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/creating-content.html ADDED Viewed

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+<html>
+<head>
+<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
+<title>Creating Content </title>
+<meta name="identifier" content="i5cdc2093af7e239833ad5b2203566083"/>
+<meta name="editing_roles" content="teachers"/>
+<meta name="workflow_state" content="active"/>
+</head>
+<body>
+<h4 style="text-align: left;">Option 1: Creating Content in Webcourse</h4>
+<p>The primary method for creating your content is to use the Pages tool.  The Pages tool allows content to be created directly in Webcourses@UCF Pages using <a href="http://guides.instructure.com/s/2204/m/4152/l/40330-what-is-the-rich-content-editor">The Rich Content Editor</a>.  The Rich Content Editor is easy to use and allows you to format the page for accessibility by applying heading styles, and bulleted lists. In addition, you can record audio/video, insert hyperlinks to outside websites, embed youtube videos, insert images and files from your course.</p>
+<p class="p1">You may also choose to use our pre-formatted Word templates to create content and then copy/paste the content into a new page in Webcourses@UCF. The benefit of this approach is that you will always have a backup Word document with the newly created content and most of the formatting styles are already applied in the Word template for you. Please note that you will need to format images and tables appropriately so they will be accessible. Once you finish creating your content in Word, you can copy/paste the content into a new Page in Webcourses@UCF and the formatting will carry over. </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/creating-online-syllabus-from-word.html ADDED Viewed

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+<html>
+<head>
+<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
+<title>Creating Online Syllabus from Word </title>
+<meta name="identifier" content="i809e47f194165b878779f5f01e2d7a80"/>
+<meta name="editing_roles" content="teachers"/>
+<meta name="workflow_state" content="active"/>
+</head>
+<body>
+<h3>Option 2: Create a Syllabus in Microsoft Word and Paste into Webcourses@UCF</h3>
+<p>Follow the steps below to create your online course syllabus. You will need two things: the Syllabus template and your original Syllabus file. First, you will be working outside the IDL course to copy content into the Syllabus template (which you will save). Then, you will copy and paste your newly formatted syllabus into the IDL development course.</p>
+<p><strong>Steps for Using Syllabus Template.docx</strong></p>
+<ol>
+<li>
+<strong>Open</strong> the <a id="" class="instructure_file_link instructure_scribd_file " title="Syllabus_template.docx" href="%24IMS-CC-FILEBASE%24/weekly_content/week02/Syllabus_template.docx?canvas_download=1&amp;canvas_qs_wrap=1" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/weekly_content/week02/Syllabus_template.docx" data-api-returntype="File">Syllabus_template.docx</a>
+<ol>
+<li>When the dialog box appears, <strong>select</strong> <em>OK</em> or <em>Open</em>.</li>
+</ol>
+</li>
+<li>
+<strong>Save</strong> this document to a location on your computer (e.g., desktop, document folder) using a file name of your choice ( <em>e.g.,</em> Syllabus_ENC1101_Smith).</li>
+<li>
+<strong>Open</strong> your existing Syllabus file from Microsoft Word. You will refer back to your existing Syllabus document as you complete this assignment to copy over each section.</li>
+<li>
+<strong>Enter</strong> your information in the Instructor Contact and Course Information tables of the template.</li>
+<li>Under the heading "Course Description," <a class="external" href="http://www.ehow.com/how_8160206_copy-text-paste-microsoft-office.html" target="_blank"><span><span>copy/paste </span></span></a>or add this section of text also from your existing syllabus document to the Syllabus template file.</li>
+</ol>
+<p><strong>Note</strong>:  <a class="external" href="http://www.ehow.com/how_8160206_copy-text-paste-microsoft-office.html" target="_blank"><span><span>Paste</span></span></a> your text <strong>below</strong> the heading. Do not paste over the heading "Course Description." If you paste over any heading, you will remove the formatting. Under the heading "Course Description," copy/paste this section of text from your existing syllabus document to the template file.</p>
+<ol>
+<li>Continue this process for all other sections in your syllabus that correspond with the sections in the syllabus template file.</li>
+<li>You may want to review the Faculty Center for Teaching and Learning’s (FCTL) <a class="external" href="http://www.fctl.ucf.edu/TeachingAndLearningResources/CourseDesign/Syllabus/statements.php" target="_blank"><span><span>Syllabus Statements</span></span></a> and add any that you feel are relevant to your course.</li>
+<li>If you do not have anything to add under a heading, you may skip or delete that section.</li>
+<li>Please refer to the <a id="" class="" title="" href="http://www.fctl.ucf.edu/TeachingAndLearningResources/CourseDesign/Syllabus/content/4-505CourseSyllabi.pdf" target="">Provost's Syllabus Requirements</a> to make sure you do not remove required syllabus elements. When you are finished working in the syllabus template file, <strong>save</strong> the document. (Is there a naming scheme for this new document?) This is your newly formatted syllabus. Now you only need to copy and save it into the IDL Development Course.</li>
+</ol>
+<p><strong>Note:</strong>  If you have decided additional sections of your syllabus are needed (i.e. Assignments, Bibliography, or Resources), please contact your instructional designer and he/she will guide you with creating the other sections.</p>
+<p><strong>Steps for Copying and Saving Your Online Syllabus into Webcourses@UCF</strong></p>
+<ol>
+<li>
+<strong>Open</strong> your online course syllabus: <a class="external" href="http://office.microsoft.com/en-us/word-help/select-an-entire-document-HA010236838.aspx" target="_blank"><span><span>select all</span></span></a> and <a class="external" href="http://www.ehow.com/how_8160206_copy-text-paste-microsoft-office.html" target="_blank"><span><span>copy</span></span></a>.</li>
