEBASE%24/images/dbsk_bar.jpg" alt="dbsk_bar.jpg" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/images/dbsk_bar.jpg" data-api-returntype="File"></p>
+<h2 style="color: #446f9a;">Review Your Course and Module</h2>
+<p class="p3">Once your module materials are in your course, use the <a class=" instructure_scribd_file instructure_file_link" title="IDL6543_CourseRubric.pdf" href="%24IMS-CC-FILEBASE%24/weekly_content/IDL%20Rubrics/IDL6543_CourseRubric.pdf?canvas_download=1&amp;canvas_qs_wrap=1" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/weekly_content/IDL%20Rubrics/IDL6543_CourseRubric.pdf" data-api-returntype="File"><span class="s3">Course Rubric (.pdf)</span></a> and the<a id="" class=" instructure_scribd_file instructure_file_link" title="Module_Template.docx" href="%24IMS-CC-FILEBASE%24/weekly_content/week06/Module_Template.docx?canvas_download=1&amp;canvas_qs_wrap=1" data-api-endpoint="https://webcourses.ucf.edu/api/v1/courses/1205605/files/40501786" data-api-returntype="File"> </a><a id="" class=" instructure_scribd_file instructure_file_link" title="IDL6543_Module_Rubric.pdf" href="%24IMS-CC-FILEBASE%24/weekly_content/IDL%20Rubrics/IDL6543_Module_Rubric.pdf?canvas_download=1&amp;canvas_qs_wrap=1" target="" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/weekly_content/IDL%20Rubrics/IDL6543_Module_Rubric.pdf" data-api-returntype="File">Module Rubric </a>(.pdf) to review your course and module(s) prior to the Week 8 Peer Review session. These rubrics will be used to review your course during the Peer Review session.</p>
+<p><img style="border-width: 0px; display: block; margin-left: auto; margin-right: auto;" src="https://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png" alt="Creative Commons License"></p>
+<p style="text-align: center;"><span style="font-weight: 400;">TOPKit Sample Course was prepared by the <a href="http://www.ucf.edu/" target="_blank">University of Central Florida (UCF)</a>. </span><span style="font-weight: 400;">This work is licensed under a </span><a href="http://creativecommons.org/licenses/by-nc-sa/4.0/"><span style="font-weight: 400;">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License</span></a><span style="font-weight: 400;">.</span></p>
+</body>
+</html>

data/spec/fixtures/test_imscc/wiki_content/bycp1-developing-your-syllabus.html ADDED Viewed

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+<html>
+<head>
+<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
+<title>BYCP1: Developing Your Syllabus</title>
+<meta name="identifier" content="i084910d9aa7a414a3c18dc9bc201403f"/>
+<meta name="editing_roles" content="teachers"/>
+<meta name="workflow_state" content="active"/>
+</head>
+<body>
+<p><img style="border-width: 0px; display: block; margin-left: auto; margin-right: auto;" src="https://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png" alt="Creative Commons License"></p>
+<p style="text-align: center;"><span style="font-weight: 400;">TOPKit Sample Course created by Sue Bauer, John Raible, and Jessica Tojo. </span><span style="font-weight: 400;">This work is licensed under a </span><a href="http://creativecommons.org/licenses/by-nc-sa/4.0/"><span style="font-weight: 400;">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License</span></a><span style="font-weight: 400;">.</span></p>
+</body>
+</html>

