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

qti 0.9.15 → 0.9.16

Files changed (616) hide show

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

@@ -0,0 +1,36 @@
+<html>
+<head>
+<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
+<title>FERPA</title>
+<meta name="identifier" content="i69fc11ea22bcb540eb170f5f569e13ff"/>
+<meta name="editing_roles" content="teachers"/>
+<meta name="workflow_state" content="active"/>
+</head>
+<body>
+<p><img src="%24IMS-CC-FILEBASE%24/images/icon_info.jpg" alt="icon_info.jpg" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/images/icon_info.jpg" data-api-returntype="File">FERPA, the <cite class="normal">Family Educational Rights and Privacy Act of 1974</cite>, as amended, protects the privacy of student educational records. It gives students the right to:</p>
+<ul>
+<li>Review their educational records.</li>
+<li>Request amendment to records they believe to be inaccurate.</li>
+<li>Limit disclosure from those records.</li>
+</ul>
+<p>An institution’s failure to comply with FERPA could result in the withdrawal of federal funds by the Department of Education. In order to ensure compliance with FERPA, <span style="background-color: #ffff00;">&lt;Replace with Institution FERPA Resource&gt;</span>.</p>
+<p>Whether you are delivering a face-to-face or an online course, it is important to identify the difference between Directory Information and Personally Identifiable Information.<span style="background-color: #ffff00;">&lt;Replace with Institution FERPA Resource&gt;</span><span>.</span> You may want to print and refer to this sheet as you design, develop, and deliver your online course.</p>
+<p>The online environment provides new options to communicate with your students. In addition to using <span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt;</span>, you may choose to use tools outside of your course to communicate with your students or hold virtual office hours . It is important to remember that you should not use any of these third party communication tools to discuss grades. The best method to communicate with students regarding grades or other personally identifiable information is through the <span style="background-color: #ffff00;">&lt;Replace- Your LMS&gt;</span> since this is password protected and FERPA compliant. In addition to the course mail tool, there are other areas in your online course where you can provide feedback and grades to students in a private area, including the grade book, the assessments tool, and the assignments tool.</p>
+<hr class="ucf_blue_threedot">
+<h2 style="color: #446f9a;">
+<img src="%24IMS-CC-FILEBASE%24/images/icon_strategies.jpg" alt="icon_strategies.jpg" 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>A few general guidelines to consider are provided below:</p>
+<ul>
+<li>Never use Social Security Numbers to identify students.</li>
+<li>Do not e-mail or share NIDs as this is personally identifiable information.</li>
+<li>When mailing a group of students outside of <span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt;</span> put all e-mail addresses in the blind carbon copy (BCC) box.</li>
+<li>Do not email students outside of <span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt;</span><span> </span> with grade information or other personally identifiable information.</li>
+<li>Be careful not to post grade information in areas of <span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt;</span><span> </span>where all students in the course may view the grade, such as replying to a public discussion post with grade information.</li>
+<li>If you choose to use third party public tools (<em>e.g.,</em> blogs, wikis) include a FERPA statement in your syllabus reminding students not to include any personally identifying information on this public site. </li>
+</ul>
+<h2 style="color: #446f9a;"><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"></h2>
+<p>Visit Teaching Online Pedagogical Repository to learn more about the strategy of including a <a href="http://topr.online.ucf.edu/index.php/FERPA_Statements" target="_blank">FERPA statement</a> in your course syllabus.</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/front-page.html ADDED Viewed

@@ -0,0 +1,34 @@
+<html>
+<head>
+<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
+<title>Front Page</title>
+<meta name="identifier" content="ifadbd3c1602f6a8816b5316b65f4f93e"/>
+<meta name="editing_roles" content="teachers"/>
+<meta name="workflow_state" content="active"/>
+<meta name="front_page" content="true"/>
+</head>
+<body>
+<h2 style="text-align: center;">TopKit Sample Course<br><img src="%24IMS-CC-FILEBASE%24/images/TopKit.jpg" alt="TopKit.jpg" width="364" height="129" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/images/TopKit.jpg" data-api-returntype="File">
+</h2>
+<h3 style="text-align: center;"><span style="background-color: #ffff00;">&lt;Insert facilitator names here&gt;</span></h3>
+<p> </p>
+<p><a class="" title="Course Syllabus Files" href="%24CANVAS_OBJECT_REFERENCE%24/modules/i886af53eabe2498b1a2901c99aaa0453" target="" data-api-endpoint="https://webcourses.ucf.edu/api/v1$CANVAS_OBJECT_REFERENCE$/modules/i886af53eabe2498b1a2901c99aaa0453" data-api-returntype="Module"></a></p>
+<p><a id="" class="" title="Course Syllabus Files" href="%24CANVAS_OBJECT_REFERENCE%24/modules/i886af53eabe2498b1a2901c99aaa0453" target="" data-api-endpoint="https://webcourses.ucf.edu/api/v1$CANVAS_OBJECT_REFERENCE$/modules/i886af53eabe2498b1a2901c99aaa0453" data-api-returntype="Module">Course Syllabus Files</a></p>
+<p><a class="" title="Course Syllabus Files" href="%24CANVAS_OBJECT_REFERENCE%24/modules/i886af53eabe2498b1a2901c99aaa0453" target="" data-api-endpoint="https://webcourses.ucf.edu/api/v1$CANVAS_OBJECT_REFERENCE$/modules/i886af53eabe2498b1a2901c99aaa0453" data-api-returntype="Module"></a></p>