+<li>
+<strong>Open</strong> Webcourses@UCF.</li>
+<li>Go into your IDL Development Course.</li>
+<li>On the course menu, select “Syllabus”.</li>
+<li>On the right hand side, <strong>select</strong> “Edit Syllabus Description”.</li>
+<li>Delete the template text and <a class="external" href="http://www.ehow.com/how_8160206_copy-text-paste-microsoft-office.html" target="_blank"><span><span>paste</span></span></a> your online syllabus.</li>
+<li>
+<strong>Select</strong> “Update Syllabus” at the bottom.</li>
+</ol>
+<p><strong>Note:</strong>  You will only be able to paste text.  Images must be added through Webcourses@UCF. Click here for directions. (link?)</p>
+<p>If you need to make any updates to the syllabus, select “Edit Syllabus Description”.  Make the changes and select “Update Syllabus” to save them.</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/designing-content.html ADDED Viewed

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+<html>
+<head>
+<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
+<title>Designing Content</title>
+<meta name="identifier" content="icb7bad6233fc71819ac839d2904d58c3"/>
+<meta name="editing_roles" content="teachers"/>
+<meta name="workflow_state" content="active"/>
+</head>
+<body>
+<h3>Chunking</h3>
+<p>The template files, whether in Webcourses@UCF or <span>Word</span>, are already chunked and divided into smaller sections. This creates more manageable "bite size pieces" for your students to absorb and requires less page scrolling.</p>
+<p>For instance, you may have extra information in your syllabus that is not included in our syllabus template file. You may choose to add this information to the Syllabus template however we recommend that the Microsoft Word documents be no longer than 3 to 4 pages. You will need to decide where you would like to assign the extra information. This extra information may fit well in the course expectations page or, create additional pages, such as assignments, bibliography, or resources depending on the size and complexity of your syllabus. Consult your instructional designer if you have additional pages. </p>
+<h3>Document Formatting Guidelines</h3>
+<p>When you create course materials, please follow the formatting checklist provided in the <strong><span style="background-color: #ffff00;">Document Formatting Guidelines</span>. </strong>By properly formatting your documents, your materials will be created efficiently and ensure that your course materials are accessible (Section 508) to all students.</p>
+<p>Please review the formatting checklist to become familiar with the important formatting elements including headings, tables, bulleted/numbered lists, etc. that are needed to make your course materials accessible. </p>
+<h3>Accessibility of Online Course Materials</h3>
+<p>It is important to consider the types of files you upload to your online course and whether these files will be accessible to all students.</p>
+<p>Pages are the preferred format to present content in your online course since they can be opened quickly using any Internet browser, do not require additional software, and can be easily navigated by <strong><a href="http://en.wikipedia.org/wiki/Screen_reader"><span>screen readers</span></a>. </strong>For more information regarding various file types, visit the <a id="" class="" title="" href="https://online.ucf.edu/faculty-seminar03/" target="">Creating Accessible Course Content </a>page on our Teaching Online website. </p>
+<h3>Formatting Reminders</h3>
+<p>As you begin to create your course materials, please keep the following formatting elements in mind:</p>
+<ul>
+<li>Use bold or italic text to display emphasis in documents on the Web, instead of underlined words. Pages hyperlinks are in blue text.</li>
+<li>Place more than one column of text into a table, as tabbed columns do not convert correctly into Webcourses@UCF.</li>
+<li>If your document has images, add a brief text description called alternate text (Alt text) to comply with federal accessibility requirements. Detailed directions on how to add Alt text to images are provided in the <span style="background-color: #ffff00;">Document Formatting Guidelines</span>.</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/digital-textbooks.html ADDED Viewed

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+<html>
+<head>
+<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
+<title>Digital Textbooks</title>
+<meta name="identifier" content="i90805a6d627acb841f1da828dcdbe4da"/>
+<meta name="editing_roles" content="teachers"/>
+<meta name="workflow_state" content="active"/>
+</head>
+<body>
+<h2 style="color: #446f9a;">What is a Digital Textbook?</h2>
+<p><img style="float: left;" 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">With more and more content becoming available digitally, students are coming to expect that they will be able to access their course materials through multiple devices. This expectation is beginning to extend to the course textbook as well.</p>
+<p>At its simplest definition, a digital textbook is simply an electronic version of a textbook, and may be accessed by laptops, tablets, smartphones, and eReaders. However, there is great variability among digital textbooks. Some are exact replicas of the print textbook, while others offer basic features like highlighting and annotating. Some cutting-edge digital textbooks exhibit interactive features such as quizzes, simulations, and embedded multimedia.</p>
+<p>Offering textbooks in a digital format allows students heightened access to anytime, anywhere reading through digital devices, and are often offered at a lower price than traditional textbooks. In addition, the accompanying features can support learning. Searching for keywords helps students quickly locate a relevant part of the book, while interactive quizzes guide students to check for understanding as they read. </p>
+<h4>Choosing a Digital Textbook</h4>
+<p><span style="background-color: #ffff00;">Add Institution Specific information here</span></p>
+<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><span style="background-color: #ffff00;">Insert institutional examples of faculty adopting eTextbooks.</span></p>
