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/online-teaching-persona-worksheet.html ADDED Viewed

@@ -0,0 +1,324 @@
+<html>
+<head>
+<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
+<title>Online Teaching Persona Worksheet</title>
+<meta name="identifier" content="i4ac3ed75d9889498d84dcbd2e73da3b9"/>
+<meta name="editing_roles" content="teachers"/>
+<meta name="workflow_state" content="active"/>
+</head>
+<body>
+<h2>Introduction </h2>
+<p>The worksheet will lead you to think about communication, teaching style and building an online course that works well. Think through the questions in this handout and make notes on the worksheet. This activity is split into two parts: Self-Evaluation and Personal Reflection. Rather than delivering hard and fast dictates, this exercise is meant to "flex" your thinking and to consider the changes that come with teaching online. </p>
+<p>The purpose of this worksheet is to:</p>
+<ul>
+<li>Focus your online teaching persona,</li>
+<li>Contemplate your teaching philosophy,</li>
+<li>Determine how you might apply your philosophy and persona in an online course.</li>
+</ul>
+<h2>Self-Evaluation</h2>
+<h3>A. Online Teaching Persona Strategies</h3>
+<p>Check the strategies below that you plan to use to portray your online teaching persona.</p>
+<table style="height: 334px;" border="1" width="379">
+<tbody>
+<tr>
+<th style="text-align: center;">Common Characteristics and Strategies</th>
+<th style="text-align: center;">Notes</th>
+</tr>
+<tr>
+<td style="width: 1000px;">____ Effective, concise, explicit writing</td>
+<td style="width: 800px;">             </td>
+</tr>
+<tr>
+<td>____ Use of humor</td>
+<td></td>
+</tr>
+<tr>
+<td>____ Spend long hours online</td>
+<td></td>
+</tr>
+<tr>
+<td>____ Provide abundant &amp; timely feedback</td>
+<td></td>
+</tr>
+<tr>
+<td>____ Trust</td>
+<td></td>
+</tr>
+<tr>
+<td>____ Flexibility</td>
+<td></td>
+</tr>
+<tr>
+<td>____ Creativity </td>
+<td></td>
+</tr>
+<tr>
+<td>____ Organized online course</td>
+<td></td>
+</tr>
+<tr>
+<td>____ Provide redundancy</td>
+<td></td>
+</tr>
+<tr>
+<td>____ Authoritative </td>
+<td></td>
+</tr>
+<tr>
+<td>____ Other</td>
+<td></td>
+</tr>
+</tbody>
+</table>
+<h3>B. Seven Principles for Good Practice in Undergraduate Education</h3>
+<p>Check the tools and strategies you plan to use in your online course. </p>
+<table border="1">
+<tbody>
+<tr>
+<th style="text-align: center;">Seven Principles for Good Practice</th>
+<th style="text-align: center;">Implementation Ideas</th>
+</tr>
+<tr>
+<td style="width: 400px;">What tools do you plan to use to "encourage contact between student(s) and instructor"?</td>
+<td>
+<p>____ Chat (student - instructor)</p>
+<p>____ Chat (student - student)</p>
+<p>____ Video Conference (e.g., Skype, Chat, Conferences)</p>
+<p>____ Email</p>
+<p>____ F2F meeting</p>
+<p>____ Online office hours</p>
+<p>____ Course announcement</p>
+<p>____ Other:</p>
+</td>
+</tr>
+<tr>
+<td>How will you "develop student reciprocity and cooperation"?</td>
+<td>
+<p>____ I will assign team projects</p>
+<p>____ I will assign team member's roles</p>
+<p>____ In some collaborative activities, students will evaluate each other</p>
+<p>____ Students will solve their team conflicts</p>
+<p>____ I will solve student conflicts for them</p>
+<p>____ Other:</p>
+</td>
+</tr>
+<tr>
+<td>How will you "give prompt feedback"?</td>
+<td>
+<p>I will respond to students' questions within ___24h ___48h ___72h</p>
+<p>I will communicate with students in the ___AM ___PM ___Varied times</p>
+<p>I will use:</p>
+<p>____Auto-reply for quizzes/tests</p>
+<p>____ Grade release after quizzes are graded</p>
+<p>____ Embedded comments for research papers</p>
+<p>____ Rubrics that provide details about student's work</p>
+<p>____ Other:</p>
+</td>
+</tr>
+<tr>
+<td>How will you "emphasize time on task"?</td>
+<td>
+<p>____ Task characteristics and level of complexity will determine time duration</p>
+<p>____ My course will go from simple to complex</p>
+<p>____ The course goals and objectives will guide activities</p>
+<p>____ Other:</p>
+</td>
+</tr>
+<tr>
+<td>What "active learning techniques" do you plan to use?</td>
+<td>
+<p>____ Students will apply knowledge to new settings, situations, or cases</p>
+<p>____ Students will connect to real life events</p>
+<p>____ Students will connect to personal experiences</p>
+<p>____ Students will synthesize new knowledge</p>
+<p>____ Students will evaluate new knowledge</p>
+<p>____ Students will conduct some type of research</p>
+<p>____ Other:</p>
+</td>
+</tr>
+<tr>
+<td>How will you "communicate high expectations"?</td>
+<td>