+<p style="padding-left: 30px;">The syllabus section contains important course information, the schedule, and course expectations. </p>
+<p><a title="Week 0 - Getting Started" href="%24CANVAS_OBJECT_REFERENCE%24/modules/i5f72c693cf9cba8997014293a4bee9cf" data-api-endpoint="https://webcourses.ucf.edu/api/v1$CANVAS_OBJECT_REFERENCE$/modules/i5f72c693cf9cba8997014293a4bee9cf" data-api-returntype="Module">Start Here - Week 0</a><a title="Welcome" href="%24WIKI_REFERENCE%24/pages/welcome" data-api-endpoint="https://webcourses.ucf.edu/api/v1$WIKI_REFERENCE$/pages/welcome" data-api-returntype="Page"><br></a></p>
+<p style="padding-left: 30px;">Start your online learning experience here. Review Week 0 course materials to get you started.</p>
+<p><a id="" class="" title="Course Syllabus Files" href="%24CANVAS_OBJECT_REFERENCE%24/modules/i886af53eabe2498b1a2901c99aaa0453" target="" data-api-endpoint="https://webcourses.ucf.edu/api/v1$CANVAS_OBJECT_REFERENCE$/modules/i886af53eabe2498b1a2901c99aaa0453" data-api-returntype="Module"></a></p>
+<p><a title="Modules" href="%24CANVAS_COURSE_REFERENCE%24/modules" data-api-endpoint="https://webcourses.ucf.edu/api/v1$CANVAS_COURSE_REFERENCE$/modules" data-api-returntype="[Module]">Weekly Content</a></p>
+<p style="padding-left: 30px;">Each week contains required readings and assignments.</p>
+<p><a id="" class="" title="" href="http://webcourses.ucf.edu">Technical Support</a> <span style="background-color: #ffff00;">&lt;Insert link to your online/LMS support web site&gt;</span></p>
+<p style="padding-left: 30px;">Use this link to seek technical assistance. </p>
+<p><a id="" class="" title="" href="http://webcourses.ucf.edu" target="">Teaching Online </a><span style="background-color: #ffff00;">&lt;Insert link to your online teaching web site or delete.&gt;</span></p>
+<p style="padding-left: 30px;">The primary resource for faculty and staff teaching online courses at <span style="font-weight: 400; background-color: #ffff00;">&lt;Replace -  Institutional Name&gt;</span>. </p>
+<p style="padding-left: 30px;"> </p>
+<p style="padding-left: 30px;"> </p>
+<p><a title="Directions To Face To Face Sessions" href="%24WIKI_REFERENCE%24/pages/directions-to-face-to-face-sessions" data-api-endpoint="https://webcourses.ucf.edu/api/v1$WIKI_REFERENCE$/pages/directions-to-face-to-face-sessions" data-api-returntype="Page"></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/grading-assessments-optional-activity.html ADDED Viewed

@@ -0,0 +1,27 @@
+<html>
+<head>
+<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
+<title>Grading Assessments (Optional activity)</title>
+<meta name="identifier" content="i517336031243a516df806a9b18bc56c8"/>
+<meta name="editing_roles" content="teachers"/>
+<meta name="workflow_state" content="active"/>
+</head>
+<body>
+<p>If you are new to Webcourses@UCF and would like some additional practice with grading, feel free to complete the optional activity below. If you have follow-up questions about how to grade assignments, please consult with your instructional designer.</p>
+<hr class="ucf_blue_threedot">
+<h2 style="color: #446f9a;">Build Your Own Assessment: Part 2 </h2>
+<p>In Week 4, you completed the <a id="" class="" title="" 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 Own Assessment activity</a> by developing an assessment (Assignment, quiz, discussion, etc.) in your development section. For this optional activity, you will assume the student role and actually take this assessment, and then grade it as a teacher.</p>
+<p>If you would like to complete this activity, please follow the steps below: </p>
+<ol>
+<li>Access your IDL development course.</li>
+<li>Access the <a href="http://guides.instructure.com/s/2204/m/4152/l/61153-how-do-i-access-student-view">Student View</a>, which allows you to view your course as a student would.</li>
+<li>Click the assessment you created for the Build Your Assessment activity (Assignment, discussion, quiz, etc.).</li>
+<li>Take the assessment.</li>
+<li>Leave <a href="http://guides.instructure.com/s/2204/m/4152/l/61153-how-do-i-access-student-view">Student View</a>.</li>
+<li>Review the grading options. Click <strong>Grades</strong> and look for the Test Student in the Gradebook. To grade the assessment through Speedgrader, click the Assignment/Quiz and click <strong>Speedgrader</strong>. Review the IDL pages about <a id="" class="" title="" href="%24WIKI_REFERENCE%24/pages/using-the-gradebook" target="" data-api-endpoint="https://webcourses.ucf.edu/api/v1$WIKI_REFERENCE$/pages/using-the-gradebook" data-api-returntype="Page">Grades</a> and <a id="" class="" title="" href="%24WIKI_REFERENCE%24/pages/using-speedgrader" target="" data-api-endpoint="https://webcourses.ucf.edu/api/v1$WIKI_REFERENCE$/pages/using-speedgrader" data-api-returntype="Page">Speedgrader</a> for additional assistance. </li>
+</ol>
+<p>As you gain more experience grading in Webcourses@UCF, you will get a sense of the preferred way to grade certain activities. In general, the Speedgrader is helpful in grading individual papers and discussions, while the Gradebook is convenient when you are manually entering in grades such as attendance points from a face-to-face class meeting.</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/grading-your-assignments.html ADDED Viewed

@@ -0,0 +1,22 @@
+<html>
+<head>
+<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
+<title>Grading Your Assignments</title>
+<meta name="identifier" content="i77f82167b49df3e1f94d3f17a61ccf9d"/>
+<meta name="editing_roles" content="teachers"/>
+<meta name="workflow_state" content="active"/>
+</head>
+<body>
+<p>In Week 4, you were shown how to create assignments in your course using the Assignments, Discussions, and Quizzes tools. Now, we would like to show you how to grade these assignments. There are two ways to grade assignments in Webcourses@UCF:</p>