+<p>Before committing to a digital textbook, it is strongly recommended to obtain a copy of the digital book (often offered as a free trial) in order to thoroughly explore the features and reflect on the overall user experience. If possible, access the digital textbook through multiple devices.</p>
+<p>Moving from a print textbook to a digital textbook will require that students make changes to their academic practices. The instructor’s role is crucial in supporting students to effectively use a digital textbook (deNoyelles &amp; Chen, 2014; Donaldson et al., 2013; Grajek, 2013; Graydon, Urbach-Buholz, &amp; Kohen, 2011). When an instructor actively uses the book, students tend to prefer the digital format than those with disengaged instructors (Dennis, 2011). Including the digital book information on the syllabus, providing instruction about how to use it effectively, identifying technical support services, and modelling it in class, are all ways to support students.</p>
+<hr class="ucf_blue_threedot">
+<h2 style="color: #446f9a;">Optional Further Reading</h2>
+<p>The <a href="http://flip.it/Uctrs" target="_blank">Mobile/eTextbook Initiative Flipboard</a> is a digital magazine created by Center for Distributed at UCF that gathers pertinent resources about mobile and eTextbook technologies.</p>
+<p>The <a href="http://mobile.cdl.ucf.edu/" target="_blank">CDL Mobile/eTextbook Initiative Blog</a> contains entries dedicated to the advancement of mobile learning and digital textbooks at UCF. Publications, presentations, faculty stories of practice, and other resources are included in the blog.</p>
+<hr class="ucf_blue_threedot">
+<h2 style="color: #446f9a;">References</h2>
+<p>Dennis, A. (2011). e-Textbooks at Indiana University: A summary of two years of research [PDF document]. Retrieved from: <a href="http://etexts.iu.edu/files/eText%20Pilot%20Data%202010-2011.pdf" target="_blank">http://etexts.iu.edu/files/eText%20Pilot%20Data%202010-2011.pdf</a></p>
+<p>deNoyelles, A., &amp; Chen, B. (2014). <a id="" class="" title="" href="http://if.ucf.edu/if%20journal/docs/journal%20of%20information%20fluency%20january%202014-final.pdf" target="_blank">Exploring students’ eTextbook practices in higher education.</a> Journal of Information Fluency, 3(1), 37-50.</p>
+<p>Donaldson, R., Opper, J., &amp; Adkins, R. (2013). Use of digital textbooks and course materials (research report). Retrieved from: <a href="http://www.rdonaldson.com/wp-content/uploads/2007/03/2012-Digital-Course-Materials-Survey-Findings_03282013.pdf" target="_blank">http://www.rdonaldson.com/wp-content/uploads/2007/03/2012-Digital-Course-Materials-Survey-Findings_03282013.pdf</a></p>
+<p>Grajek, S. (2013). Understanding what higher education needs from eTextbooks: An EDUCAUSE/Internet2 Pilot (research report), Louisville, CO: EDUCAUSE Center for Analysis and Research, July 2013. Retrieved from <a href="http://www.educause.edu/library/resources/understanding-what-higher-education-needs-e-textbooks-educauseinternet2-pilot" target="_blank">http://www.educause.edu/library/resources/understanding-what-higher-education-needs-e-textbooks-educauseinternet2-pilot</a></p>
+<p>Graydon, B., Urbach-Buholz, B., &amp; Kohen, C. (2011). A study of four textbook distribution models. Educause Quarterly, 34(4). Retrieved from <a id="" class="" title="" href="http://er.educause.edu/articles/2011/12/a-study-of-four-textbook-distribution-models" target="_blank&gt;http://er.educause.edu/articles/2011/12/a-study-of-four-textbook-distribution-models&lt;/a&gt;&lt;/p&gt;"></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/directions-to-face-to-face-sessions.html ADDED Viewed

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+<html>
+<head>
+<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
+<title>Directions to Face-to-Face Sessions</title>
+<meta name="identifier" content="i3d3e7c274df30fd822b78d21a60f188f"/>
+<meta name="editing_roles" content="teachers"/>
+<meta name="workflow_state" content="active"/>
+</head>
+<body>
+<h3 style="text-align: center;">All face-to-face class meetings, including the showcase, will be held in the Room 208 (2nd Floor)</h3>
+<h3 style="text-align: center;">of the Partnership II building located in UCF Research Park.</h3>
+<p style="text-align: center;"><img src="https://fsi.ucf.edu/files/2012/08/P2-Building-b8119.jpg" alt="Partnership Building II" width="300" height="167"></p>
+<p style="text-align: center;"> </p>
+<h3>Mailing Address:</h3>
+<p>3100 Technology Parkway</p>
+<p>Orlando, FL 32817 </p>
+<p><span style="color: inherit; line-height: 40px; font-family: inherit; font-size: 1.5em;">Parking:</span></p>
+<p>On-site parking is available. A UCF decal is not required.</p>
+<p><span style="color: inherit; line-height: 40px; font-family: inherit; font-size: 1.5em;">Phone Number:</span></p>
+<p>If you are having difficulty with directions the day of IDL6543, please call 407-882-0309.</p>
+<h3>Directions from </h3>
+<ul>
+<li><a href="http://goo.gl/maps/4TZ8O">UCF Main campus</a></li>
+<li>
+<a href="http://goo.gl/maps/noZDh">Rosen</a> </li>
+<li><a href="http://goo.gl/maps/mZvvu">Cocoa</a></li>
+<li><a href="http://goo.gl/maps/Scv4b">Daytona Beach</a></li>
+<li><a href="http://goo.gl/maps/QuMpZ">Leesburg</a></li>
+<li><a href="http://goo.gl/maps/YW7bB">Ocala</a></li>
+<li><a href="http://goo.gl/maps/PTD1v">Palm Bay</a></li>
+<li><a href="http://goo.gl/maps/B1wLc">Sanford/Lake Mary</a></li>
+<li><a href="http://goo.gl/maps/BO6IM">South Lake</a></li>
+<li><a href="http://goo.gl/maps/mXBgT">Valencia Osceola </a></li>
+<li>
+<a href="http://goo.gl/maps/FDHno">Valencia West</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 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/discussion-tool-assignment.html ADDED Viewed

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+<html>
+<head>
+<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
+<title>Discussion Tool Assignment</title>
+<meta name="identifier" content="i044f3c7f7855617aefc848a73f8fbcff"/>
+<meta name="editing_roles" content="teachers"/>
+<meta name="workflow_state" content="active"/>
+</head>
+<body>
+<div id="wiki_body" class="user_content enhanced">
+<p>You have chosen to create a gradable discussion.  The following instructions will help you complete this assignment:</p>