data/spec/fixtures/test_imscc/wiki_content/bycp2-introduction.html ADDED Viewed

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+<html>
+<head>
+<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
+<title>BYCP2: Introduction</title>
+<meta name="identifier" content="if78fdb61348d3eae09e37a38537bd838"/>
+<meta name="editing_roles" content="teachers"/>
+<meta name="workflow_state" content="active"/>
+</head>
+<body>
+<h3>Introduction</h3>
+<p>This activity will take you through the steps of creating your syllabus, setting up the calendar, instructor/course introduction and course expectations. At this point, these documents are works in progress, which you will be able to update and make changes on as you continue building your online course. You will have two options in creating these files. You may create your syllabus and protocols pages from an existing file or from scratch.<br> </p>
+<h3>Objectives</h3>
+<ul>
+<li>Create materials that are accessible to all students.</li>
+<li>Demonstrate the concept of “chunking” documents to make them easier to read online.</li>
+<li>Create a draft of your Syllabus and Course Expectations following the provided templates.</li>
+<li>Create a draft of your schedule using the Assignment and Calendar Tool in Webcourses@UCF </li>
+<li>Create an instructor and course introduction for your students.</li>
+</ul>
+<h3>Resources Needed</h3>
+<ul>
+<li>Webcourses@UCF Development Course</li>
+<li>An electronic copy of your course Syllabus (if you have one created for this course). If you do not have a course Syllabus, you can start creating it during this activity.</li>
+<li>Microsoft Word 2007 or newer</li>
+</ul>
+<p> <strong>Estimated Time Completion</strong></p>
+<p>This activity will take approximately 1-3 hours to complete.</p><p><img style="border-width: 0px; display: block; margin-left: auto; margin-right: auto;" src="https://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png" alt="Creative Commons License"></p>
+<p style="text-align: center;"><span style="font-weight: 400;">TOPKit Sample Course created by Sue Bauer, John Raible, and Jessica Tojo. </span><span style="font-weight: 400;">This work is licensed under a </span><a href="http://creativecommons.org/licenses/by-nc-sa/4.0/"><span style="font-weight: 400;">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License</span></a><span style="font-weight: 400;">.</span></p>
+</body>
+</html>

data/spec/fixtures/test_imscc/wiki_content/canvas-apps-and-integrations.html ADDED Viewed

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+<html>
+<head>
+<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
+<title>Canvas Apps and Integrations</title>
+<meta name="identifier" content="i43093e82a34134de0f8589c7e594b38e"/>
+<meta name="editing_roles" content="teachers"/>
+<meta name="workflow_state" content="active"/>
+</head>
+<body>
+<p><span style="background-color: #ffff00;">&lt;&lt;Note: This content is provided as an example. The content should be updated with your department's available resources.&gt;&gt;</span></p>
+<h1>What is a Canvas App?</h1>
+<p>A canvas app is an <a href="http://www.imsglobal.org/toolsinteroperability2.cfm">Learning Tool Integration(LTI)</a> to service on the internet. This allows you to add content from the service into <span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt;</span>.<span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt;</span><span> makes use of tools that are designed to integrate with our existing system, adding functionality that is not part of the core system. These LTIs (Learning Tools Interoperability, often referred to as applications or apps) may be created by a third-party developer, another institution, or right here at <span style="background-color: #ffff00;">&lt;Replace - Institution Name&gt;.</span> If you are aware of an app that could add to existing features within <span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt;</span>, or have a specific need that could be developed in-house, please fill out the </span><a href="https://ucf.qualtrics.com/jfe/form/SV_cBj67ECXr1mjiJv" target="_blank">Request an Integration</a><span> form to begin the review process.</span></p>
+<h2>App Store</h2>
+<p>The app store is available in your course from the Settings page.  Click on Apps to view the items available.  Clicking on an individual app will bring you to the installation page.  Further installation instructions can be found at our <a href="http://online.ucf.edu/support/webcourses/integrations/">online@ucf support page</a>.</p>
+<p><img style="display: block; margin-left: auto; margin-right: auto;" src="%24IMS-CC-FILEBASE%24/images/AppStore.png" alt="AppStore.png" width="953" height="398" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/images/AppStore.png" data-api-returntype="File"> </p>
+<h2><a href="http://edu-apps.org">Edu-Apps</a></h2>
+<p>Edu-Apps is a showcase of various integrations.  Not all are available in Webcourses.  Please speak with your Instructional Designer if there is an app that you wish to incorporate into your course.</p>
+<p> <img style="display: block; margin-left: auto; margin-right: auto;" src="%24IMS-CC-FILEBASE%24/images/EduApp.png" alt="EduApp.png" width="835" height="636" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/images/EduApp.png" data-api-returntype="File"></p>
+<h2>Custom LTIs</h2>
+<p> If you have any ideas for an integration please contact your Instructional Designer. For help with installing or using an Integration, please contact <a href="mailto:onlinesupport@ucf.edu?subject=Helping%20Installing%20a%20Canvas%20App">Online@UCF Support</a>.</p>
+<p><img style="border-width: 0px; display: block; margin-left: auto; margin-right: auto;" src="https://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png" alt="Creative Commons License"></p>
+<p style="text-align: center;"><span style="font-weight: 400;">TOPKit Sample Course was prepared by the <a href="http://www.ucf.edu/" target="_blank">University of Central Florida (UCF)</a>. </span><span style="font-weight: 400;">This work is licensed under a </span><a href="http://creativecommons.org/licenses/by-nc-sa/4.0/"><span style="font-weight: 400;">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License</span></a><span style="font-weight: 400;">.</span></p>
+</body>
+</html>