+<ul>
+<li>Grading assignments in the Gradebook</li>
+<li>Grading assignments using the SpeedGrader tool</li>
+</ul>
+<p>The next two pages in this module take a closer look at each of these two options for grading.</p>
+<p> </p>
+<p> </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/important-reminders.html ADDED Viewed

@@ -0,0 +1,40 @@
+<html>
+<head>
+<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
+<title>Important Reminders</title>
+<meta name="identifier" content="iccd071d07867e5a8602e44972263dec4"/>
+<meta name="editing_roles" content="teachers"/>
+<meta name="workflow_state" content="active"/>
+</head>
+<body>
+<h3>Caution in Downloading Material from the Internet</h3>
+<p>Educators and students are advised to exercise caution in using digital material downloaded from the Internet in producing their own educational multimedia projects, because there is a mix of works protected by copyright and works in the public domain on the network. Access to works on the Internet does not automatically mean that these can be reproduced and reused without permission or royalty payment and, furthermore, some copyrighted works may have been posted to the Internet without authorization of the copyright holder.</p>
+<h3>Attribution and Acknowledgement</h3>
+<p>Educators and students are reminded to credit the sources and display the copyright notice © and copyright ownership information if this is shown in the original source, for all works incorporated as part of the educational multimedia projects prepared by educators and students, including those prepared under fair use. Crediting the source must adequately identify the source of the work, giving a full bibliographic description where available (including author, title, publisher, and place and date of publication). The copyright ownership information includes the copyright notice (©, year of first publication and name of the copyright holder).</p>
+<p>The credit and copyright notice information may be combined and shown in a separate section of the educational multimedia project (e.g. credit section) except for images incorporated into the project for the uses described herein. In such cases, the copyright notice and the name of the creator of the image must be incorporated into the image when, and to the extent, such information is reasonably available; credit and copyright notice information is considered "incorporated" if it is attached to the image file and appears on the screen when the image is viewed. In those cases when displaying source credits and copyright ownership information on the screen with the image would be mutually exclusive with an instructional objective (e.g. during examinations in which the source credits and/or copyright information would be relevant to the examination questions), those images may be displayed without such information being simultaneously displayed on the screen. In such cases, this information should be linked to the image in a manner compatible with such instructional objectives.</p>
+<h3>Notice of Use Restrictions</h3>
+<p>Educators and students are advised that they must include on the opening screen of their multimedia program and any accompanying print material a notice that certain materials are included under the fair use exemption of the U.S. Copyright Law and have been prepared according to the multimedia fair use guidelines and are restricted from further use.</p>
+<h3>Future Uses Beyond Fair Use</h3>
+<p>Educators and students are advised to note that if there is a possibility that their own educational multimedia project incorporating copyrighted works under fair use could later result in broader dissemination, whether or not as commercial product, it is strongly recommended that they take steps to obtain permissions during the development process for all copyrighted portions rather than waiting until after completion of the project.</p>
+<h3>Integrity of Copyrighted Works: Alterations</h3>
+<p>Educators and students may make alterations in the portions of the copyrighted works they incorporate as part of an educational multimedia project only if the alterations support specific instructional objectives. Educators and students are advised to note that alterations have been made.</p>
+<h3>Reproduction or De-compilation of Copyrighted Computer Programs</h3>
+<p>Educators and students should be aware that reproduction or de-compilation of copyrighted computer programs and portions thereof, for example the transfer of underlying code or control mechanisms, even for educational uses, are outside the scope of these guidelines.</p>
+<h3>Licenses and Contracts</h3>
+<p>Educators and students should determine whether specific copyrighted works, or other data or information is subject to a license or contract. Fair use and these guidelines shall not preempt or supersede licenses and contractual obligations.</p>
+<h3>The following text was copied from the Preamble:</h3>
+<p>Fair use is a legal principle that defines the limitations on the exclusive rights of copyright holders. The purpose of these guidelines is to provide guidance on the application of fair use principles by educators, scholars and students who develop multimedia projects using portions of copyrighted works under fair use rather than by seeking authorization for non-commercial educational uses. These guidelines apply only to fair use in the context of copyright and to no other rights.</p>
+<p>There is no simple test to determine what is fair use. Section 107 of the Copyright Act sets forth the four fair use factors which should be considered in each instance, based on particular facts of a given case, to determine whether a use is a "fair use":</p>
+<ol>
+<li>the purpose and character of use, including whether such use is of a commercial nature or is for nonprofit educational purposes,</li>