+<ol>
+<li>Leave this assignment window open</li>
+<li>Open your development course in a new window.</li>
+<li>Follow the directions from the Canvas Help Guides for <a href="http://guides.instructure.com/s/2204/m/8472/l/49996-how-do-i-start-a-discussion">starting a discussion in your course</a>.</li>
+</ol>
+</div>
+<div class="user_content enhanced">
+<p>Below are links to a few select discussion topics from the Teaching Online Pedagogical Repository. These links were presented earlier in this week's material, but are also included here to assist you in creating your discussion.</p>
+<ul>
+<li><a class="external" href="http://topr.online.ucf.edu/index.php/Setting_Discussion_Expectations" target="_blank"><span><span>Setting Discussion Expectations</span></span></a></li>
+<li><a class="external" href="http://topr.online.ucf.edu/index.php/Discussion_Prompts" target="_blank"><span><span>Discussion Prompts</span></span></a></li>
+<li><a class="external" href="http://topr.online.ucf.edu/index.php/Discussion_Rubrics" target="_blank"><span><span>Discussion Rubrics</span></span></a></li>
+<li><a class="external" href="http://topr.online.ucf.edu/index.php/Group_Discussion_Strategy" target="_blank"><span><span>Group Discussion Strategies</span></span></a></li>
+</ul>
+<p><span><span>You have now set up a gradable 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 contact <span style="background-color: #ffff00;">&lt;Replace - LMS support team&gt;</span>.</span></span></p>
+</div>
+<div class="user_content enhanced">
+<h3 class="user_content enhanced">Submitting this assignment</h3>
+<ol>
+<li>Go back to the <a id="" class="" title="Build Your Assessment Activity" href="%24CANVAS_OBJECT_REFERENCE%24/assignments/i836dcee2ca063769c631893f64fd23f2" target="_blank" data-api-endpoint="https://webcourses.ucf.edu/api/v1$CANVAS_OBJECT_REFERENCE$/assignments/i836dcee2ca063769c631893f64fd23f2" data-api-returntype="Assignment">Build Your Assessment Activity</a> page.</li>
+<li>Click <strong>Submit Assignment</strong>.</li>
+<li>Copy the URL address of the website for the discussion 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>
+</ol>
+</div><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>

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+<html>
+<head>
+<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
+<title>eTextbook Essentials</title>
+<meta name="identifier" content="i9ff430b3223d25a4af3170f05961a6dd"/>
+<meta name="editing_roles" content="teachers"/>
+<meta name="workflow_state" content="active"/>
+</head>
+<body>
+<p><em><strong>eTextbook Essentials</strong></em> was developed by instructional designers from the Center for Distributed Learning (CDL) to foster a better understanding of digital textbooks at UCF. The course is primarily intended for faculty members who are interested in integrating eTextbooks in their instruction.</p>
+<div>
+<p>The course will introduce you to the following:</p>
+<ul>
+<li>Basic information and common definitions of eTextbooks, eBooks, and related digital materials</li>
+<li>Devices in which eTextbooks are offered</li>
+<li>Importance of eTextbooks in higher education</li>
+<li>Common barriers identified in eTextbook integration (and strategies to overcome)</li>
+<li>Considerations when implementing eTextbooks into your course</li>
+<li>UCF-specific resources to support eTextbook integration</li>
+</ul>
+<p>The course is designed to support learners of varying experience. It is self-paced and modular which allows learners to progress at their own pace. </p>
+<p>You can sign up for UCF eTextbook Essentials at the following address: <a href="https://webcourses.ucf.edu/enroll/H4YK6W" target="_new">https://webcourses.ucf.edu/enroll/H4YK6W</a></p>
+<p><a href="http://mobile.cdl.ucf.edu/prodev/"> </a></p>
+</div><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/examples-of-multiple-choice-items-at-the-levels-of-blooms-taxonomy.html ADDED Viewed

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+<html>
+<head>
+<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
+<title>Examples of Multiple Choice Items at the Levels of Bloom's Taxonomy</title>
+<meta name="identifier" content="i3dda8733aa86d49311d13d5ba11291c6"/>
+<meta name="editing_roles" content="teachers"/>
+<meta name="workflow_state" content="active"/>
+</head>
+<body>
+<h2>Level 1: Recall</h2>
+<p><strong>Definition: </strong>Remembering previously learned material; may involve the recall of a wide range of material from specific facts to complete theories, but merely requires bringing to mind the appropriate information. </p>
+<p><em>Example:</em></p>
+<p>A three-year old child can usually be expected to:</p>
+<p style="padding-left: 30px;">a. Cry when separated from his or her mother</p>
+<p>b. Have imaginary friends</p>
+<p style="padding-left: 30px;">c. Play with other children of the same age</p>
+<p style="padding-left: 30px;">d. Constantly argue with older siblings</p>
+<h2>Level 2: Comprehension</h2>
+<p><strong>Definition: </strong>The ability to grasp the meaning of material; may be shown by translating material from one form to another; by interpreting material (explaining  or summarizing), by estimating future trends (predicting consequences of effects).</p>
+<p><em>Example:</em></p>
+<p>The termination process is MOST often associated with:</p>
+<p style="padding-left: 30px;">a. Evaluating goals and accomplishments </p>
+<p style="padding-left: 30px;">b. Implementing a plan of action</p>
+<p style="padding-left: 30px;">c. Setting limits</p>
+<p style="padding-left: 30px;">d. Developing a contract</p>
+<h2>Level 3: Application </h2>
+<p><strong>Definition: </strong>The ability to use learned materials in new and concrete situation; may include the application of such things as rules, methods, concepts, principles, laws, and theories. </p>
+<p><em>Example:</em></p>
+<p>Mrs. H has had little energy to care for her young children or her house since her husband died a few months ago. She has no income and little food. The protective service agency has become involved since her children were left unsupervised. What is the FIRST goal to work toward in implementing a treatment plan for Mrs. H?</p>
+<p style="padding-left: 30px;">a. Help her grieve her husband's death</p>