+<p>____ My course will integrate higher-order thinking skills activities</p>
+<p>____ My course will contain clear course expectations</p>
+<p>____ My course syllabus will promote academic integrity</p>
+<p>____ My course will uphold excellence standards</p>
+<p>____ My course will contain <span style="background-color: #ffff00;">&lt;Replace - Institution Name&gt;</span> goals</p>
+<p>____ Other:</p>
+</td>
+</tr>
+<tr>
+<td>How will you "respect diverse talents and ways of learning"?</td>
+<td>
+<p>____ My course will consider different learning styles</p>
+<p>____ My course will consider multiple intelligences</p>
+<p>____ My course will use multiple assessment tools</p>
+<p>____ My course will use lectures</p>
+<p>____ My course will use PowerPoint Presentations</p>
+<p>____ My course will use audio and/or video</p>
+<p>____ My course will use instructional games</p>
+<p>____ Other: </p>
+</td>
+</tr>
+</tbody>
+</table>
+<h3>C. Learner- Centered Perspectives</h3>
+<table border="1">
+<tbody>
+<tr>
+<td>How do you plan to set direction with intended learning outcomes?</td>
+<td>
+<p>____ I will clarify course objectives</p>
+<p>____ I will set clear course expectations</p>
+<p>____ I will develop an explicit syllabus</p>
+<p>____ The syllabus will have clear policies</p>
+<p>____ The syllabus will have manageable/timely schedule</p>
+<p>____ Other:</p>
+</td>
+</tr>
+<tr>
+<td>How will you invoke student ownership in learning through choices?</td>
+<td>
+<p>____ I will provide multiple ways for students to achieve the target outcomes</p>
+<p>____ I will allow students to choose what they will do in their learning process</p>
+<p>____ I will rely on teaching students to become superior online learners</p>
+<p>____ Other:</p>
+</td>
+</tr>
+<tr>
+<td>How will you use feedback from students to improve the learning environment?</td>
+<td>
+<p>____ I will seek continuous feedback</p>
+<p>____ I will use multiple strategies to gather feedback. </p>
+<p>____ I will use explicit rubrics with clear expectations</p>
+<p>____ Other:</p>
+</td>
+</tr>
+<tr>
+<td>How will you assess students' ability to think critically?</td>
+<td>
+<p>____ I will challenge my students to think critically </p>
+<p>____ I will set high expectations and outcomes</p>
+<p>____ Assessments will seek students' higher-level thinking analysis</p>
+<p>____ Other:</p>
+</td>
+</tr>
+<tr>
+<td>Will you use portfolios? If so, how will you use portfolios?</td>
+<td>
+<p>____Yes ____ No</p>
+<p>____ To promote, support, and evaluate learning</p>
+<p>____ Other:</p>
+</td>
+</tr>
+<tr>
+<td>How will you show progress continually through the learning period?</td>
+<td>
+<p>____ I will provide updates to the grade book</p>
+<p>____ I will provide learner progress report</p>
+<p>____ Other:</p>
+</td>
+</tr>
+<tr>
+<td>How will you promote goal setting and achievement?</td>
+<td>
+<p>____ I will provide and opportunity for scaffolded learning</p>
+<p>____ I will build upon prior learning</p>
+<p>____ Students will be guided one step at a time </p>
+<p>____ Other:</p>
+</td>
+</tr>
+</tbody>
+</table>
+<h3>D. Teaching Philosophy</h3>
+<p>Briefly state your teaching philosophy and attach it to this worksheet. Please refer to the Online Teaching Persona Reference Sheet to make sure you integrate the four components of a complete teaching philosophy. </p>
+<h3>E. Defining Your Online Teaching Persona </h3>
+<ol>
+<li>What four words describe your current face-to-face teaching persona? </li>
+<li>Based on the checklist in section A, what four words describe your online teaching persona?</li>
+<li>In four words, what might hinder your persona in the online classroom?</li>
+<li>In four words, what do you plan to do to overcome this hindrance? </li>
+</ol>
+<h3>F. Getting Started Strategies</h3>
+<p>Check the strategies that you plan to use to portray your online teaching persona and communicate with students. </p>
+<table border="1">
+<tbody>
+<tr>
+<th style="text-align: center;"></th>
+<th style="text-align: center;">Strategies</th>
+<th style="text-align: center;">Comments</th>
+</tr>
+<tr>
+<td>How will you make initial contact with your students?</td>
+<td>
+<p>____ Email before class starts</p>
+<p>____ Email on first day of class</p>
+<p>____ Course announcement </p>
+<p>____ Video introduction</p>
+<p>____ Instructor intro page in course</p>
+<p>____ Introduction discussion topic </p>
+<p>____ Other</p>
+</td>
+<td style="width: 300px;"></td>
+</tr>
+<tr>
+<td>What orientation will you use?</td>
+<td>
+<p>____ FAQs</p>
+<p>____ Orientation quiz</p>
+<p>____ Module 0/Getting Started Module</p>
+<p>____ <span style="background-color: #ffff00;">&lt;Replace -  Your LMS&gt;</span> Student Tour</p>
