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/module-rubric.html ADDED Viewed

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+<html>
+<head>
+<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
+<title>Module Rubric</title>
+<meta name="identifier" content="ifff8fe91362da9837a90dd8c10ee437b"/>
+<meta name="editing_roles" content="teachers"/>
+<meta name="workflow_state" content="active"/>
+</head>
+<body>
+<h2>Objectives</h2>
+<table style="height: 199px;" border="1" width="709">
+<tbody>
+<tr style="background-color: f9f8f3;">
+<th style="text-align: center;">Criteria
+<h4></h4>
+</th>
+<th style="text-align: center;">
+<p> </p>
+<p>Identified</p>
+</th>
+</tr>
+<tr>
+<td>The module has learning objectives/outcomes that are measurable and clearly stated.</td>
+<td></td>
+</tr>
+<tr>
+<td>Module learning objectives/outcomes are aligned with Bloom's Taxonomy of Educational Objectives.</td>
+<td></td>
+</tr>
+<tr>
+<td>If mixed mode (M), clear objectives for face-to-face and online expectations are provided.</td>
+<td></td>
+</tr>
+<tr style="background-color: c0c0c0;">
+<td>
+<p><strong>Notes:</strong></p>
+<p> </p>
+</td>
+<td></td>
+</tr>
+</tbody>
+</table>
+<h2></h2>
+<p> </p>
+<h2>Module Activities/Interaction</h2>
+<table style="height: 199px;" border="1" width="709">
+<tbody>
+<tr>
+<th style="text-align: center;">Criteria
+<h4></h4>
+</th>
+<th style="text-align: center;">
+<p> </p>
+<p>Identified</p>
+</th>
+</tr>
+<tr>
+<td>Module activities may include a variety of interactions that promote learning outcomes (interactions may include student-to-content, student-to-student, student-to-instructor, student-to-other activities to promote learning outcomes).</td>
+<td></td>
+</tr>
+<tr>
+<td>Activity instructions deliver clear student expectations and match course objectives.</td>
+<td></td>
+</tr>
+<tr>
+<td>Activities/interactions promote learning based on Bloom's Taxonomy of Educational Objectives.</td>
+<td></td>
+</tr>
+<tr>
+<td>All 3rd party tools have clear student instructions on usage and student support. </td>
+<td></td>
+</tr>
+<tr>
+<td>Rubrics are used to define expectations for activities/interactions (when applicable).</td>
+<td></td>
+</tr>
+<tr>
+<td>
+<p><strong>Notes:</strong></p>
+<p> </p>
+</td>
+<td></td>
+</tr>
+</tbody>
+</table>
+<p> </p>
+<h2>Assessment Strategy</h2>
+<table style="height: 199px;" border="1" width="709">
+<tbody>
+<tr>
+<th style="text-align: center;">Criteria
+<h4></h4>
+</th>
+<th style="text-align: center;">
+<p> </p>
+<p>Identified</p>
+</th>
+</tr>
+<tr>
+<td>Assessment(s) match learning objectives.</td>
+<td></td>
+</tr>
+<tr>
+<td>Clear directions for assessment(s) are provided.</td>
+<td></td>
+</tr>
+<tr>
+<td>Grading policy is clearly defined for the assessment(s).</td>
+<td></td>
+</tr>
+<tr>
+<td>Rubrics define assessment expectations/grading (when applicable).</td>
+<td></td>
+</tr>
+<tr>
+<td>Self-assessments are incorporated (when applicable).</td>
+<td></td>
+</tr>
+<tr>
+<td>Instructor grading/feedback protocol is clearly stated with all assessments. (Note: this may be located in the syllabus). </td>
+<td></td>
+</tr>
+<tr>
+<td>
+<p><strong>Notes:</strong></p>
+<p> </p>
+</td>
+<td></td>
+</tr>
+</tbody>
+</table>
+<p> </p>
+<h2>Accessibility</h2>
+<table style="width: 709px; height: 199px;" border="1">
+<tbody>
+<tr>
+<th style="text-align: center;">Criteria
+<h4></h4>
+</th>
+<th style="text-align: center;">
+<p> </p>
+<p>Identified</p>
+</th>
+</tr>
+<tr>
+<td>
+<span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt;</span> pages are properly formatted (e.g., heading structure, bulleted and numbered lists, tables with proper headings, accessible colors).</td>
+<td></td>
+</tr>
+<tr>
+<td>Images contain descriptive text (alt text).</td>
+<td></td>
+</tr>
+<tr>
+<td>Videos are captioned. </td>
+<td></td>
+</tr>
+<tr>
+<td>Other file types (e.g., PDF, PowerPoint, Word) have been created so that they are accessible to students with disabilities. </td>
+<td></td>
+</tr>
+<tr>