+<p style="padding-left: 30px;">b. Get a volunteer parent aid to help with parenting skills</p>
+<p style="padding-left: 30px;">c. Help her get AFDC and food stamps</p>
+<p style="padding-left: 30px;">d. Refer her for medication for depression </p>
+<h2>Level 4: Analysis</h2>
+<p><strong>Definition: </strong>The ability to break down material into its component parts so that its organizational structure may be understood; may include the identification of the parts, analysis of the relationships between parts, and recognition of the organizational principles involved. </p>
+<p><em>Example:</em></p>
+<p>A seven-year old boy is brought to a child guidance clinic by his parents for treatment. The boy is hyperactive, has violent temper tantrums, is difficult to control, and gets along poorly with his peers. He has a history of a difficult, high forceps delivery, projectile vomiting, and was a fussy, irritable baby. The social worker should:</p>
+<p style="padding-left: 30px;">a. Refer the child to a neurologist</p>
+<p style="padding-left: 30px;">b. Begin psychotherapy with the parents</p>
+<p style="padding-left: 30px;">c. Ascertain what the parents have done to reinforce this behavior</p>
+<p style="padding-left: 30px;">d. See the parents and child together for therapy</p>
+<h2>Level 5: Synthesis</h2>
+<p><strong>Definition: </strong>The ability to put parts together to form a new whole; may involve the production of a plan of operation or a set of abstract relations. </p>
+<p><em>Example:</em></p>
+<p>A fourteen year old girl refuses to attend school despite pleading by both of her parents. A physical examination reveals no medical problem, and a joint assessement by the social worker and psychiatrist indicates no apparent reactive element instigating the sudden school avoidance. The girl appears depressed; she herself is unsure of why she is not attending school. The BEST intervention by the social worker is to:</p>
+<p style="padding-left: 30px;">a. Recommend that the girl remain home for at least another week without pressure</p>
+<p style="padding-left: 30px;">b. Intervene with school authorities to provide her with home tutoring when absent</p>
+<p style="padding-left: 30px;">c. Urge all concerned to apply pressure to achieve return to school and arrange an appointment with the girl</p>
+<p style="padding-left: 30px;">d. Begin to assist the family to explore alternative schools for possible transfer</p>
+<p><em>Article adapted from information obtained from Dr. Chuck Dzuiban, RITE, UCF, 2011. </em></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/explanation-of-research-letter.html ADDED Viewed

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+<html>
+<head>
+<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
+<title>Explanation of Research Letter</title>
+<meta name="identifier" content="idfe91737efa62cea014c55555c45dd62"/>
+<meta name="editing_roles" content="teachers"/>
+<meta name="workflow_state" content="active"/>
+</head>
+<body>
+<p>Dear <span style="font-weight: 400;"><span style="background-color: #ffff00;">&lt;Replace - Course Title&gt;</span> </span>Participant,</p>
+<p>The <span style="font-weight: 400;"><span style="background-color: #ffff00;">&lt;Replace -  Department Name&gt;</span> </span>is continuously evaluating its web enhanced professional development course,<span style="background-color: #ffff00;">&lt;Replace - Course Title&gt;</span><span> </span>. As a student enrolled in this course, you are in a unique position to help us. Your suggestions and opinions can provide us with valuable information as we continually improve future course offerings.</p>
+<p>You will be given the opportunity to complete several anonymous surveys. Completing the survey is voluntary and you may omit any question you are not comfortable answering. However, we would greatly appreciate your thoughtful feedback and comments regarding your experience as you proceed through<span style="background-color: #ffff00;">&lt;Replace - Course Title&gt;</span><span> </span> each week. Your insights can help us gauge what is working well and what we can improve.</p>
+<p>We also wanted to make you aware that as a part of our ongoing evaluation of the program, we will be using some analytics that are automatically stored by <span style="font-weight: 400;"><span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt;</span> </span>including the number of pages read, postings created and read, and accesses compiled from <span style="font-weight: 400;"><span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt;</span> </span>accounts. Your postings will also be compiled as a group for future reference. These data are routinely collected by the <span style="font-weight: 400; background-color: #ffff00;">&lt;Replace - Your LMS&gt; </span>software, but we will examine these data for trends that again can help us to improve<span style="background-color: #ffff00;">&lt;Replace - Course Title&gt;</span><span> </span> in the future.</p>
+<p>Responses will remain anonymous. No identification will be collected and all individual data will be aggregated as a group for analyses purposes. Our goal is to continue to improve the faculty development process in the future and we will maintain anonymity for all data collected.</p>
+<p>Thank you for taking the time and effort to assist in our professional development offering. We appreciate your willingness to participate, which will ultimately improve online instruction at <span style="font-weight: 400; background-color: #ffff00;">&lt;Replace -  Institutional Name&gt;</span>. If you have questions or complaints regarding this research please contact your<span style="background-color: #ffff00;">&lt;Replace - Course Title&gt;</span><span> </span> instructors.</p>
+<p>Sincerely,</p>
+<p><span style="font-size: 0.875rem; line-height: 1.5; background-color: #ffff00;"><span>&lt;Replace - Department Name&gt;</span></span></p>
+<p><span style="font-size: 0.875rem; line-height: 1.5; background-color: #ffff00;">&lt;Replace -  Institutional Name&gt;</span></p>
+<p> </p>
+<p><span style="background-color: #ffff00;">&lt;Updates this section according to your institutional research methods&gt;</span></p>