data/spec/fixtures/test_imscc/wiki_content/collaborations-tool.html ADDED Viewed

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+<html>
+<head>
+<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
+<title>Collaborations Tool</title>
+<meta name="identifier" content="i7ccd2963e0d792dea8efa45c31980885"/>
+<meta name="editing_roles" content="teachers"/>
+<meta name="workflow_state" content="active"/>
+</head>
+<body>
+<p><span style="background-color: #ffff00;"><strong>&lt;&lt;Note: This content is provided as an example. The content should be updated with your institution's LMS materials.&gt;&gt;</strong></span></p>
+<p>When students work together on assignments such as papers or projects, they may need a centralized location to store and work on shared documents. The Collaborations area in <span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt;</span> houses third party document sharing tools, such as Google Docs. </p>
+<ul>
+<li>
+<strong>Google Docs</strong> is a lot like Microsoft Word, so it has a familiar interface for document editing. However, it also allows multiple students to work on the document simultaneously without having to worry about emailing and compiling multiple versions. It also has a chat feature so that students can communicate while working together on the document. Please note that participants will need a Google account to use this tool.</li>
+</ul>
+<p>Both students and instructors can <a href="http://guides.instructure.com/s/2204/m/4152/l/55283-how-do-i-start-a-new-google-docs-collaboration">start a new collaboration using Google Docs</a>. A notification will be sent to those who were invited so that they can easily access the shared document and get started.</p>
+<p><img style="width: 75px; height: 75px;" src="https://lti.online.ucf.edu/action-icons/images/2014/icon_tips.jpg" alt="Tips">Create student groups and give them an assignment to work on using Google Docs as a Collaboration tools. Then require them to <a href="http://guides.instructure.com/s/2204/m/4212/l/54353-how-do-i-upload-a-file-to-my-assignment-submission">turn in the Google Doc file</a> as a graded Assignment.  </p>
+<hr class="ucf_blue_threedot">
+<h2 style="color: #446f9a;">Exploring Collaborations</h2>
+<p>You have the ability to initiate a Collaboration session as a student in this course. If you are interested in using the Collaborations Tool, test out this feature with some of your group members using the Google Docs option.</p>
+<p><img style="border-width: 0px; display: block; margin-left: auto; margin-right: auto;" src="https://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png" alt="Creative Commons License"></p>
+<p style="text-align: center;"><span style="font-weight: 400;">TOPKit Sample Course was prepared by the <a href="http://www.ucf.edu/" target="_blank">University of Central Florida (UCF)</a>. </span><span style="font-weight: 400;">This work is licensed under a </span><a href="http://creativecommons.org/licenses/by-nc-sa/4.0/"><span style="font-weight: 400;">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License</span></a><span style="font-weight: 400;">.</span></p>
+</body>
+</html>