+<td>Extended time has been provided on quizzes/exams if notified by Student Disabilities Service that this accommodation is required.</td>
+<td></td>
+</tr>
+<tr>
+<td>Math formulas have been created so that they are accessible to students with disabilities (when applicable).</td>
+<td></td>
+</tr>
+<tr>
+<td>Publisher materials (e.g., images, videos, simulations) are accessible to students with disabilities (when applicable).</td>
+<td></td>
+</tr>
+<tr>
+<td>
+<p><strong>Notes:</strong></p>
+<p> </p>
+</td>
+<td></td>
+</tr>
+</tbody>
+</table>
+<p> </p>
+<h2>Copyright</h2>
+<table style="width: 709px; height: 199px;" border="1">
+<tbody>
+<tr>
+<th style="text-align: center;">Criteria</th>
+<th style="text-align: center;">Identified</th>
+</tr>
+<tr>
+<td>Course module is copyright compliant. (Content is owned by participant, used with prior approval and properly cited, or used according to Fair Use and properly cited).</td>
+<td></td>
+</tr>
+<tr>
+<td>Content with copyright requirements has been linked to the authoritative source and properly cited.</td>
+<td></td>
+</tr>
+<tr>
+<td>
+<p><strong>Notes:</strong></p>
+<p> </p>
+</td>
+<td></td>
+</tr>
+</tbody>
+</table>
+<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/module-template.html ADDED Viewed

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+<html>
+<head>
+<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
+<title>Module Template</title>
+<meta name="identifier" content="ib05ac498c805f279883efdf2290dc9f3"/>
+<meta name="editing_roles" content="teachers"/>
+<meta name="workflow_state" content="active"/>
+</head>
+<body>
+<h2 style="text-align: center;">Module Title (Heading 2)</h2>
+<h3>Introduction (Heading 3)</h3>
+<p>Create an intro to the module here.</p>
+<p>You may copy/paste into this section from your existing module or content.</p>
+<h3>Objectives (Heading 3)</h3>
+<ul>
+<li>Objective 1</li>
+<li>Objective 2</li>
+<li>Objective 3</li>
+</ul>
+<h3>Section Title (Heading 3)</h3>
+<p>Add text here.</p>
+<h3>Section Title (Heading 3)</h3>
+<p>Add text here</p>
+<h4>Sub-Section (Heading 4)</h4>
+<p>Add text here</p>
+<h3>Section Title (Heading 3)</h3>
+<p>Add text here</p>
+<h4>Sub-Section (Heading 4)</h4>
+<p>Add text here</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 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/online-assessments.html ADDED Viewed

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+<html>
+<head>
+<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
+<title>Online Assessments</title>
+<meta name="identifier" content="i811a5af861c85540016de80756483c8b"/>
+<meta name="editing_roles" content="teachers"/>
+<meta name="workflow_state" content="active"/>
+</head>
+<body>
+<h2 style="color: #446f9a;">Introduction<br><img src="%24IMS-CC-FILEBASE%24/images/icon_info.jpg" alt="Info" width="72" height="73" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/images/icon_info.jpg" data-api-returntype="File">
+</h2>
+<p>As you move into the online environment, you have the opportunity to develop and create a multitude of assessments using new and innovative tools. Students will feel a strong sense of relevance to your course materials when you align your content objectives with your assessments. This section reviews two types of assessments, formal and informal, that can help shape how you assess your students online.</p>
+<ol style="clear: both;">
+<ol style="clear: both;">
+<li>
+<strong>Formal assessments</strong> provide a systematic way to measure students’ progress. These types of assessments also contribute to the final grade, which indicates a student’s mastery of the subject, <em>e.g.,</em>midterm, and finals.</li>
+<li>
+<strong>Informal Assessments</strong> generally provide the faculty member the ability to gauge their students’ comprehension of course material. It does not involve assigning grades. Furthermore, these can be used to allow students to practice the material prior to a formal assessment, <em>e.g</em>., self-tests.</li>
+</ol>
+</ol>
+<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: Formal Assessments</h2>