+<p>Note: Research at the <span style="background-color: #ffff00;">&lt;Replace -  Institutional Name&gt; </span>involving human participants is carried out under the oversight of the Institutional Review Board (IRB). This research has been reviewed and approved by the IRB. For information about the rights of people who take part in research, please contact: Institutional Review Board,<span style="background-color: #ffff00;">&lt;Replace -  Institutional Name&gt;</span>, Office of Research &amp; Commercialization, <span style="background-color: #ffff00;">&lt;insert address&gt; </span>or by telephone at <span style="background-color: #ffff00;">&lt;insert - phone&gt;.</span></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/exploring-communication-tools.html ADDED Viewed

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+<html>
+<head>
+<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
+<title>Exploring Communication Tools</title>
+<meta name="identifier" content="i787c3366d5b5219f170cefc5ad4bc64f"/>
+<meta name="editing_roles" content="teachers"/>
+<meta name="workflow_state" content="active"/>
+</head>
+<body>
+<p><span style="background-color: #ffff00;"><strong>&lt;Note: This section will need to be replaced/updated if you are not a Canvas user.&gt;</strong></span></p>
+<p>We would like to briefly introduce you to the communication tools available in <span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt;</span><span> </span>since you will discuss communicating in the online environment during the first <span style="background-color: #ffff00;">&lt;Replace - Course Title&gt;</span><span> module</span>.</p>
+<p>This system offers several tools which facilitate communication. Most of these tools allow multiple ways to communicate, such as text, audio and video. The basic communication tools are briefly described below. You will be given the opportunity to use these tools, along with more advanced tools, from the student perspective throughout <span style="background-color: #ffff00;">&lt;Replace - Course Title&gt;</span><span> </span> and decide if you want to use them as you build your course. More information about these communication tools can be found by searching for them in the <span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt; </span>Help Guide.</p>
+<hr class="ucf_blue_threedot">
+<h2 style="color: #446f9a;">Conversations Inbox</h2>
+<p>Course mail is referred to as Conversations in<span style="background-color: #ffff00;"> &lt;Replace - Your LMS&gt;</span>. To access your Conversations, click <strong>Inbox</strong>. From the Inbox, you can do the following:</p>
+<ul>
+<li>Create Messages</li>
+<li>Send Private Messages to Individuals</li>
+<li>Archive and Delete Conversations</li>
+<li>Filter Conversations</li>
+<li>Start Conversations with Student Groups</li>
+<li>Add Attachments and Media Content</li>
+</ul>
+<p><img src="%24IMS-CC-FILEBASE%24/images/icon_watchthis.jpg" alt="icon_watchthis.jpg" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/images/icon_watchthis.jpg" data-api-returntype="File"> Watch this short video to learn more about <a href="http://guides.instructure.com/s/2204/m/4210/l/41171-how-does-conversations-work">Conversations</a>.</p>
+<h3>Conversations are Global</h3>
+<p>Your Conversations Inbox is global, meaning it contains conversations from all your courses. Conversations are not tied to a specific course and stay private. You may send messages to an individual or a group. Since your conversations are global, you may want to <a href="http://guides.instructure.com/s/2204/m/4152/l/42680-how-do-i-filter-conversations">filter your conversations</a>.</p>
+<hr class="ucf_blue_threedot">
+<h2 style="color: #446f9a;">Calendar</h2>
+<p>The Calendar is also a global tool and lists events from all of your online courses. The calendar is a great tool for communicating important dates to your students. The Calendar tool will list items such as homework assignment due dates and quiz dates. Since the calendar is a global tool, you may want to<a href="http://guides.instructure.com/s/2204/m/4152/l/54670-how-do-i-filter-my-calendar-view-by-course"> filter your calendar</a> to show events for a specific course. You can use it to:</p>
+<ul>
+<li>Show when assignments are due <br>(Note: assignments created using the Assignments tool are automatically added)</li>
+<li>List important dates or events </li>
+</ul>
+<p>Be mindful of the information you are placing on the calendar.  Remember that since it is global, students will be getting information from all of their online classes and there is the potential for it to become cluttered.  For this reason, we recommend that it only be used as a "very important event due" communications tool. </p>
+<p><img src="%24IMS-CC-FILEBASE%24/images/icon_watchthis.jpg" alt="icon_watchthis.jpg" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/images/icon_watchthis.jpg" data-api-returntype="File">Watch these two short videos to learn more about the <a href="http://guides.instructure.com/s/2204/m/4210/l/40768-how-does-the-calendar-work-video">Calendar Tool</a> and <a href="http://guides.instructure.com/s/2204/m/4210/l/40769-what-should-i-use-the-calendar-for-video">What to use the calendar for</a>.</p>
+<hr class="ucf_blue_threedot">
+<h2 style="color: #446f9a;">Announcements</h2>
+<p>Unlike Conversations and Calendar, Announcements <em>are</em> course specific, and it is a great tool for communicating important information to the entire class. You can use an announcement to do the following:</p>
+<ul>
+<li>Welcome students to the class</li>
+<li>Remind students of an important date, upcoming quiz or test, or assignment that is due</li>
+<li>Let students know of date changes or cancelled face-to-face class sessions</li>
+<li>Communicate and address any technical or homework problems</li>
+</ul>
+<p><img src="%24IMS-CC-FILEBASE%24/images/icon_watchthis.jpg" alt="icon_watchthis.jpg" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/images/icon_watchthis.jpg" data-api-returntype="File">Watch this short video to learn more about <a href="http://guides.instructure.com/s/2204/m/4210/l/40169-how-do-announcements-work-video">Announcements</a>.</p>
+<hr class="ucf_blue_threedot">
+<h2 style="color: #446f9a;">Discussions</h2>