data/spec/fixtures/test_imscc/wiki_content/conferences-tool.html ADDED Viewed

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+<html>
+<head>
+<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
+<title>Conferences Tool</title>
+<meta name="identifier" content="i5be0c9895cdd5f942f9ce04e35ab04bb"/>
+<meta name="editing_roles" content="teachers"/>
+<meta name="workflow_state" content="active"/>
+</head>
+<body>
+<p><span style="background-color: #ffff00;"><strong>&lt;&lt;Note: This content is provided as an example. The content should be updated with your institution's LMS materials.&gt;&gt;</strong></span></p>
+<p>Sometimes sharing a document just isn’t robust enough to meet your needs. <span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt;</span> has a web conferencing tool that allows students and instructors to broadcast PowerPoint presentations, documents, or even display whatever is open on their desktop in real time. The Conferences tool also has a chat feature, but in addition to that, it has live audio and video feeds for participants with microphones, speakers, and/or webcams. This is a great tool for online lectures, demonstrations, or office hours. </p>
+<p><strong>Note:</strong> Both students and instructors can <a href="http://guides.instructure.com/s/2204/m/4152/l/41306-how-do-i-create-a-conference">create a new Conference</a>.</p>
+<p>Notifications will be sent to all the participants that were invited, and an entry will be added to the Recent Activities feed inside the course. Conferences can be created in advance if you wish. When you’re ready to start, return to the Conferences page and click the <strong>Start it now</strong> button. Please note that web conferences are synchronous in nature, so all participants must access the conference at the same time.</p>
+<p><img style="width: 75px; height: 75px;" src="https://lti.online.ucf.edu/action-icons/images/2014/icon_tips.jpg" alt="Tips">The first person to access the Conference will be assigned the moderator role. As an instructor, be sure to login early before any of your students.</p>
+<p><img style="width: 75px; height: 75px;" src="https://lti.online.ucf.edu/action-icons/images/2014/icon_watchthis.jpg" alt="Watch This">Watch this short video to learn more about <a href="http://guides.instructure.com/s/2204/m/4210/l/40772-what-are-conferences-video">the Conferences tool</a>. </p>
+<hr class="ucf_blue_threedot">
+<h2 style="color: #446f9a;">Exploring Conferences</h2>
+<p>If you think you might use this tool in your online course, now is a good time to do a test run. You may want to set a time with some of your classmates or your instructional designer to schedule a Conference of your own. Take turns sharing the Presenter role, share your desktop, hook up your webcam, and discuss possible uses for each feature as you try it out. Keep in mind that the most successful web conferences are interactive in nature. What are some ways you can engage your students?</p>
+<p><strong><img style="width: 75px; height: 75px;" src="https://lti.online.ucf.edu/action-icons/images/2014/icon_tips.jpg" alt="Tips"><br>Tip</strong>: For larger classes you may want to enlist the assistance of a TA or a student volunteer to monitor the chat. It's difficult to facilitate the live audio discussion and an active chat at the same time.</p>
+<p> </p>
+<p><img style="border-width: 0px; display: block; margin-left: auto; margin-right: auto;" src="https://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png" alt="Creative Commons License"></p>
+<p style="text-align: center;"><span style="font-weight: 400;">TOPKit Sample Course was prepared by the <a href="http://www.ucf.edu/" target="_blank">University of Central Florida (UCF)</a>. </span><span style="font-weight: 400;">This work is licensed under a </span><a href="http://creativecommons.org/licenses/by-nc-sa/4.0/"><span style="font-weight: 400;">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License</span></a><span style="font-weight: 400;">.</span></p>
+</body>
+</html>

data/spec/fixtures/test_imscc/wiki_content/content-delivery-and-logistics.html ADDED Viewed