+<h4>Quizzes/Tests</h4>
+<p>Multiple choice and short answer tests (or quizzes) are useful for assessing students' abilities to recognize and recall content. They are also fairly easy to grade; and when faced with a large class size, you can make the grading automatic depending on the question type. The following PDF documents will help guide you in creating quality multiple-choice questions:</p>
+<ul>
+<li><a id="" class="" title="Examples of Multiple Choice Items at the Levels of Bloom's Taxonomy" href="%24WIKI_REFERENCE%24/pages/examples-of-multiple-choice-items-at-the-levels-of-blooms-taxonomy" target="" data-api-endpoint="https://webcourses.ucf.edu/api/v1$WIKI_REFERENCE$/pages/examples-of-multiple-choice-items-at-the-levels-of-blooms-taxonomy" data-api-returntype="Page">Using Bloom’s Taxonomy to Create Multiple-Choice Questions </a></li>
+<li><a id="" class="" title="Question Improvement Suggestions" href="%24WIKI_REFERENCE%24/pages/question-improvement-suggestions" target="" data-api-endpoint="https://webcourses.ucf.edu/api/v1$WIKI_REFERENCE$/pages/question-improvement-suggestions" data-api-returntype="Page">Question Improvement Suggestions</a></li>
+</ul>
+<p style="text-align: center;"> </p>
+<h4>Essays/Academic Prompts</h4>
+<p>Assessments that require a subjective analysis are often more difficult and time consuming to grade; however, this type of assessment is appropriate for gauging how well students are able to apply the concepts learned in class. </p>
+<p>Also, in <span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt;</span>, there are a variety of tools to facilitate these types of assessments. You will read more detailed information about the following tools in the Build Your Course Activities this week.</p>
+<ol>
+<li>
+<strong>Discussions</strong> – often used for generating student-to-student interaction based on an instructor-specified critical thinking challenge.</li>
+<li>
+<strong>Quizzes</strong> – used to construct essay-type questions (which must be manually scored).</li>
+<li>
+<strong>Assignments </strong>– used to submit papers, essays, or other types of assignments.</li>
+</ol>
+<p style="text-align: center;"> </p>
+<h2 style="color: #446f9a;">Projects/Authentic Tasks</h2>
+<p>This type of assessment can be time-consuming for the student to complete (and often for the grader to grade) due to its complex, real-world applicability. However, such assessments are particularly well suited for assessing whether students have reached a deep understanding of core concepts and allow students the ability to personalize their learning.</p>
+<p>Other examples and formats of authentic activities and assessments are provided below: <span style="background-color: #ffff00;">&lt;UCF resources are provided, but can be deleted or updated with institution resources&gt;</span></p>
+<ul>
+<li>Review examples of <a id="" class="" title="" href="http://online.ucf.edu/wp-content/blogs.dir/21/files/2016/01/Authentic-Assessment-Online.pdf" target="_blank">activities such as question types, concept expansion, answer defense, point of view, and serious games.</a> ( <strong>PPT)</strong>
+</li>
+<li>Review selected <a href="http://www.fctl.ucf.edu/TeachingAndLearningResources/SelectedPedagogies/" target="_blank">Pedagogies from FCTL</a> ( <em>e.g</em>., e-portfolios).</li>
+</ul>
+<hr class="ucf_blue_threedot">
+<h2 style="color: #446f9a;">Informal Assessments</h2>
+<p style="text-align: left;">Informal assessments are an integral part to any quality course. Faculty incorporate these types of assessments into their course to increase their presence in the online environment and to keep track of their students’ learning. Some sample strategies include:</p>
+<ul style="text-align: left;">
+<li>Incorporate one-minute papers submitted through the assignment tool.</li>
+<li>Conduct summative and formative evaluations by selecting the Survey option located within the Assessments tool.</li>
+<li>Create practice assessments or self-tests using the Assessments tool.</li>