+<li>the nature of the copyrighted work,</li>
+<li>the amount and substantiality of the portion used in relation to the copyrighted work as a whole, and</li>
+<li>the effect of the use upon the potential market for or value of the copyrighted work.</li>
+</ol>
+<p>While only the courts can authoritatively determine whether a particular use is fair use, these guidelines represent the participants' consensus of conditions under which fair use should generally apply and examples of when permission is required. Uses that exceed these guidelines may nor may not be fair use. The participants also agree that the more one exceeds these guidelines, the greater the risk that fair use does not apply.</p>
+<p>The limitations and conditions set forth in these guidelines do not apply to works in the public domain--such as U.S. Government works or works on which copyright has expired for which there are no copyright restrictions--or to works for which the individual or institution has obtained permission for the particular use. Also, license agreements may govern the uses of some works and users should refer to the applicable license terms for guidance.</p>
+<p>The participants who developed these guidelines met for an extended period of time and the result represents their collective understanding in this complex area. Because digital technology is in a dynamic phase, there may come a time when it is necessary to review the guidelines. Nothing in these guidelines shall be construed to apply to the fair use privilege in any context outside of educational and scholarly uses of educational multimedia projects.</p>
+<p style="text-align: left;">This Preamble is an integral part of these guidelines and should be included whenever the guidelines are reprinted or adopted by organizations and educational institutions. Users are encouraged to reproduce and distribute these guidelines freely without permission; no copyright protection of these guidelines is claimed by any person or entity.</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/instructional-strategies-and-best-practices.html ADDED Viewed

@@ -0,0 +1,61 @@
+<html>
+<head>
+<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
+<title>Instructional Strategies & Best Practices</title>
+<meta name="identifier" content="i395dd7a64ffc97a5b846119c31966af9"/>
+<meta name="editing_roles" content="teachers"/>
+<meta name="workflow_state" content="active"/>
+</head>
+<body>
+<p>Henry and Meadows (2008) summarize aspects of online teaching that reportedly contribute to enhanced learning and student satisfaction. They include interaction strategies such as quick turnaround time by the instructor, frequent and engaged contact, individual feedback, great communication skills, and regular use of student names. There are a number of instructional strategies and best practices located in the next sections. Most of these examples come from UCF faculty.</p>
+<h4>Social Presence</h4>
+<ul>
+<li>The Faculty Center for Teaching and Learning compiled a list of helpful activities called the <a id="" class="instructure_file_link instructure_scribd_file " title="OnlineGroupActivities.pdf" href="%24IMS-CC-FILEBASE%24/weekly_content/week03/OnlineGroupActivities.pdf?canvas_download=1" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/weekly_content/week03/OnlineGroupActivities.pdf" data-api-returntype="File">OnlineGroupActivities</a> (PDF) handout.</li>
+<li>Wikis are popular online tools used for collaborative work. UCF faculty and student share their experiences and suggestions related to using wikis in online courses in the brief video below (approximately six and a half minutes long).</li>
+</ul>
+<p><object class="instructure_user_content " data="http://engage.ucf.edu/v/files/ucfPlayer/ucfPlayer.swf" type="application/x-shockwave-flash" width="600" height="338" data-uc_width="610px" data-uc_height="348px" data-uc_snippet="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" data-uc_sig="764cdcf46861b4eea5d1ef83302e3454c456e88c"><param name="allowscriptaccess" value="always">
+<param name="allowfullscreen" value="true">
+<param name="FlashVars" value="ucfPlugin.domain=http://engage.ucf.edu/v/&amp;ucfPlugin.secure=False&amp;ucfPlugin.mediaHost=rtmp%3A//engage.ucf.edu/sealhammer-insecure&amp;ucfPlugin.mediaShortCode=z2WweVb&amp;ucfPlugin.preview=http://engage.ucf.edu/v/files/uploads/thumbnails/wiki-master-FINAL-FullRES.jpg&amp;ucfPlugin.keyURL=public/security&amp;ucfCaptions.state=false&amp;ucfCaptions.domain=http://engage.ucf.edu/v&amp;controlbar=over&amp;bufferlength=1&amp;stretching=uniform">
+<param name="src" value="http://engage.ucf.edu/v/files/ucfPlayer/ucfPlayer.swf"></object></p>
+<div class="hr"> </div>
+<h3 class="teachingstrategies">Teaching Online Strategies</h3>
+<p>Visit UCF’s Teaching Online Pedagogical Repository to review the following faculty strategies:</p>
+<ul>
+<li><a href="http://topr.online.ucf.edu/index.php/Group_Discussion_Strategy">Group Discussion Strategies</a></li>
+<li><a href="http://topr.online.ucf.edu/index.php/Group_Evaluation">Group Evaluation Strategies</a></li>
+<li><a href="http://topr.online.ucf.edu/index.php/Social_Networking_Networks">Social Networking Strategies: Facebook</a></li>
+<li><a href="http://topr.online.ucf.edu/index.php/Social_Networking_Communication">Social Networking Strategies: Twitter</a></li>
+</ul>
+<h3> </h3>
+<h3>Optional Further Reading</h3>
+<ul class="bib nobullet">
+<li>EDUCAUSE. (2010). <cite class="normal">7 Things You Should Know About Assessing Online Team-Based Learning.</cite> EDUCAUSE. Retrieved from<a class="external" href="http://www.educause.edu/ELI/ELIResources/7ThingsYouShouldKnowAboutAsses/210831" target="_blank"><span><span>http://www.educause.edu/ELI/ELIResources/7ThingsYouShouldKnowAboutAsses/210831</span></span></a>