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+<html>
+<head>
+<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
+<title>Content Delivery and Logistics</title>
+<meta name="identifier" content="i1e800533d4a0f0e3342dc4db7147cb0e"/>
+<meta name="editing_roles" content="teachers"/>
+<meta name="workflow_state" content="active"/>
+</head>
+<body>
+<p>Determining how you will develop and deliver your content is considered more time-consuming than developing a face-to-face course. Therefore, Nagel and Kotze (2010) strongly recommend that faculty create an organized course with explicit detail and expectations thus laying the foundation for your teaching presence. The following strategies will help you save time and maintain an orderly and organized online course.</p>
+<hr class="ucf_blue_threedot">
+<h2 style="color: #446f9a;">Setting Up Your Course</h2>
+<p>Every semester you need to create a new course shell to house that semester's students and class content. Before you can request a course account, you need to ensure that your course is listed in the UCF course schedule and that you are listed as the instructor of record (you cannot request a course account if you are not listed as the instructor of record). If your students are unable to register for your course, you will need to contact your department scheduler. Once the course is available on MyUCF, you must request your course through the Faculty Webcourse Manager. Instructions are provided on the <a id="" class="" title="" href="http://online.ucf.edu/teach-online/develop/create-course/semester-checklist/" target="_blank">Start of Semester Checklist</a><span style="background-color: #ffffff;">.</span> </p>
+<p>Keep in mind that the Semester Checklist is an incredibly useful document as it contains a variety of information that will help you get your courses ready for your students ( <em>e.g.</em>, you can link multiple sections of the same course together so that you only have to manage one course).</p>
+<p><span style="background-color: #ffffff;">As you have learned throughout IDL6543, CDL has created several templates to assist you with creating your online course.  To add the templates to another course, please contact Webcourses@UCF Support.</span></p>
+<hr class="ucf_blue_threedot">
+<h2 style="color: #446f9a;">The Course Time Line</h2>
+<p>As with your face-to-face class, your online course will have an ebb and flow. It may be hard to predict exactly how your course will run when you first teach it. Follow the suggestions below to help minimize potential issues that may arise:</p>
+<h4 style="color: #446f9a;"><span style="color: #000000;">Before the Course Starts</span></h4>
+<ul>
+<li>One-week prior to the start of class, contact your students via an external email to establish swift trust (Coppola, et. Al, 2004) and your instructor presence (Nagel and Kotze, 2010). Notify your students of how to access the course and where to begin working in the course.  <strong>Note:</strong> <a href="https://my.ucf.edu/" target="_blank">MyUCF </a>allows you to contact your students without using Webcourses@UCF.</li>
+<li>Review the <a href="http://guides.instructure.com/s/2204/m/4152/l/41432-how-do-i-lock-a-module" target="_blank">Module Settings</a>. This option<strong> </strong>allows you to control when students access course content and various tools based on a pre-defined time or performance parameters. </li>
+<li>Review the <a href="http://guides.instructure.com/s/2204/m/4152/l/57079-how-do-i-customize-course-navigation-links" target="_blank">Course Menu</a>. Depending on the course, you may not use all the tools in Webcourses@UCF.  It is strongly recommended to hide them from students, especially the files area. </li>
+<li>Based on your course grading policy, <a href="http://guides.instructure.com/s/2204/m/4152/l/55009-how-do-i-change-assignment-group-weights-in-the-gradebook" target="_blank">set up weighted percentages for grading.</a>
+</li>
+<li>Make adjustments to your content <a href="http://guides.instructure.com/s/2204/m/4152/l/40330-what-is-the-rich-content-editor" target="_blank">using the Rich Content Editor </a>
+</li>
+</ul>
+<h4 style="color: #446f9a;"><span style="color: #000000;">First Week of Course</span></h4>
+<ul>
+<li>
+<a href="http://guides.instructure.com/s/2204/m/4152/l/57126-how-do-i-publish-my-course" target="_blank">Publish your course</a>.  Student's won't be able to access your course until you publish the course.</li>
+<li>Establish a weekly course routine for yourself and your students. Consistency will ensure that students will know how to access the course content and complete assignments on time. Another consideration is to have all of your assignments due on the same date and time throughout the semester.</li>