+<p>____ Other: </p>
+</td>
+<td></td>
+</tr>
+<tr>
+<td>Ho will you communicate course expectations to students?</td>
+<td>
+<p>____ Syllabus</p>
+<p>____ Class discussion</p>
+<p>____ Rubrics before each assignment</p>
+<p>____ Video</p>
+<p>____ Other:</p>
+</td>
+<td></td>
+</tr>
+<tr>
+<td>To prepare students for a major class milestone, paper or exam, what will you do?</td>
+<td>
+<p>____ Hold a Q&amp;A session</p>
+<p>____ Offer an online chat</p>
+<p>____ Other:</p>
+</td>
+<td></td>
+</tr>
+<tr>
+<td>How will you communicate and disseminate technology questions, issues and solutions (resources) in your class?</td>
+<td>
+<p>____ Email</p>
+<p>____ Class announcements</p>
+<p>____ Technical Help discussion topic</p>
+<p>____ Provide resource links in course</p>
+<p>____ Syllabus and protocols</p>
+<p>____ <span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt;</span> resources</p>
+<p>____ Other: </p>
+</td>
+<td></td>
+</tr>
+</tbody>
+</table>
+<h2></h2>
+<h2>Personal Reflection</h2>
+<h3>G. Pull it All Together When You Begin Building Your Course</h3>
+<p>Let's pull it all together - your online teaching persona, teaching philosophy, and the tools, teaching methods and strategies you will be using in your online course. The following exercise will ask you to synthesize and define your earlier work in this exercise to begin to build your course. The questions will help to clarify your online teaching role and responsibility to ensure a successful online course. This will assist you as you begin to design, develop, and deliver your online course.</p>
+<ol>
+<li>What four words describe your personal teaching persona?</li>
+<li>What four words describe how you will exhibit your teaching persona to your students?</li>
+<li>What four words represent your teaching philosophy? </li>
+<li>Which four words describe the major communication strategies that you plan to utilize? </li>
+</ol>
+<p><strong>Next Steps:</strong> This worksheet will be useful when you build your syllabus, expectations and instructor/course introduction during the week 2 Build Your Course Activities. </p>
+<p> </p>
+<p><a href="http://creativecommons.org/licenses/by-nc-sa/4.0/"><img style="border-width: 0;" src="https://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png" alt="Creative Commons License"></a><br>This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-sa/4.0/">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License</a>. Content in this course can be considered under this license unless otherwise noted.</p>
+</body>
+</html>

data/spec/fixtures/test_imscc/wiki_content/open-educational-resources.html ADDED Viewed

@@ -0,0 +1,63 @@
+<html>
+<head>
+<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
+<title>Open Educational Resources</title>
+<meta name="identifier" content="i41c5357ee85d89bab60716a26a3616d9"/>
+<meta name="editing_roles" content="teachers"/>
+<meta name="workflow_state" content="active"/>
+</head>
+<body>
+<p>Open resources are resources that can be freely accessed online.</p>
+<p>Although the <span style="background-color: #ffff00;">&lt;Replace - Department Name&gt; </span>and the <span style="background-color: #ffff00;">&lt;Replace - Institution Name&gt;</span> have an abundant number of resources for their online educators, there are still resources outside of <span><span style="background-color: #ffff00;">&lt;Replace - Institution Name&gt;</span> </span>that we would like to direct you to for your professional development needs.  Below are three main areas to review.</p>
+<h3>Universal Design for Learning (UDL)</h3>
+<p>"According to the Center for Applied Special Technology (CAST), UDL is "a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn" (<a class="external" href="http://www.cast.org/our-work/about-udl.html#.Vfgp8ZdWIZw" target="_blank"><span><span>http://www.cast.org/our-work/about-udl.html#.Vfgp8ZdWIZw</span><span class="screenreader-only"> (Links to an external site.)</span></span><span class="ui-icon ui-icon-extlink ui-icon-inline" title="Links to an external site."></span></a> ).  Until recently, the main concentration by CAST has been in the k-12 environment. Recently, CAST created a website specifically with higher education in mind called, <a class="external" title="" href="http://udloncampus.cast.org/home#.Vfgq2JdWIZx" target="_blank"><span><span>UDL on Campus: Universal Design for Learning in Higher Education</span><span class="screenreader-only"> (Links to an external site.)</span></span><span class="ui-icon ui-icon-extlink ui-icon-inline" title="Links to an external site."></span></a>. Visit their website to learn more about what they offer faculty and institutions at the higher educational level.</p>