+<ul>
+<li>This article is a quick overview of online team-based learning, how to assess team-based learning, and its implications to teaching and learning.</li>
+</ul>
+</li>
+<li>Obojobo. (2011) <cite class="normal">Facilitating interaction for online courses learning object.</cite> Retrieved from: <a class="external" href="https://obojobo.ucf.edu/view/1668" target="_blank"><span><span>https://obojobo.ucf.edu/view/1668</span></span></a>
+<ul>
+<li>This learning object focuses on strategies for facilitating effective interaction in online courses using Webcourses@UCF tools, such as discussions, mail and chat.</li>
+</ul>
+</li>
+<li>Teaching Online. (2011). Instructional best practices using technology. UCF Teaching Online. Retrieved from <a class="external" href="http://teach.ucf.edu/pedagogy/best-practices/" target="_blank"><span><span>http://teach.ucf.edu/pedagogy/best-practices/</span></span></a>
+<ul>
+<li>Read more strategies for facilitating collaborations located in the “Interaction” section.</li>
+</ul>
+</li>
+<li>Faculty Focus. (2010). Student collaboration in the online classroom. Madison, WI: Magna Publications, Inc. Retrieved from <a class="external" href="http://www.facultyfocus.com/free-reports/student-collaboration-in-the-online-classroom/" target="_blank"><span><span>http://www.facultyfocus.com/free-reports/student-collaboration-in-the-online-classroom/</span></span></a>
+<ul>
+<li>This 32-page long report is compiled by Faculty Focus, an online, higher education newsletter, and concentrates on building relationships and communities in online courses. The report consists of 18 articles written by college instructors sharing instructional tips and practices. You will need to create an account with Faculty Focus to download the free report.</li>
+</ul>
+</li>
+</ul>
+<p> </p>
+<h3>References</h3>
+<ul>
+<li>Henry, J., &amp; Meadows, J. (2008). An absolutely riveting online course: Nine principles for excellence in Web-based teaching. <cite>Canadian Journal of Learning and Technology</cite>, 34(1). Retrieved from <a href="http://www.cjlt.ca/index.php/cjlt/article/viewArticle/179/177">http://www.cjlt.ca/index.php/cjlt/article/viewArticle/179/177</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/interaction-collaboration-and-group-work.html ADDED Viewed

@@ -0,0 +1,121 @@
+<html>
+<head>
+<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
+<title>Interaction, Collaboration, and Group Work</title>
+<meta name="identifier" content="if680a4976ca757d2b95fe8a821c1427f"/>
+<meta name="editing_roles" content="teachers"/>
+<meta name="workflow_state" content="active"/>
+</head>
+<body>
+<h2 style="color: #446f9a;">Creating Teaching and Social Presence via Online Interactions</h2>
+<p><img style="width: 75px; height: 75px;" src="https://lti.online.ucf.edu/action-icons/images/2014/icon_info.jpg" alt="Info">Research shows that students work better in groups than in isolation, not just in face-to-face classrooms, but even more so in the online learning environment (CSU, Chico, 2009; Henry and Meadows, 2008; Maryland Online, 2008). Sense of community and social presence are essential to online excellence.</p>
+<p>Before designing collaborative interaction activities for your online courses, explore what types of interactions will best meet your course objectives and which computer-mediated tools will best facilitate those types of interactions. Moore (1989) describes three types of interaction necessary for quality distance learning courses and programs:</p>
+<ul>
+<li>Learner-instructor interaction, such as e-mails and announcements</li>
+<li>Learner-learner interaction, such as collaborative group work and peer review activities</li>
+<li>Learner-content interaction, such as presenting course contents in an appropriate and motivating format</li>
+</ul>
+<p>Your <strong>online teaching presence</strong> primarily deals with learner-instructor and learner-content interactions where instructors provide learner supports and present content and assessments. The <strong>online social presence</strong> focuses more on learner-learner and learner-instructor interactions where your students work in groups and seek feedback from you and their peers (Garrison, Anderson, &amp; Archer, 2000). If you can create a teaching and social presence that facilitates all three types of interactions, your online course will be successful.</p>
+<hr class="ucf_blue_threedot">
+<h2 style="color: #446f9a;">Tools for Interaction</h2>
+<p>There are various tools and technologies available both inside and outside of <span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt;</span> to help you design your online teaching and social presence. Here are some resources to help you select the appropriate tools for facilitating interactions:</p>
+<ol>
+<li>The <span style="background-color: #ffff00;"><a class=" instructure_scribd_file instructure_file_link" style="background-color: #ffff00;" title="Interaction Matrix.docx" href="%24IMS-CC-FILEBASE%24/weekly_content/week03/Interaction%20Matrix.docx?canvas_download=1&amp;canvas_qs_wrap=1" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/weekly_content/week03/Interaction%20Matrix.docx" data-api-returntype="File">Interaction Matrix (Doc) &lt;Replace - Your LMS information&gt;</a> </span> provides you with a detailed description of tools available in <span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt;</span> and how they may be used to create interactions in your online course.</li>
+<li>The following table presents examples of communication technologies. Some of these tools are not available inside <span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt;</span>. If you would like to integrate them into your courses, contact your instructional designer to discuss effective resources and strategies.