+</ul>
+<hr class="ucf_blue_threedot">
+<h2 style="color: #446f9a;">Providing Feedback to Your Students</h2>
+<p style="text-align: left;">Below are some strategies that you can use to facilitate effective feedback:</p>
+<ul style="text-align: left;">
+<li>
+<strong>Quiz question feedback in <span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt;</span></strong> – provides an opportunity for faculty to indicate why answers are correct/incorrect.</li>
+<li>
+<strong>Discussion tool in <strong><span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt;</span></strong></strong> - this tool provides the ability to offer feedback by responding to your students.</li>
+<li>
+<strong>After assessment feedback</strong> – provides an overview to the commonly missed questions. You can choose to deliver it in a variety of mediums [ <em>e.g.,</em> the Announcement tool, course email, or as a personal webcast (video)].</li>
+</ul>
+<h4 style="text-align: left;">Rubrics</h4>
+<p style="text-align: left;">Rubrics promote the fair and consistent grading of complex subjective material. They also provide a guideline to students regarding performance requirements and are a useful tool to provide valuable feedback. In addition, the Grading Forms featured within <strong><span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt;</span></strong> allow you to build rubrics for discussions and assignments.</p>
+<p style="text-align: left;">Visit Teaching Online Pedagogical Repository to learn more about the strategy for using <a href="http://topr.online.ucf.edu/index.php/Rubrics" target="_blank">Rubrics</a> in your online course.</p>
+<h4 style="text-align: left;">Peer Review</h4>
+<p style="text-align: left;">Peer review provides another means for students to receive feedback and is based on a set of standards created by the instructor. Below are samples and strategies that can be used to incorporate peer review within your course:</p>
+<ul style="text-align: left;">
+<li>
+<a href="http://writing.colostate.edu/guides/teaching/peer/" target="_blank">Writing center peer review process</a> at Colorado State University</li>
+<li>
+<a href="http://www.cte.cornell.edu/teaching-ideas/assessing-student-learning/peer-assessment.html">Incorporating peer assessment</a> in assignments at Cornell University</li>
+</ul>
+<hr class="ucf_blue_threedot">
+<h2 style="color: #446f9a; text-align: left;">Optional Further Reading</h2>
+<p style="text-align: left;">If you would like more information related to assessments, check out the following references. Each contains a wealth of information that you will find helpful now and in the future. </p>
+<ul style="text-align: left;">
+<li>Hall, R. (2002). Aligning learning, teaching and assessment using the web: An evaluation of pedagogic approaches. <em>British Journal of Educational Technology</em>, 33 (2), 149-158. Retrieved from<a href="http://search.epnet.com/login.aspx?direct=true&amp;db=aph&amp;an=7008973" target="_blank">http://search.epnet.com/login.aspx?direct=true&amp;db=aph&amp;an=7008973</a>
+</li>
+</ul>
+<h4 style="text-align: left;">Formal Assessments</h4>
+<ul style="text-align: left;">
+<li>Andrade, H. G. (n.d.). Understanding Rubrics. Retrieved from <a id="" class="" title="" href="http://www.saddleback.edu/uploads/goe/understanding_rubrics_by_heidi_goodrich_andrade.pdf" target="_blank">http://www.saddleback.edu/uploads/goe/understanding_rubrics_by_heidi_goodrich_andrade.pdf</a>
+</li>
+<li>Peat, M. (2000). Online assessment: The use of web based self-assessment materials to support self-directed learning. School of Biological Sciences, University of Sydney. Retrieved from <a href="http://otl.curtin.edu.au/professional_development/conferences/tlf/tlf2000/peat.html" target="_blank">http://otl.curtin.edu.au/professional_development/conferences/tlf/tlf2000/peat.html</a>
+</li>
+</ul>
+<h4 style="text-align: left;">Providing Feedback to Your Students</h4>
+<ul style="text-align: center;">