+<h3>Open Educational Resources (OER)</h3>
+<p>"OER are teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others. Open educational resources include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to knowledge." <a class="autonumber external" title="" href="http://www.hewlett.org/programs/education-program/open-educational-resources" target="_blank"><span>[1]</span><span class="ui-icon ui-icon-extlink ui-icon-inline" title="Links to an external site."></span></a></p>
+<p><a class="autonumber external" title="" href="http://www.hewlett.org/programs/education-program/open-educational-resources" target="_blank"><span></span><span class="ui-icon ui-icon-extlink ui-icon-inline" title="Links to an external site."></span></a>The <span style="background-color: #ffff00;">&lt;Replace - Department Name&gt;</span>'s Diigo social bookmarking pages links to several open educational resources for you to explore. These materials are either in the public domain or have <a class="external" href="http://creativecommons.org/licenses/" target="_blank"><span><span>Creative Commons licensing</span><span class="screenreader-only"> (Links to an external site.)</span></span><span class="ui-icon ui-icon-extlink ui-icon-inline" title="Links to an external site."></span></a> that informs you how you can use or modify the work for your instructional needs. </p>
+<ul>
+<li><a class="external" href="http://www.diigo.com/user/onlineucf/%22educational%20repositories%22" target="_blank"><span><span>Open Educational Repositories</span><span class="screenreader-only"> (Links to an external site.)</span></span><span class="ui-icon ui-icon-extlink ui-icon-inline" title="Links to an external site."></span></a></li>
+<li><a class="external" href="http://www.diigo.com/user/onlineucf/%22open%20courses%22" target="_blank"><span><span>Open Courses</span><span class="screenreader-only"> (Links to an external site.)</span></span><span class="ui-icon ui-icon-extlink ui-icon-inline" title="Links to an external site."></span></a></li>
+<li><a class="external" href="http://www.diigo.com/user/onlineucf/video" target="_blank"><span><span>Videos</span><span class="screenreader-only"> (Links to an external site.)</span></span></a></li>
+<li><a class="external" href="http://www.diigo.com/user/onlineucf/music" target="_blank"><span><span>Music</span><span class="screenreader-only"> (Links to an external site.)</span></span><span class="ui-icon ui-icon-extlink ui-icon-inline" title="Links to an external site."></span></a></li>
+<li><span><a class="external" href="https://www.diigo.com/user/onlineucf/images" target="_blank"><span>Images</span><span class="screenreader-only"> (Links to an external site.)</span></a></span></li>
+<li>
+<span><a class="external" href="https://www.diigo.com/user/onlineucf/images" target="_blank"></a></span><a class="external" href="http://www.diigo.com/user/onlineucf/textbook" target="_blank"><span><span>Open Textbooks</span><span class="screenreader-only"> (Links to an external site.)</span></span></a>
+</li>
+</ul>
+<p style="padding-left: 30px;">The <a href="http://mobile.cdl.ucf.edu/2014/12/15/2014-ucf-mobile-etextbook-survey-report/">2014 UCF Mobile and eTextbook survey</a> found  24% of students who had used an eTextbook accessed an open textbook.</p>
+<p style="padding-left: 30px;">Nationally, The U.S. PIRG Education Fund surveyed 2,000 students across 163 college campuses in the United States. Two important results emerged from the survey.  </p>
+<ul style="padding-left: 30px;">
+<li>65% of students choose not to buy a college textbook because it’s too expensive</li>
+<li>82% of students say they would do significantly better in a course if the textbook were free online and a hard copy was optional.</li>
+</ul>
+<p style="padding-left: 30px;"><a class="external" href="http://uspirg.org/reports/usp/fixing-broken-textbook-market" target="_blank"><span><span><img src="%24IMS-CC-FILEBASE%24/images/icon_webresources.jpg" alt="Web Resources" width="72" height="73" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/images/icon_webresources.jpg" data-api-returntype="File">U.S. PIRG Education Fund full report</span><span class="screenreader-only"> (Links to an external site.)</span></span><span class="ui-icon ui-icon-extlink ui-icon-inline" title="Links to an external site."></span></a></p>
+<h4 style="padding-left: 30px;">Open eTextbook Repositories</h4>
+<ul style="padding-left: 30px;">
+<li>