+<div class="m3x">
+<table class="tborder" border="1">
+<tbody>
+<tr>
+<th scope="col"><strong>Asynchronous</strong></th>
+<th scope="col"><strong>Synchronous (live)</strong></th>
+<th style="text-align: center;" scope="col"><strong>On Demand</strong></th>
+</tr>
+<tr>
+<td>E-mail</td>
+<td>Text, audio and video chat</td>
+<td style="text-align: left;">Audio</td>
+</tr>
+<tr>
+<td>Wikis</td>
+<td>Instant messaging</td>
+<td>Video</td>
+</tr>
+<tr>
+<td>Blogs</td>
+<td>Web conferencing</td>
+<td>Animation</td>
+</tr>
+<tr>
+<td>E-portfolios</td>
+<td>Online office hours</td>
+<td>Immersive simulations</td>
+</tr>
+<tr>
+<td>Discussion forums</td>
+<td>Virtual worlds</td>
+<td>3-dimensional modeling</td>
+</tr>
+<tr>
+<td>Social networking applications</td>
+<td> </td>
+<td>Interactive multimedia that responds to student behaviors</td>
+</tr>
+</tbody>
+</table>
+</div>
+</li>
+<li>The <a id="" class=" instructure_image_thumbnail instructure_file_link" title="construction_model.png" href="%24IMS-CC-FILEBASE%24/images/construction_model.png?canvas_download=1&amp;canvas_qs_wrap=1" target="" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/images/construction_model.png" data-api-returntype="File">construction model for online course designs</a> is a graphic tool designed to support brainstorming, planning, and designing course objectives, and how they work with assessments and instructional strategies that use tools in an online course.</li>
+</ol>
+<hr class="ucf_blue_threedot">
+<h2 style="color: #446f9a;">Instructional Strategies &amp; Best Practices</h2>
+<p>Henry and Meadows (2008) summarize aspects of online teaching that reportedly contribute to enhanced learning and student satisfaction. They include interaction strategies such as quick turnaround time by the instructor, frequent and engaged contact, individual feedback, great communication skills, and regular use of student names. There are a number of instructional strategies and best practices located in the next sections. </p>
+<h3></h3>
+<hr class="ucf_blue_threedot">
+<h2 style="color: #446f9a;">Teaching Online Strategies</h2>
+<p>Visit Teaching Online Pedagogical Repository to review the following faculty strategies:</p>
+<ul>
+<li><a id="" class="" title="" href="https://topr.online.ucf.edu/index.php/Group_Discussion_Strategy" target="_blank">Group Discussion Strategies</a></li>
+<li><a id="" class="" title="" href="https://topr.online.ucf.edu/index.php/Group_Evaluation" target="_blank">Group Evaluation Strategies</a></li>
+<li><a id="" class="" title="" href="https://topr.online.ucf.edu/index.php/Social_Networking_Networks" target="_blank">Social Networking Strategies: Facebook</a></li>
+<li><a id="" class="" title="" href="https://topr.online.ucf.edu/index.php/Social_Networking_Communication" target="_blank">Social Networking Strategies: Twitter</a></li>
+</ul>
+<hr class="ucf_blue_threedot">
+<h2 style="color: #446f9a;">Optional Further Reading</h2>
+<ul>
+<li>EDUCAUSE. (2010). <cite class="normal">7 Things You Should Know About Assessing Online Team-Based Learning.</cite> EDUCAUSE. Retrieved from <a class="external" href="http://www.educause.edu/ELI/ELIResources/7ThingsYouShouldKnowAboutAsses/210831" target="_blank">http://www.educause.edu/ELI/ELIResources/7ThingsYouShouldKnowAboutAsses/210831</a>
+<ul>
+<li>This article is a quick overview of online team-based learning, how to assess team-based learning, and its implications to teaching and learning.</li>
+</ul>
+</li>
+<li>Teaching Online. (2011). Instructional best practices using technology. UCF Teaching Online. Retrieved from <a id="" class="" title="" href="https://online.ucf.edu/teach-online/develop/instructional-best-practices-using-technology/" target="_blank">http://teach.ucf.edu/pedagogy/best-practices/</a>
+<ul>
+<li>Read more strategies for facilitating collaborations located in the “Interaction” section.</li>
+</ul>
+</li>
+<li>Faculty Focus. (2010). Student collaboration in the online classroom. Madison, WI: Magna Publications, Inc. Retrieved from <a id="" class="" title="" href="http://www.cincinnatistate.edu/online/faculty-resources/Student%20Collaboration%20in%20the%20Online%20Classroom.pdf" target="_blank">http://www.facultyfocus.com/free-reports/student-collaboration-in-the-online-classroom/</a>
+<ul>
+<li>This 32-page long report is compiled by Faculty Focus, an online, higher education newsletter, and concentrates on building relationships and communities in online courses. The report consists of 18 articles written by college instructors sharing instructional tips and practices. You will need to create an account with Faculty Focus to download the free report.</li>
+</ul>
+</li>
+</ul>
+<hr class="ucf_blue_threedot">
+<h2 style="color: #446f9a;">References</h2>
+<ul>
+<li>Center for Excellence in Learning and Teaching (CELT), California State University, Chico (2009). <cite class="normal">Rubric for Online Instruction.</cite> Retrieved August 27, 2010, from <a href="http://www.csuchico.edu/celt/roi/">http://www.csuchico.edu/celt/roi/</a>
+</li>
+<li>Garrison, R., Anderson, T., &amp; Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. <cite>The Internet and Higher Education</cite>, 2(2-3), 87-105.</li>
+<li>Jensen, L. (2002). <cite class="normal">Interaction in Distance Education</cite> (Vol. 2005). Arizona State University.</li>
+<li>Jung, I., Choi, S., Lim, C., &amp; Leem, J. (2002). Effects of Different Types of Interaction on Learning Achievement, Satisfaction and Participation in Web-Based Instruction. <cite>Innovations in Education &amp; Teaching International</cite>, 39(2), 153-163.</li>
+<li>MarylandOnline. (2008). Quality Matters Program. Retrieved August 27, 2010, from <a href="http://www.qualitymatters.org/">http://www.qualitymatters.org/</a>
+</li>
+<li>Moore, M. G. (1989). Three types of interaction. <cite>The American Journal of Distance Education</cite>, 3(2), 1-6.</li>
+<li>Teaching Online. (2011). <cite class="normal">Instructional best practices using technology. UCF Teaching Online.</cite> Retrieved February 8, 2011, from <a id="" class="" title="" href="https://online.ucf.edu/teach-online/develop/instructional-best-practices-using-technology/" target="_blank">http://teach.ucf.edu/pedagogy/best-practices/</a>
+</li>
+<li>