+<li style="text-align: left;">Bostock, S. (2010). Student Peer Assessment. The Higher Education Academy. Retrieved, from <a href="http://www.reading.ac.uk/web/FILES/engageinassessment/Student_peer_assessment_-_Stephen_Bostock.pdf" target="_blank">http://www.reading.ac.uk/web/FILES/engageinassessment/Student_peer_assessment_-_Stephen_Bostock.pdf</a>
+</li>
+<li style="text-align: left;">Dihoff, R., Brosvic, G., Epstein, M., Cook, M. (Spring, 2004). <em>Provision of Feedback During Preparation for Academic Testing: Learning is Enhanced by Immediate But Not Delayed Feedback.</em>Psychological Record; Vol. 54 Issue 2. Retrieved from <a href="http://www.questia.com/googleScholar.qst?docId=5008051594" target="_blank">http://www.questia.com/googleScholar.qst?docId=5008051594</a>
+</li>
+<li style="text-align: left;">Falchikov, N., &amp; Goldfinch, J. (2000). Student Peer Assessment in Higher Education: A Meta-Analysis Comparing Peer and Teacher Marks. Review of Educational Research. Retrieved from<a href="http://rer.sagepub.com/content/70/3/287.full.pdf" target="_blank">http://rer.sagepub.com/content/70/3/287.full.pdf</a>
+</li>
+</ul>
+<p><img style="border-width: 0px; display: block; margin-left: auto; margin-right: auto;" src="https://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png" alt="Creative Commons License"></p>
+<p style="text-align: center;"><span style="font-weight: 400;">TOPKit Sample Course was prepared by the <a href="http://www.ucf.edu/" target="_blank">University of Central Florida (UCF)</a>. </span><span style="font-weight: 400;">This work is licensed under a </span><a href="http://creativecommons.org/licenses/by-nc-sa/4.0/"><span style="font-weight: 400;">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License</span></a><span style="font-weight: 400;">.</span></p>
+</body>
+</html>

data/spec/fixtures/test_imscc/wiki_content/online-at-ucf-support-presentation.html ADDED Viewed

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+<html>
+<head>
+<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
+<title>Online@UCF Support Presentation</title>
+<meta name="identifier" content="ie15dfc6d41ba6c1660c9a8a699448784"/>
+<meta name="editing_roles" content="teachers"/>
+<meta name="workflow_state" content="active"/>
+</head>
+<body>
+<p><iframe src="http://prezi.com/embed/8p8qmy0af0df/?bgcolor=ffffff&amp;lock_to_path=0&amp;autoplay=no&amp;autohide_ctrls=0&amp;features=undefined&amp;disabled_features=undefined" width="1050" height="700"></iframe></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/online-course-dynamics.html ADDED Viewed

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+<html>
+<head>
+<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
+<title>Online Course Dynamics</title>
+<meta name="identifier" content="i51deb2acc30584bf731a6a3b0cbb5797"/>
+<meta name="editing_roles" content="teachers"/>
+<meta name="workflow_state" content="active"/>
+</head>
+<body>
+<p>Like the old saying, “even the best laid plans of mice and men often go awry (Robert Burns, 1785),” there will be times when unanticipated circumstances arise and knowing exactly where to go for assistance is key in managing a successful online course. Please remember that the following CDL teams and resources will assist you with issues that may arise within your course:</p>
+<p><strong><span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt; </span>Support –</strong> provides technical assistance for you ( <em>e.g</em>., course reset, instructor name or course name change, adding other faculty as section instructors/designers, upload a quiz, extend quiz time for students with disabilities) and for your students (e.g., provide assistance with course, assignment, and quiz access). Their <span style="background-color: #ffff00;">support page &lt;Link to support web page&gt;</span> provides contact numbers, email addresses, and support hours which includes evening and weekend hours.</p>