+<a class="external" href="http://als.csuprojects.org/free-etextbooks" target="_blank"><span><span>MERLOT</span><span class="screenreader-only"> (Links to an external site.)</span></span><span class="ui-icon ui-icon-extlink ui-icon-inline" title="Links to an external site."></span></a> offers 3,300 open eTextbooks in areas such as arts, business, education, humanities, math, science, and social sciences.</li>
+<li>
+<a class="external" href="http://catalog.flatworldknowledge.com/" target="_blank"><span><span>Flat World Knowledge</span><span class="screenreader-only"> (Links to an external site.)</span></span><span class="ui-icon ui-icon-extlink ui-icon-inline" title="Links to an external site."></span></a> offers over 100 open textbooks in business, social sciences, humanities, sciences, and mathematics, and can be customized.</li>
+<li>
+<a class="external" href="http://ocw.mit.edu/courses/online-textbooks/" target="_blank"><span><span>MIT Open Courseware</span><span class="screenreader-only"> (Links to an external site.)</span></span><span class="ui-icon ui-icon-extlink ui-icon-inline" title="Links to an external site."></span></a> offers free engineering, science, and mathematics eTextbooks.</li>
+<li>
+<a class="external" href="http://nobaproject.com/" target="_blank"><span><span>Noba</span><span class="screenreader-only"> (Links to an external site.)</span></span><span class="ui-icon ui-icon-extlink ui-icon-inline" title="Links to an external site."></span></a> offers open psychology materials, organized by topics and chapters, which can be organized into an eTextbook.</li>
+<li>
+<a class="external" href="https://www.oercommons.org/" target="_blank"><span><span>OER Commons</span><span class="screenreader-only"> (Links to an external site.)</span></span><span class="ui-icon ui-icon-extlink ui-icon-inline" title="Links to an external site."></span></a> is a host of open educational resources, including a search for over 750 open textbooks in areas such as education, arts, humanities, social sciences, science, and mathematics.</li>
+<li>
+<a class="external" href="http://openstaxcollege.org/" target="_blank"><span><span>Open Stax</span><span class="screenreader-only"> (Links to an external site.)</span></span><span class="ui-icon ui-icon-extlink ui-icon-inline" title="Links to an external site."></span></a> provides no cost eTextbooks for higher education and K-12.  This is a partnership between non-profit organizations and Rice University.</li>
+</ul>
+<h3>Emerging Technologies (ET)</h3>
+<p>Strategies and best practices for using technology in online teaching and learning emerge constantly.  Some technologies will survive and prevail while others will be tested and disappoint. Keeping up-to-date and implementing technologies can be overwhelming.<span style="background-color: #ffff00;">&lt;Replace - Department Name&gt;</span>’s “go to” source for these emerging technologies is the annual <a class="external" href="http://www.educause.edu/library/term/33560" target="_blank"><span><span>Horizon Report</span><span class="screenreader-only"> (Links to an external site.)</span></span><span class="ui-icon ui-icon-extlink ui-icon-inline" title="Links to an external site."></span></a>.</p>
+<p>Produced by ELI and NMC each year, the <a class="external" href="http://www.educause.edu/library/term/33560" target="_blank"><span><span>Horizon Report</span><span class="screenreader-only"> (Links to an external site.)</span></span><span class="ui-icon ui-icon-extlink ui-icon-inline" title="Links to an external site."></span></a> describes six areas of emerging technology that will have significant impact on higher education and creative expression over the next one to five years.<a class="external" title="" href="http://www.educause.edu/library/term/33560" target="_blank"><span><span>[2]</span><span class="screenreader-only"> (Links to an external site.)</span></span><span class="ui-icon ui-icon-extlink ui-icon-inline" title="Links to an external site."></span></a></p>
+<p><em>Sources:</em></p>
+<ol>
+<li>Open Educational Resources: <a class="external" title="" href="http://www.hewlett.org/programs/education-program/open-educational-resources" target="_blank"><span><span>The William and Flora Hewlett Foundation</span><span class="screenreader-only"> (Links to an external site.)</span></span><span class="ui-icon ui-icon-extlink ui-icon-inline" title="Links to an external site."></span></a>
+</li>
+<li>Emerging technologies Horizon Report: <span><a class="external" title="" href="http://www.educause.edu/library/term/33560" target="_blank"><span>http://www.educause.edu/library/term/33560</span><span class="screenreader-only"> (Links to an external site.)</span></a></span>
+</li>
+</ol>