+<p>Discussions are also course specific and can be a great tool for communicating in your class. They are designed to allow interactive communication between two or more people within a course. You can use them as part of assignments (e.g., Module 1 Discussions) or as a place for general communications (e.g., class introductions, technical help questions, student lounge).  We will explain more about using Discussions as part of a future assignment.</p>
+<p><img src="%24IMS-CC-FILEBASE%24/images/icon_watchthis.jpg" alt="icon_watchthis.jpg" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/images/icon_watchthis.jpg" data-api-returntype="File">Watch this short video to learn more about <a href="http://guides.instructure.com/s/2204/m/4210/l/40783-what-are-discussions-video">Discussions</a>.</p>
+<hr class="ucf_blue_threedot">
+<h2 style="color: #446f9a;">Chat</h2>
+<p>The chat tool enables communication in real time text communication with your students. With Chat, you can:</p>
+<ul>
+<li><span style="color: #262626;">Conduct virtual office hours</span></li>
+<li><span style="color: #262626;">Conduct group discussion</span></li>
+<li><span style="color: #262626;">Conduct study sessions</span></li>
+<li><span style="color: #262626;">Set up one-on-one consultation with a student</span></li>
+</ul>
+<p><span style="color: #262626;"> </span></p>
+<div> </div>
+<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/faculty-course-completion-plan-fccp.html ADDED Viewed

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+<html>
+<head>
+<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
+<title>Faculty Course Completion Plan (FCCP) </title>
+<meta name="identifier" content="i70d41ba1aed8bdd0e48468cf217fc99d"/>
+<meta name="editing_roles" content="teachers"/>
+<meta name="workflow_state" content="active"/>
+</head>
+<body>
+<p>This document outlines the course completion plan agreed upon by the faculty participant in <span style="font-weight: 400; background-color: #ffff00;">&lt;Replace - Course Title&gt;</span> and the department chair.</p>
+<p>Please keep in mind the minimum requirement (from the<span style="font-weight: 400; background-color: #ffff00;"> &lt;Replace -  Department Name&gt;</span>) dictates the following documents are to be completed by the <span style="background-color: #ffff00;">&lt;Replace - Course Title&gt;</span> showcase. This required content development constitutes about 10% of the course content.</p>
+<ul>
+<li><span style="font-size: 0.875rem; line-height: 1.5;">Syllabus and course expectations</span></li>
+<li><span style="font-size: 0.875rem; line-height: 1.5;">One unit/module of content (including module objectives, activities, and an assessment strategy)</span></li>
+</ul>
+<p>If you plan to teach the course online the term following your completion of <span style="background-color: #ffff00;">&lt;Replace - Course Title&gt;</span>, it is recommended that you complete the first month of online content and activities prior to the<span style="background-color: #ffff00;"> </span><span><span style="background-color: #ffff00;">&lt;Replace - Course Title&gt;</span> </span>Showcase (roughly 30 % of the course).</p>
+<h4>Course Specifics</h4>
+<p>Term taking <span style="background-color: #ffff00;">&lt;Replace - Course Title&gt;</span>: Spring/Summer/Fall</p>
+<p>Year: ____________</p>
+<p>Course Number: ________________________________________</p>
+<p>Course Title: ________________________________________</p>
+<p>Course modality: W B (Web) (Blended)</p>
+<p>Anticipated Course Delivery Date: (Term, Year) _____________</p>
+<p>____ Check here if this course will be delivered the semester following <span style="background-color: #ffff00;">&lt;Replace - Course Title&gt;</span>. Percentage of material to be completed by the end of <span style="background-color: #ffff00;">&lt;Replace - Course Title&gt;</span>: ____________ %</p>
+<p> </p>
+<h4>Signatures:</h4>
+<p>________________________________  (Department Chair)</p>
+<p> </p>
+<p>________________________________ (<span style="background-color: #ffff00;">&lt;Replace - Course Title&gt; </span>Participant Signature)</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/fair-use-guidelines-for-educational-multimedia.html ADDED Viewed

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+<html>
+<head>
+<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
+<title>Fair Use Guidelines for Educational Multimedia</title>
+<meta name="identifier" content="ida56fc2f2eb96c331888ea00b6e17375"/>
+<meta name="editing_roles" content="teachers"/>
+<meta name="workflow_state" content="active"/>
+</head>
+<body>
+<p>The Fair Use Guidelines for Educational Multimedia set forth the following limitations with respect to using the copyrighted works<sup>1</sup> of others for educational multimedia projects<sup>2</sup>, including the use of these educational multimedia projects in online courses<sup>3</sup>:</p>
+<p>(the following text is copied from the CONFU Fair Use Guidelines for Educational Multimedia<sup>4</sup>):</p>
+<h3>Limitations– Time, Portion, Copying AND Distribution</h3>
+<p>The preparation of educational multimedia projects incorporating copyrighted works for educational multimedia projects, and the use of such projects, are subject to the limitations noted below.</p>
+<h4>Time Limitations</h4>
+<p>Educators may use their educational multimedia projects created for educational purposes under these guidelines for teaching courses, for a period of up to two years after the first instructional use with a class. Use beyond that time period, even for educational purposes, requires permission for each copyrighted portion incorporated in the production.</p>
+<h4>Portion Limitations</h4>
+<p><strong>Motion Media</strong></p>
+<p>Up to 10% or 3 minutes, whichever is less, in the aggregate of a copyrighted motion media work may be reproduced or otherwise incorporated as part of a multimedia project created under these guidelines.</p>
+<p><strong>Text Material</strong></p>