+<p><strong>Instructional Designer –</strong> While you are employed at <span style="background-color: #ffff00;">&lt;Replace - Institution Name&gt; </span>you will always have an<a id="" class="" title="" href="http://online.ucf.edu/about/teams/instructional-design/" target="_blank"> </a>assigned instructional designer to help you redesign your course and develop improved strategies with teaching your course.</p>
+<p><strong>Other Faculty Resources – </strong><span style="background-color: #ffff00;">&lt;Replace - Institution Name&gt; </span>offers a variety of resources that are available to assist you with any additional questions you may have. Refer to <a id="" class="" title="Week 5 - Enhancing Your Content with Services" href="%24CANVAS_OBJECT_REFERENCE%24/modules/ib2b3688e0d489eff612f85ca8dbde35e" target="" data-api-endpoint="https://webcourses.ucf.edu/api/v1$CANVAS_OBJECT_REFERENCE$/modules/ib2b3688e0d489eff612f85ca8dbde35e" data-api-returntype="Module">Module 5 </a>for listing.</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 and Best Practices</h2>
+<p>This section consists of several subsections. The first two contain the categories where most problems generally fall. The final section discusses some <span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt;</span><span> </span>tools designed to assist you in minimizing concerns with classroom dynamics.</p>
+<hr class="ucf_blue_threedot">
+<h2 style="color: #446f9a;">Technical Issues</h2>
+<p>First and foremost, don’t try to solve all of the technical issues that students might encounter in your online class since this can easily become overwhelming. Utilize the following strategies that will help ensure you have a smoother start to your course.</p>
+<ul>
+<li>Create a <strong>course orientation such as a Module 0 or a Getting Started</strong> module for students to review the first week of the course. This also gives your students the ability to add/drop without having missed important assignments.</li>
+<li>Not only should you have <a href="http://free.avg.com/us-en/homepage" target="_blank">virus protection software,</a> insist that your students do the same. This will protect everyone’s computers from harmful software.</li>
+<li>Provide and require students who are unfamiliar with online courses to complete the <a id="" class="" title="" href="http://online.ucf.edu/learn-online/knights-online/" target="_blank">Knights Online Orientation</a><strong>,</strong> which helps teach students how to use the available tools in your course.</li>
+<li>Require your students to complete basic assignments that help you informally assess whether or not they know how to use tools (<em>e.g.,</em> post an introductory paragraph, submit an assignment, complete a syllabus quiz).</li>
+<li>
+<a href="http://guides.instructure.com/s/2204/m/4152/l/55012-how-do-i-download-scores-from-the-gradebook" target="_blank">Download a copy of your Grade Book </a>at crucial intervals throughout the semester to keep for your records.</li>
+<li>Electronic coursepacks or e-packs can be great additions to your course as they contain material that has already been created, but be sure to fully investigate all aspects of these products before you implement one. They might be easy to load and use yet some offer quite a challenge to organize and deliver your course. Thoroughly familiarize yourself with the content before adding one to your course. Be aware that some e-packs may require additional costs or technical requirements for you and your students or they may no longer be available after a specified time period. If you are considering using a commercially available e-pack, discuss it with your publisher first to obtain all the pros and cons of the product. When contacting your publisher, request the epack for Instructure's Canvas.</li>
+</ul>
+<p>Visit UCF’s Pedagogical Repository to learn more about how one faculty member designed their <a href="http://topr.online.ucf.edu/index.php/Module_0" target="_blank">course orientation module.</a></p>
+<hr class="ucf_blue_threedot">
+<h2 style="color: #446f9a;">Student Management</h2>