+<p style="text-align: center;"><img src="https://reach.ucf.edu/images/gdsk/gdskbar.gif" alt="image bar break"></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/options-for-building-course-content.html ADDED Viewed

@@ -0,0 +1,42 @@
+<html>
+<head>
+<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
+<title>Options for Building Course Content</title>
+<meta name="identifier" content="i38dd6a3ddf2b428cf8f5766ee785baf8"/>
+<meta name="editing_roles" content="teachers"/>
+<meta name="workflow_state" content="active"/>
+</head>
+<body>
+<p>There are two preferred options for building content in Webcourses@UCF. The first option is to create content directly in Webcourses@UCF using <a href="http://guides.instructure.com/m/4152/l/55576-what-are-pages">Pages</a>. The second option is to create your content in a Microsoft Word document following <a href="http://teach.ucf.edu/resources/document-formatting-guidelines/">document formatting guidelines</a>, and then copy and paste that information into a <a href="http://guides.instructure.com/m/4152/l/55576-what-are-pages">Page</a>. Both options are explained below, along with the benefits and challenges of each option.</p>
+<p style="text-align: center;"><img src="%24IMS-CC-FILEBASE%24/images/dbsk_bar.jpg" alt="dbsk_bar.jpg" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/images/dbsk_bar.jpg" data-api-returntype="File"></p>
+<h3>Option 1: Create content directly in Webcourses@UCF</h3>
+<p>The first option is to create content directly in a Webcourses@UCF <a href="http://guides.instructure.com/m/4152/l/55576-what-are-pages">Page</a>. <a href="http://guides.instructure.com/m/4152/l/55576-what-are-pages">Pages</a> allow you to create new content or edit existing content using <a href="http://guides.instructure.com/s/2204/m/4152/l/40330-what-is-the-rich-content-editor">the Rich Content Editor</a>. We have provided pre-formatted Pages in your development course to assist you with creating your Syllabus, Course Expectations, and your Course/Instructor Introduction.</p>
+<p><strong>Benefits of this approach:</strong></p>
+<ul>
+<li>The Rich Content Editor is easy to use and allows you to format Pages for accessibility (e.g., apply heading styles and bulleted/numbered lists).</li>
+<li>You can easily record audio/video, insert hyperlinks to external websites, and insert images and files using the Rich Content Editor.</li>
+<li>Your development course comes with several pre-formatted Pages (e.g., Syllabus, Course Expectations, Course Introduction) that contain the appropriate styles and formatting (headings, tables, lists, etc.) for accessibility. You may edit these Pages directly in your course using the Rich Content Editor. </li>
+</ul>
+<p><strong> Challenges of this approach:</strong></p>
+<ul>
+<li>When you create content directly in Webcourses@UCF, you do not have a backup of the content outside of the course. If you forget to save the Page and go to another page in the course, your work will be lost. Also, if the system goes down while you are working, you could lose your work.</li>
+<li>If you choose this option, remember to save often! Pages has a revision history, so as long as you save frequently, you can go back to an older version of the Page. </li>
+</ul>
+<p style="text-align: center;"><img src="%24IMS-CC-FILEBASE%24/images/dbsk_bar.jpg" alt="dbsk_bar.jpg" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/images/dbsk_bar.jpg" data-api-returntype="File"></p>
+<h3>Option 2: Create content in a Word document </h3>
+<p>The second option <span>is to create your content in a Microsoft Word document <span>following </span><a href="http://teach.ucf.edu/resources/document-formatting-guidelines/">document formatting guidelines</a><span>, </span>and then copy and paste that information into a Webcourses@UCF Page. W</span>e have pre-formatted <a href="http://teach.ucf.edu/resources/document-formatting-guidelines/#templates">Microsoft Word template files</a> (.docx), available on the Teaching Online website, to help you create your Syllabus, Course Expectations, and your Course/Instructor Introduction. These files will be available for you to use during and after the IDL6543 course. You may want to bookmark this website for future reference.</p>
+<p><strong>Benefits of this approach:</strong></p>
+<ul>
+<li>If you properly format your content in Word, you can copy/paste the content into a new Page in Webcourses@UCF, and the formatting will carry over.</li>
+<li>You will always have a backup Word document of your content on your computer that you may refer to in case you lose work while editing in the course.</li>
+<li>Most of the formatting styles are already applied if you use the provided Word template files.</li>