+<p>Henry, J., &amp; Meadows, J. (2008). An absolutely riveting online course: Nine principles for excellence in Web-based teaching. <cite>Canadian Journal of Learning and Technology</cite>, 34(1). Retrieved from <a href="http://www.cjlt.ca/index.php/cjlt/article/viewArticle/179/177">http://www.cjlt.ca/index.php/cjlt/article/viewArticle/179/177</a></p>
+</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/introduction-to-building-course-schedule.html ADDED Viewed

@@ -0,0 +1,51 @@
+<html>
+<head>
+<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
+<title>Introduction to Building Course Schedule </title>
+<meta name="identifier" content="ib5db4a3e502eb0c9673a1b0b4e48c866"/>
+<meta name="editing_roles" content="teachers"/>
+<meta name="workflow_state" content="active"/>
+</head>
+<body>
+<p><img src="https://lti.online.ucf.edu/action-icons/images/2014/icon_info.jpg" alt="Info">This week you will build a draft of your course schedule. Many faculty members organize online courses into “weeks” or “modules,” but others use larger groupings (<em>e.g.,</em> units, lessons, chapters, etc.). Each module should have associated learning activities such as readings, graded assignments, and assessments – all of which culminate into the final grade for the course. Once you decide how you would like to organize your course, this will help you build your course schedule.</p>
+<p>At this point in time, your schedule is a work in progress. As you continue to develop and organize your course, you will continue to make modifications and add information to your schedule. Also, your instructional designer will go over how to deliver this information to your students during your next consultation.</p>
+<p>This section contains the following activities:</p>
+<ol>
+<li>Build a Course Blueprint (optional)</li>
+<li>Build a draft of your Course Schedule (required) </li>
+</ol>
+<h3>Course Blueprint Activity <strong>(Optional)<br></strong>
+</h3>
+<p>This Course Blueprint activity is designed to help you create an overall structure or skeleton for your course. This activity is optional. The document provided below is one of many tools and formats that you can use to create your own Course Blueprint. For instance, you may wish to create an outline or a concept map. Use the tool/format that works best for you.<br> If you would like to complete this activity, please follow the steps below:</p>
+<ol>
+<li>Download and save the following file to your desktop: <a id="" class=" instructure_scribd_file instructure_file_link" title="course_blueprint-1.docx" href="%24IMS-CC-FILEBASE%24/weekly_content/week03/course_blueprint-1.docx?canvas_download=1&amp;canvas_qs_wrap=1" target="" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/weekly_content/week03/course_blueprint-1.docx" data-api-returntype="File">Course Blueprint (.docx)</a>.</li>
+<li>Directions are provided within the document to help you design your course blueprint.</li>
+</ol>
+<h3>
+<img src="%24IMS-CC-FILEBASE%24/images/icon_dothis.jpg" alt="icon_dothis.jpg">Build Your Course Schedule Instructions <strong>(Required)</strong>
+</h3>
+<h4>Resources Needed for this Assignment:</h4>
+<ul>
+<li>A copy of your course schedule if you have one. (If you do not have a course schedule, you can start creating one in this activity.)</li>
+<li>Microsoft Word (preferably Word 2007 or newer)</li>
+<li>Course Blueprint (if completed)</li>
+<li>Review the following course schedules’ examples from your faculty peers for ideas.<br><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 examples.&gt;&gt;</strong></span>
+</li>
+<ul>
+<li>Dr. Heather Batchelder - <a href="%24IMS-CC-FILEBASE%24/weekly_content/week02/Schedule%20Examples/Mixed%20Mode%20Schedule%20Example%201.htm?canvas_download=1" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/weekly_content/week02/Schedule%20Examples/Mixed%20Mode%20Schedule%20Example%201.htm" data-api-returntype="File">Mixed Mode Schedule Example</a>
+</li>
+<li>Dr. Patricia Angley - <a href="%24IMS-CC-FILEBASE%24/weekly_content/week02/Schedule%20Examples/Mixed%20Mode%20Schedule%20Example%202.htm?canvas_download=1" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/weekly_content/week02/Schedule%20Examples/Mixed%20Mode%20Schedule%20Example%202.htm" data-api-returntype="File">Mixed Mode Schedule Example</a>
+</li>
+<li>Dr. Johnny Pherigo - <a href="%24IMS-CC-FILEBASE%24/weekly_content/week02/Schedule%20Examples/Web%20Class%20Course%20Schedule.htm?canvas_download=1" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/weekly_content/week02/Schedule%20Examples/Web%20Class%20Course%20Schedule.htm" data-api-returntype="File">Fully Online Schedule Example</a>
+</li>
+</ul>
+<li>To help ensure accessibility of your pages, please keep the following formatting elements in mind as you create your course schedule:</li>
+<ul>
+<li>Use bold or italic text, instead of underlines to display emphasis in documents on the Web. An underlined word indicates hyperlinks on HTML pages.</li>
+<li>Use tables for multiple columns for text. Tabbed or multiple columns of text will not format correctly in pages.</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 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/introduction-to-building-your-course-activities.html ADDED Viewed

@@ -0,0 +1,24 @@
+<html>
+<head>
+<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
+<title>Introduction to Building Your Course Activities</title>
+<meta name="identifier" content="i11d4db826b81d4187626cc0bc4878a38"/>
+<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 for your LMS.&gt;&gt;</strong></span></p>
+<p><img src="%24IMS-CC-FILEBASE%24/images/icon_info.jpg" alt="icon_info.jpg" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/images/icon_info.jpg" data-api-returntype="File">This week, you will build a draft of your Syllabus, Course Expectations, and Course/Instructor Introduction within your development course and apply the concepts presented earlier in this module (copyright, accessibility, FERPA and Library Services). The following pages and activities guide you through the steps of properly formatting your course materials for accessibility and provide options for building your course content. You will be able to update and make changes to these document drafts as you build your course throughout <span style="background-color: #ffff00;">&lt;Replace - Course Title&gt;</span>.</p>