+<p>Managing the online student is more or less similar to your face-to-face student counterpart. Although this particular generation of learners may be more adept at using technology, they may not necessarily be the most intuitive with online learning technology. For these reasons, utilize the following strategies to help minimize common online student concerns:</p>
+<ul>
+<li>Utilize virtual or face-to-face office hours. You can use the chat or conferencing tools in Webcourses@UCF to communicate with distant students. Keep accessibility concerns in mind when using these tools.</li>
+<li>Locate, advertise, and utilize <a id="" class="" title="" href="http://online.ucf.edu/learn-online/" target="_blank">campus support resources for students</a>.</li>
+<li>Use a course ‘contract’ in the form of a quiz to entice students to read the syllabus, schedule, and expectations/policies.</li>
+<li>For students with disabilities, <a id="" class="" title="" href="https://community.canvaslms.com/docs/DOC-2984" target="">allow extra time or attempts for quizzes</a>. (Webcourses@UCF Support can help you with this task.)</li>
+<li>Provide a student discussion board, generally called a student lounge or coffee shop, where students can communicate with each other for items not directly related to the course.</li>
+<li>Use the survey feature in Webcourses@UCF to save and collect frequently asked questions semester to semester. Publish the most pertinent questions and answers in a “Tips for Your Success” section located in your course.</li>
+</ul>
+<p>Visit UCF’s Pedagogical Repository to learn more about how UCF faculty members designed their <a href="http://topr.online.ucf.edu/index.php/Syllabus_Quiz" target="_blank">syllabus quizzes</a>.</p>
+<hr class="ucf_blue_threedot">
+<h2 style="color: #446f9a;">Student of Concern</h2>
+<p>The <a href="http://concern.sdes.ucf.edu/" target="_blank"><em>Student of Concern Form </em></a>allows students, staff, faculty, and UCF community members to report concerning behavior exhibited by a student. If you are aware that a student is experiencing challenges or difficulties that concern you, please report the concern using the Student of Concern Form. The entire UCF community will benefit.</p>
+<p>The following signs of distress should raise concerns. These may be behaviors that you observe or that are reported to you by coworkers, other students, or faculty, etc. If you see any of these signs within a student please submit a <a id="" class="" title="" href="https://publicdocs.maxient.com/reportingform.php?UnivofCentralFlorida&amp;layout_id=10" target="_blank">Student of Concern Form </a>and provide some of the signs you've witnessed like the ones below:</p>
+<p>Online Behavioral Problems</p>
+<ul>
+<li>Irritability</li>
+<li>Unruly online behavior/outbursts in chat/discussions</li>
+<li>Intense emotion</li>
+<li>Inappropriate responses</li>
+<li>Inability to communicate clearly</li>
+<li>Loss of contact with reality</li>
+<li>Written references to death, dying, or suicide</li>
+<li>Disconnection from classmates</li>
+<li>Preoccupation with gaming, social media, or online personas</li>
+</ul>
+<p>Online Academic Problems</p>
+<ul>
+<li>Career and course indecision</li>
+<li>Excessive procrastination</li>
+<li>Uncharacteristically poor preparation/performance</li>
+<li>Many requests for extensions/special considerations</li>
+<li>Disruptive classroom/chat room behavior</li>
+<li>Excessive absence/tardiness/infrequent or no log in</li>
+<li>Avoiding or dominating online discussions</li>
+<li>References to suicide or harm to others in written/verbal statements or tests/exams</li>
+</ul>
+<p>Interpersonal Problems</p>
+<ul>
+<li>Always asking for help with personal problems</li>
+<li>Dependency</li>
+<li>Withdrawing from social situations/online groups</li>
+<li>Disruptive behavior</li>
+<li>Inability to get along with others</li>
+<li>Complaints from others</li>
+</ul>
+<hr class="ucf_blue_threedot">
+<h2 style="color: #446f9a;">Webcourses@UCF Tools</h2>
+<p><span style="background-color: #ffffff;"><a href="http://guides.instructure.com/s/2204/m/4152/l/66793-what-will-analytics-tell-me-about-my-student">Analytics </a>in Webcourses@UCF gives an overview of 4 areas of student performance:</span></p>