+<li><span>You may find this to be a good option if you are developing a lot of new content from scratch.</span></li>
+</ul>
+<p><strong>Challenges of this approach:</strong></p>
+<ul>
+<li>You may need to do some additional formatting in the Rich Content Editor for the new Page after pasting the content you copied from Word.</li>
+<li>When you are working with these template files, be careful not to overwrite the formatting. If you remove the formatting, you will have to reapply.</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/options-for-building-instructor-slash-course-introductions.html ADDED Viewed

@@ -0,0 +1,72 @@
+<html>
+<head>
+<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
+<title>Options for Building Instructor/Course Introductions</title>
+<meta name="identifier" content="ic61848be298a4205311d283bc6e50923"/>
+<meta name="editing_roles" content="teachers"/>
+<meta name="workflow_state" content="active"/>
+</head>
+<body>
+<p><span style="background-color: #ffff00;">&lt;&lt;Note: This content is provided as an example. The content should be updated with your institution's examples.&gt;&gt;</span></p>
+<p><span>For the next assignment, you have the option to create a instructor/course introduction. An instructor introduction is a great way to introduce yourself, your online persona, and teaching philosophy to your students. A course introduction provides students with an overview of your online course and your expectations for their success. There are several ways to introduce yourself to your students, including a written, video, or audio introduction. </span></p>
+<p><span>This article, <a href="http://campustechnology.com/Articles/2014/06/11/How-To-Make-the-Most-of-a-Video-Introduction-for-an-Online-Course.aspx?utm_content=buffer08b99&amp;utm_medium=social&amp;utm_source=twitter.com&amp;utm_campaign=buffer&amp;m=1&amp;Page=1" target="_blank">"How To Make the Most of a Video Introduction for an Online Course"</a> in Campus Technology will help jump-start your thinking on this assignment.</span></p>
+<p><span>Before you begin building your instructor/course introduction, explore the variety of options available for creating introductions and examples created by &lt;Replace - Your Institution&gt; Faculty.</span></p>
+<hr class="ucf_blue_threedot">
+<h2 style="color: #446f9a;">Written Introductions</h2>
+<p>A written introduction is a good place to start whether you plan to create a written, video, or audio course or instructor introduction since this may serve as the basis for a video or audio script. In the written introduction examples below, instructors added images to their instructor introduction to share their persona with their students.</p>
+<h3>
+<span>Written Instructor Introductions</span> </h3>
+<ul>
+<li>
+<a id="" class=" instructure_file_link" title="Groff.htm" href="%24IMS-CC-FILEBASE%24/weekly_content/week02/intro%20examples/Groff.htm?canvas_download=1&amp;canvas_qs_wrap=1" target="_blank" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/weekly_content/week02/intro%20examples/Groff.htm" data-api-returntype="File">Amanda Groff </a>(Anthropology)</li>
+<li>
+<a id="" class=" instructure_file_link" title="Franco.html" href="%24IMS-CC-FILEBASE%24/weekly_content/week02/intro%20examples/Franco.html?canvas_download=1&amp;canvas_qs_wrap=1" target="_blank" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/weekly_content/week02/intro%20examples/Franco.html" data-api-returntype="File">Danielle Franco</a> (Education)</li>
+<li>
+<a id="" class=" instructure_file_link" title="Dickson.html" href="%24IMS-CC-FILEBASE%24/weekly_content/week02/intro%20examples/Dickson.html?canvas_download=1&amp;canvas_qs_wrap=1" target="_blank" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/weekly_content/week02/intro%20examples/Dickson.html" data-api-returntype="File">Duncan Dickson</a> (Hospitality)</li>
+<li>
+<a id="" class=" instructure_file_link" title="Kalfin.html" href="%24IMS-CC-FILEBASE%24/weekly_content/week02/intro%20examples/Kalfin.html?canvas_download=1&amp;canvas_qs_wrap=1" target="_blank" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/weekly_content/week02/intro%20examples/Kalfin.html" data-api-returntype="File">Phil Kalfin</a> (Education)</li>
+</ul>
+<hr class="ucf_blue_threedot">
+<h2 style="color: #446f9a;">Video Introductions</h2>
+<p>Some instructors prefer to create a video or audio introduction to help portray their personality or to engage their students in a format other than text. If you choose to create a video introduction, you should always start with a script. This will help you organize your thoughts and make the production process more efficient. To address accessibility, the script may be used to create closed captions for the video or it can be used to provide transcripts for the audio portion.</p>