+<p><a href="http://guides.instructure.com/m/4152/l/55576-what-are-pages">Pages</a> are the preferred format to present content in your online course. Pages allow you to create content using <a href="http://guides.instructure.com/m/4152/l/40330-what-is-the-rich-content-editor">the Rich Content Editor</a>. You can add text, images, videos, links to files or websites, and format the content of your Pages for accessibility using the Rich Content Editor. Pages 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" target="_blank">screen readers</a>, </strong>making the content accessible to all students. Remember, it is required to make all of your documents accessible regardless of which file types (e.g., PDF, Microsoft Word, PowerPoint) you use in your course. </p>
+<hr class="ucf_blue_threedot">
+<h2 style="color: #446f9a;">Formatting Guidelines</h2>
+<p>Follow the <a id="" class="" title="" href="http://online.ucf.edu/teach-online/develop/content/word/" target="_blank">Formatting Guidelines</a> as you create content for your course. Applying these formatting styles (headings, lists, tables, etc.) adds an invisible “tag” that identifies the different parts making this document accessible to screen readers. Simply changing the font size and color of the text does not apply the same “tag” as applying the formatting styles provided in these guidelines.</p>
+<h2 style="color: #446f9a;">Embedding Images</h2>
+<p>You can <a id="" class="" title="" href="https://guides.instructure.com/m/4152/l/115077-how-do-i-embed-images-from-canvas-into-the-rich-content-editor" target="">embed images</a> from your personal files or Canvas course files into the Rich Content Editor. You can also add alt tags to your images for better accessibility.  </p>
+<h2 style="color: #446f9a;">Templates</h2>
+<p>For the following activities, several templates are provided to help you create content. These templates contain some basic information for you to use as you start building your course content (e.g., <span style="background-color: #ffff00;">&lt;Replace - Institution Name&gt;</span> required Syllabus information and standard statements related to FERPA and accessibility).</p>
+<p>These templates are formatted for accessibility (e.g., headings, bulleted lists) and are <strong>chunked</strong> and divided into smaller sections or pages. This creates more manageable "bite size pieces" for your students to absorb and requires less page scrolling. As you create materials for your course, think about how you can chunk the information into smaller sections by using headings to separate sections of content or place the information on separate content pages if it is a lot of information.</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/introduction-to-building-your-module-draft.html ADDED Viewed

@@ -0,0 +1,35 @@
+<html>
+<head>
+<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
+<title>Introduction to Building Your Module Draft</title>
+<meta name="identifier" content="i7d0a21eb05cafc9d7070c611e4e2dda1"/>
+<meta name="editing_roles" content="teachers"/>
+<meta name="workflow_state" content="active"/>
+</head>
+<body>
+<p class="p1">The activity this week is designed to help take the information from the Module Outline and use it to begin building a module draft. As previously mentioned, a module is an independent unit or lesson that usually, but not always, contains one week's worth of online content. For this draft, use the information from the outline to begin creating the actual module content.</p>
+<p class="p1">Draft the parts you decided to include/add:</p>
+<ol>
+<ol>
+<li>An introductory paragraph to the content</li>
+<li>Objectives for this module</li>
+<li>Content such as activities and materials (PPTs, images, PDFs, web links - keeping copyright and accessibility principles in mind). This is where you can link to the files you may have uploaded in Step 1. Note that your content does not have to be complete this week, but at least drafted out.</li>
+<li>Any additional content if appropriate. You may want to highlight a few topics or provide your perspective beyond the textbook. Note that your content does not have to be complete this week, but at least drafted out.</li>
+<li>Specific assignment details; for example, for a discussion posting, provide the description of the posting, tell students when they should post by, when to go back and add a second or third post; give students questions they need to answer: Do you agree? Why or why not? You may further refine the assignments in the following weeks.</li>
+<li>Remember to click <strong>Save Changes</strong> at the bottom of the page.</li>
+</ol>
+</ol>
+<p>(Visit the <a href="http://topr.online.ucf.edu/index.php/Modules" target="_blank">Teaching Online Pedagogical Repository</a> for some examples. If needed, please review the <a title="Options For Creating And Delivering Content" href="%24WIKI_REFERENCE%24/pages/options-for-creating-and-delivering-content" target="_blank" data-api-endpoint="https://webcourses.ucf.edu/api/v1$WIKI_REFERENCE$/pages/options-for-creating-and-delivering-content" data-api-returntype="Page">Options for Creating and Delivering Content </a>for a refresher on the process to link the pages and assignments for this Showcase module.)</p>
+<div>Now that you have built the basic structure for your module content, think about how you can organize ("chunk") the information. It is likely that you will find it necessary to create a new Page and cut and paste some of the content from the <span style="background-color: #ffff00;">Module Template</span> to the new Page. For instance, your first page may have an introduction to the content, objectives, and a list of assignments, while the next page may have a full description of the assignments. It is possible you may create multiple Pages.</div>
+<p class="p1">Module development over the next few weeks should be as follows:</p>
+<ol>
+<li>Week 6 (this week) includes building a draft of your actual module.</li>
+<li>Week 7 provides you with additional time to develop your content further and make any changes/suggestions provided by your instructional designer as you wish. </li>
+<li>Week 8 includes a peer review activity. This session provides you with the opportunity to share your course-in-progress with your peers and receive feedback from them.</li>
+<li>Week 9 provides you with the opportunity to refine and finalize your module so that you will have it ready to present during the Showcase.</li>
+<li>Week 10 IDL Showcase Event/Presentation</li>
+</ol>
+<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>