+<li>Use <a href="http://guides.instructure.com/s/2204/m/4152/l/68885-what-are-course-statistics" target="_blank">Course Statistics </a>to see which students have logged into your course.</li>
+</ul>
+<h4 style="color: #446f9a;"><span style="color: #000000;">During the Course</span></h4>
+<ul>
+<li>Use Announcements or Conversations to alert your students of any changes to the course.</li>
+<li><span style="background-color: #ffffff;">Use <a href="http://guides.instructure.com/s/2204/m/4152/l/66789-what-are-analytics-for-my-course" target="_blank">Learning Analytics</a> and the <a href="http://guides.instructure.com/s/2204/m/4152/l/41458-where-do-i-find-the-course-access-report-for-an-individual-student" target="_blank">Access Report</a> to monitor student performance </span></li>
+<li>When a student has a question related to the course, chances are good that other students have the same question. Therefore, it is recommended that you share the answers with all of your students. Choose any of the following options to alert your students of the answer(s):
+<ul>
+<li>Use the Announcement tool</li>
+<li>Create a discussion topic called Ask the Professor</li>
+<li>Send a message to all students via conversations.</li>
+</ul>
+</li>
+</ul>
+<h4 style="color: #446f9a;"><span style="color: #000000;">End of Course</span></h4>
+<ul>
+<li>Remind the students to complete the <a href="http://www.fctl.ucf.edu/FacultySuccess/SemesterEssentials/content/student_instructions_for_accessing_and_completing_spi_forms.pdf" target="_blank">Student Perception of Instruction (SPI)</a>
+</li>
+<li>Make <a href="http://guides.instructure.com/s/2204/m/4210/l/40792-how-do-i-drop-the-lowest-score-and-curve-grades-video" target="_blank">grade adjustments: curve or drop scores</a>
+</li>
+<li><a href="http://guides.instructure.com/s/2204/m/4152/l/55012-how-do-i-download-scores-from-the-gradebook" target="_blank">Download a copy of the grades</a></li>
+<li>When updating your course for the next semester, it is suggested to use the 80/20 rule. Redesign 20% of the current content, activitives and assignments and leave 80% intact. </li>
+</ul>
+<hr class="ucf_blue_threedot">
+<h2 style="color: #446f9a;">Optional Further Reading</h2>
+<ul>
+<li>Fein, A.D. &amp; Logan, M.C. (2003). Preparing Instructors for Online Instruction. New Directions of Adult and Continuing Education, no. 100: <a href="http://onlinelibrary.wiley.com/doi/10.1002/ace.118/pdf" target="_blank">http://onlinelibrary.wiley.com/doi/10.1002/ace.118/pdf</a>
+</li>
+<li>Meyerson, D., Weick, K. E., &amp; Kramer, R. M. (1996). <a href="http://books.google.com/books?id=A_8LbcsgrNMC&amp;lpg=PA166&amp;ots=VoC9zsZiz4&amp;dq=Swift%20trust%20and%20temporary%20groups&amp;lr&amp;pg=PA166" target="_blank">Swift trust and temporary groups</a>. In R. M.Kramer and T. R.Tyler, (Eds.), Trust in organizations: Frontiers of theory and research (pp. 166–195). Thousand Oaks , CA : Sage Publications.</li>
+<li>Principles of Online Design: Course Management. Retrieved February 22, 2011 from Florida Gulf Coast University, Faculty Development and Support website: <a href="http://www.fgcu.edu/onlinedesign/manage.html" target="_blank">http://www.fgcu.edu/onlinedesign/manage.html</a>
+</li>
+<li>Yang, Y. and Cornelious, L.F. (2005). Preparing Instructors for Quality Online Instruction. Online Journal of Distance Learning Administration, vol 8, issue 1<a href="http://www.westga.edu/~distance/ojdla/spring81/yang81.htm" target="_blank">http://www.westga.edu/~distance/ojdla/spring81/yang81.htm</a>
+</li>
+</ul>
+<hr class="ucf_blue_threedot">
+<h2 style="color: #446f9a;">References</h2>
+<ul>
+<li>Coppola, N. W., Hiltz, S. R., and Rotter, N. G. (2004) Building Trust in Virtual Teams. <em>IEEE Transactions on Professional Communication</em>, (June), 95-104.</li>
+<li>Nagel, L., &amp; Kotzé, T. (2010). Supersizing e-learning: What a CoI survey reveals about teaching presence in a large online class.  <em>Internet &amp; Higher Education</em>,  <em>13</em> (1/2), 45-51. doi:10.1016/j.iheduc.2009.12.001.</li>
+</ul>
+<p><img style="border-width: 0px; display: block; margin-left: auto; margin-right: auto;" src="https://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png" alt="Creative Commons License"></p>
+<p style="text-align: center;"><span style="font-weight: 400;">TOPKit Sample Course was prepared by the <a href="http://www.ucf.edu/" target="_blank">University of Central Florida (UCF)</a>. </span><span style="font-weight: 400;">This work is licensed under a </span><a href="http://creativecommons.org/licenses/by-nc-sa/4.0/"><span style="font-weight: 400;">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License</span></a><span style="font-weight: 400;">.</span></p>
+</body>
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