+<h3>Record an Introduction with the <span style="background-color: #ffff00;">&lt;Replace - Video Department&gt;</span> Production Team</h3>
+<p>One of the services that <span style="background-color: #ffff00;">&lt;Replace - Department Name&gt;</span> provides to you during and after completion of <span style="background-color: #ffff00;">&lt;Replace - Course Name&gt;</span> is the support of our <span style="background-color: #ffff00;">&lt;Replace - Video Team&gt;</span> team. The video team will work with you to produce professional and high quality videos for your online course. <span style="background-color: #ffff00;">&lt;Replace - Video Team&gt;</span> will assist will all phases of production (e.g., refining ideas, recording, editing, and delivery).</p>
+<p>There are several benefits to working with <span style="background-color: #ffff00;">&lt;Replace - Video Team&gt;</span> which include the following:</p>
+<ul>
+<li>High quality video and professional grade camera, audio, and lighting equipment</li>
+<li>Teleprompter utilized so you can read through your script as you record</li>
+<li>Your script will be added to the video and close captioned for accessibility</li>
+<li>You may choose to record a video on location or in their studio utilizing green screen technology</li>
+<li>They take care of the delivery of the video by hosting it on campus maintained servers with the option to embed videos or link them in your course</li>
+</ul>
+<p>You will need to create a script prior to recording the video with them. If you keep the information in your introduction general and do not include semester specific information, such as due dates or textbook editions, you will be able to use the introduction video for multiple course and semesters. Generally introduction scripts are about one page in Microsoft Word. </p>
+<p>Video@UCF produced the following video introductions samples:</p>
+<h3><span>Video Instructor Introductions</span></h3>
+<ul>
+<li>
+<a href="http://vimeo.com/cdlvideo/review/114565913/97b67ec2a4" target="_blank"><strong>MC Santana</strong></a> (Communication)</li>
+<li>
+<a href="http://vimeo.com/cdlvideo/review/114565912/cac67512bd" target="_blank"><strong>Carolyn Hopp</strong></a> (Education)</li>
+<li>
+<a href="http://vimeo.com/cdlvideo/review/114565908/ac729aa002" target="_blank"><strong>James Brown</strong></a> (Theater)</li>
+</ul>
+<h3>Video Course Introduction</h3>
+<p><span style="background-color: #ffff00;"><strong>&lt;&lt;Note: This content is provided as an example. The videos should be updated with your institution's examples.&gt;&gt;</strong></span></p>
+<ul>
+<li>
+<a href="http://vimeo.com/cdlvideo/review/114565909/6acd997896" target="_blank"><strong>Fernando Rivera</strong> </a>(Sociology)</li>
+<li>
+<a href="http://vimeo.com/cdlvideo/review/114360932/613798c15a" target="_blank"><strong>Warren Waren</strong></a> (Sociology)</li>
+<li>
+<strong><a href="http://vimeo.com/cdlvideo/review/114363184/8df07839e8" target="_blank">Brett Meltzer</a></strong> (Legal Studies)</li>
+</ul>
+<h3>Record Your Own Introduction Using a Webcam</h3>
+<p>You can record a video introduction directly into <span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt;</span> using a webcam. This approach is a quick and easy way to record a video from your home or office computer and is recommended for faculty who wish to share just-in-time information with their students and have one-on-one communication. Writing a script helps make production run more smoothly. It is possible to <a href="http://guides.instructure.com/s/2204/m/4152/l/98632-how-do-i-create-captions-for-new-or-uploaded-videos-in-canvas" target="_blank">add captions</a> to your video.</p>
+<p>There are challenges to recording your own introduction using a webcam. If you have poor audio or lighting quality when recording, students may have a difficult time seeing and hearing the video. Try to select a quiet, well-lit place to record.</p>
+<hr class="ucf_blue_threedot">
+<h2 style="color: #446f9a;">Record an Audio Introduction</h2>
+<p>An audio introduction is an alternative to a written or video introduction. You may record an audio introduction directly into <span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt;</span>. Begin by writing a script to follow as you record the introduction. You can then post the script along with the audio recording to address any accessibility issues.</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>