+<p>Up to 10% or 1000 words, whichever is less, in the aggregate of a copyrighted work consisting of text material may be reproduced or otherwise incorporated as part of a multimedia project created under these guidelines. An entire poem of less than 250 words may be used, but no more than three poems by one poet, or five poems by different poets from any anthology may be used. For poems of greater length, 250 words may be used but no more than three excerpts by a poet, or five excerpts by different poets from a single anthology may be used.</p>
+<p><strong>Music, Lyrics, and Music Video</strong></p>
+<p>Up to 10%, but in no event more than 30 seconds, of the music and lyrics from an individual musical work (or in the aggregate of extracts from an individual work), whether the musical work is embodied in copies, or audio or audiovisual works, may be reproduced or otherwise incorporated as a part of a multimedia project created under these guidelines. Any alterations to a musical work shall not change the basic melody or the fundamental character of the work.</p>
+<p><strong>Illustrations and Photographs</strong></p>
+<p>The reproduction or incorporation of photographs and illustrations is more difficult to define with regard to fair use because fair use usually precludes the use of an entire work. Under these guidelines a photograph or illustration may be used in its entirety but no more than 5 images by an artist or photographer may be reproduced or otherwise incorporated as part of an educational multimedia project created under these guidelines. When using photographs and illustrations from a published collective work, not more than 10% or 15 images, whichever is less, may be reproduced or otherwise incorporated as part of an educational multimedia project created under these guidelines.</p>
+<p><strong>Numerical Data Sets</strong></p>
+<p>Up to 10% or 2500 fields or cell entries, whichever is less, from a copyrighted database or data table may be reproduced or otherwise incorporated as part of a educational multimedia project created under these guidelines. A field entry is defined as a specific item of information, such as a name or Social Security number, in a record of a database file. A cell entry is defined as the intersection where a row and a column meet on a spreadsheet.</p>
+<h3>Copying and Distribution Limitations</h3>
+<p>Only a limited number of copies, including the original, may be made of an educator's educational multimedia project. For all of the uses permitted hereunder, there may be no more than two use copies only one of which may be placed on reserve.</p>
+<p>An additional copy may be made for preservation purposes but may only be used or copied to replace a use copy that has been lost, stolen, or damaged. In the case of a jointly created educational multimedia project, each principal creator may retain one copy but only for the purposes described herein.</p>
+<h3>Examples of When Permission is Required</h3>
+<p><strong>Using Multimedia Projects for Non-Educational or Commercial Purposes</strong></p>
+<p>Educators and students must seek individual permissions (licenses) before using copyrighted works in educational multimedia projects for commercial reproduction and distribution.</p>
+<p><strong>Duplication of Multimedia Projects Beyond Limitations Listed in These Guidelines</strong></p>
+<p>Even for educational uses, educators and students must seek individual permissions for all copyrighted works incorporated in their personally created educational multimedia projects before replicating or distributing beyond the limitations listed herein.</p>
+<p><strong>Distribution of Multimedia Projects Beyond Limitations Listed in These Guidelines</strong></p>
+<p>Educators and students may not use their personally created educational multimedia projects over electronic networks, except for uses as described herein, without obtaining permissions for all copyrighted works incorporated in the program. </p>
+<p> </p>
+<p><sup>1</sup>The copyrighted works used under these guidelines are lawfully acquired if obtained by the institution or individual through lawful means such as purchase, gift or license agreement but not pirated copies. Educational multimedia projects which incorporate portions of copyrighted works under these guidelines may be used only for educational purposes in systematic learning activities including use in connection with non-commercial curriculum-based learning and teaching activities by educators to students enrolled in courses at nonprofit educational institutions.</p>
+<p><sup>2</sup>The Fair Use Guidelines for Educational Multimedia define educational multimedia projects created under these guidelines as those that incorporate educators’ (or students’) original material, such as course notes or commentary, together with various copyrighted media formats including but not limited to, motion media, music, text materials, graphics, illustrations, photographs and digital software which are combined into an integrated presentation. Educators may incorporate portions of lawfully acquired copyrighted works when producing their own educational multimedia programs for their own teaching tools in support of curriculum-based instructional activities at educational institutions. Students may incorporate portions of lawfully acquired copyrighted works when producing their own educational multimedia projects for a specific course.</p>
+<p><sup>3</sup>The Guidelines state that educators may perform and display their own educational multimedia projects created under these guidelines for curriculum-based instruction to students in the following situations: for face-to-face instruction, assigned to students for directed self-study, for remote instruction to students enrolled in curriculum-based courses and located at remote sites, provided over the educational institution’s secure electronic network in real-time, or for after class review or directed self-study, provided there are technological limitations on access to the network and educational multimedia project (such as password or PIN) and provided further that the technology prevents the making of copies of copyrighted material.</p>
+<p><sup>4</sup>The Guidelines specifically state that no copyright protection of these guidelines is claimed by any person or entity. Please note that the text of the preamble is copied towards the end of this document.</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>
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