+<ol>
+<li>Participation</li>
+<li>Communication</li>
+<li>Assignments</li>
+<li>Grades</li>
+</ol>
+<p>When entering Analytics, the initial view shows the entire class. You can view the individual student by clicking on their name. </p>
+<p><a href="http://guides.instructure.com/s/2204/m/4152/l/68885-what-are-course-statistics" target="_blank">Course Statistics</a> shows the last date/time and a record of when particular student logged into the course. During the first week of class, it is strongly recommended that you check the course statistics area frequently to ensure students are logging into your course.</p>
+<p>In addition to Analytics and Statistics, access and interaction reports are available. <a href="http://guides.instructure.com/s/2204/m/4152/l/41458-where-do-i-find-the-course-access-report-for-an-individual-student" target="_blank">Access reports</a> display the total number of times a student has gone to an area of the course.  An <a href="http://guides.instructure.com/s/2204/m/4152/l/41457-where-can-i-see-a-summary-of-my-interactions-with-a-student">interaction report </a>records all of the interactions between an individual student and an instructor throughout the duration of the course.</p>
+<hr class="ucf_blue_threedot">
+<h2 style="color: #446f9a;">Academically At Risk and Interventions for Online Students</h2>
+<p>Online (W) students may wander off or forget to log in to their online course. A few will have legitimate reasons for not showing up online, others might not. Faculty should play a proactive role in detecting these ‘at risk’ students. Interventions should be developed to help the student regain their activity in the class. </p>
+<p>When do you contact or ‘intervene?’ You have to decide that based on your course, assignments and how likely it is for the student to make up or recover. Weekly might be appropriate. We like to encourage student success and recommend you do the same.</p>
+<p>Depending on the population of your online course, you might not be able to track or remember each student. Simple methods of student tracking might involve noting if they are participating in Discussions, Quizzes and other assignments.</p>
+<p>The Canvas learning management system offers several different tools to detect a struggling student. First, from the Course Homepage, Click on View Course Analytics. This will give you an overall visual of all student activity in your course.</p>
+<p>Second, to zoom in on an individual student, click on People from the course menu. Then you may select an individual student and view their Access Report, or you may view individual Analytics from that same page. These two pages will identify a struggling student and then you need to reach out and offer assistance to bring the student ‘back to class.’</p>
+<p>Visit UCF’s Pedagogical Repository to learn more about how one faculty member designed their <a href="http://topr.online.ucf.edu/index.php/Discussions_large_classes" target="_blank">discussion postings</a> to manage a large class size. </p>
+<hr class="ucf_blue_threedot">
+<h2 style="color: #446f9a;">Optional Further Reading</h2>
+<p>Everson, M. (2010). What Does Michelle Everson Learn from her Online Students and other Insights <em>eLearn Magazine</em> Accessed by: <a href="http://elearnmag.acm.org/blog/?p=144" target="_blank">http://elearnmag.acm.org/featured.cfm?aid=1609990</a></p>
+<p>Roper, A. (2007). How Students Develop Online Learning Skills: Successful online students share their secrets for getting the most from online classes, focusing on time management, active participation, and practice. <em>EDUCAUSE Quarterly</em> (30, 1) Accessed by: <a href="http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/HowStudentsDevelopOnlineLearni/157435" target="_blank">http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/HowStudentsDevelopOnlineLearni/157435</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>