qti 0.9.18 → 0.9.19

data/spec/fixtures/test_imscc/web_resources/weekly_content/week05/materia-page-text-only.txt

@@ -1,20 +0,0 @@
-Materia Quick Start Guide:
-
-Welcome:
-Materia is a platform designed to help supplement your online course with interactive games & study tools called widgets.  Follow the steps below in this guide to see how to create a Hangman widget.
-
-1. Navigate to Materia
-2. Select Widget Catalog
-3. Select the Hangman widget
-4. Click on Create your widget
-5. Login with your NID & NID Password
-6. Now start building your Hangman widget...
-7. Give your widget a title
-8. Give your widget a title
-9. Click Preview to test your widget. Click Save Draft to save progress
-10. When finished, click Publish
-11. You’ve created your first widget!
-
-USING YOUR WIDGETS
-
-Visit online.ucf.edu/support/materia/ for some how-to guides on using your widgets in your online course.

data/spec/fixtures/test_imscc/web_resources/weekly_content/week06/Transcript - Blogs in Plain English.txt

@@ -1 +0,0 @@
-      You've seen the word, you've seen the websites, and you may even have one. But have you ever wondered, "What's the big deal about blogs?" This is Blogs in Plain English.
      To make sense of blogs, you have to think about the news and who makes it. We'll look at news in the 20th century vs. the 21st century to make our point.
      In the 20th century, the news was produced professionally. When news happened, reporters wrote the stories, and a tiny group of people decided what appeared in a newspaper or broadcast. Professional news was mainstream, general, and limited.
      The 21st century marked the point when news became both professional and personal. A new kind of website called a web log� or blog for short�came on to the scene that let anyone be a reporter and publisher, often for free. As blogs became popular, they created millions of news sources that gave everyone an audience for their own version of news. Of course, we're using the word 'news' loosely. But really, isn't everything news to someone? With a blog, a business owner can share news about his business, a mother can share news about her family, or a sports star can share news with fans. These people are all bloggers. How did this happen?
      Well, blogs made sharing news on the web easy. Anyone with an idea can start a new blog with the click of a button and share news minutes later. Here�s how blogs work. Blogs are websites that are organized by blog posts. These are individual news stories, like articles in the paper. Bloggers simply fill out a form like this one to post a news story. With the click of a button, the blog post appears at the top of the webpage, just above yesterday's news. Over time, the blog becomes a collection of these posts, all archived for easy reference. Also, each blog post can become a discussion through comments left by readers. Blogs make the news a two-way street.
      But really, the fuss is not about how blogs work. It�s about what people like you do with them that matters. Let�s say you have a blog about green living and outdoor photography. It reflects your unique perspective. This helps you build relationships with your readers and other bloggers with similar interests. Speaking of relationships, bloggers often work together. In addition to comments, you'll read each other�s posts, quote each other, and link your blogs together. This creates communities of bloggers that inspire and motivate each other.
      Whether it's their ease of use or the opportunities they offer, blogs have been adopted in a very big way. Since 2003, there have been over 70 million blogs created, each with its own version of news. So the big deal about blogs is that they gave people like you the power of the media and created a personal kind of news that appeals to a high number of small audiences.
      So, it's up to you. What will you do with this new power? There is likely a group of people out there who want to hear what you have to say. You can search for blogs using Google's blog search or Technorati. You can also start your own blog for free at Blogger.com or Wordpress.com.
      I'm Lee LeFever, and this has been Blogs in Plain English on the Commoncraft show.

data/spec/fixtures/test_imscc/web_resources/weekly_content/week06/Transcript - Mobile Learning.txt

@@ -1 +0,0 @@
-      So, it's an old problem: sometimes you can't see the forest for the trees. I have to say that, as a teacher, this is one of the greatest problems I face. How do I help my students understand not just fragments of information but see whole concepts, how all the pieces fit together to make a coherent whole?
      A lot of people are wondering, "Why is ACU involved in mobile learning? What is that? �Well, let me tell you just briefly in a kind of weird way.
      When I was 9 years old, a family friend gave me this book: The Field Guide to Trees and Shrubs. It�s a great book, and it was a wonderful resource, and I used it a lot. Though I have to confess, I didn't take it into the forest with me very much. I didn't want it to get damaged. Plus, there was no way to carry all of the books I needed out there to identify all the plants and animals and birds. I really wanted to have a whole library with me out there in the field, but instead I had to gather my samples, find the stuff out there, and then bring it back to my bedroom where I'd spend late into the evening looking up information about these plants that I had discovered. What that meant is it was sometimes hard for me to see the forest because I could only look at one tree at a time. If only there was some way for me to carry that library out into the woods with me.
      That's one of the really exciting things about being at ACU right now. Through new technologies we've discovered a way to do just that: to carry the library with us wherever we go. And that means we're no longer bound just to the four walls of the classroom anymore. The whole world can be our classroom. We can go anywhere we want to go, and that library can go with us.
      The exciting thing is this means information doesn't have to be fragmentary anymore. I don't just have to bring a few leaves back to my room for analysis. I can now see how the whole thing fits together, not just that one tree, but all the trees around it, all the pieces of information that are out in the forest.
      With this library of information carried in my pocket, now I've got the opportunity again to see how the whole system works. And that doesn't just happen in botany. It happens in sociology. It happens in art. It happens in science. It happens in music.
      The exciting thing about ACU's mobile learning initiative is that we�re discovering new ways to help our students not just see individual trees but see the whole forest.
      (music)

data/spec/fixtures/test_imscc/web_resources/weekly_content/week06/Transcript - Wikis in Plain English.txt

@@ -1 +0,0 @@
-(humming)
      These four friends are going on a camping trip. They need to bring the right supplies because they're backpacking. The group needs to plan and plan well, so coordination is key. They're all computer users, so they start planning with an email. It starts with one but then becomes a barrage. Email is not good at coordinating and organizing a group's input. This is the old way. Boo! The important information is scattered across everyone's inbox. This isn't coordination. 
      Let's start over. There is a better way. It requires using a website called a "Wiki". Using a Wiki, the group can coordinate their trip better. This is the new way. Yay! Most Wikis work the same. They make it easy for everyone to change what appears on a webpage with the click of a button. It's as easy as erasing a word and re-writing it. 
      The buttons are really important. There are two that are essential. They are Edit and Save, and they are always used together. Let's see them in action. 
      Here are our camping friends, and this is a Wiki website. Like all Wikis, it has an Edit button. Clicking this button transforms the webpage into a document. All you have to do is click it and (snap) the webpage becomes a document, ready for editing. Editing the page means you can add or remove words, or change how they look, just like writing a letter. Once you're finished editing, you click Save and (snap) the document becomes a webpage once again, and is ready for the next person to edit it. Easy. Edit, write, and save. Using this process, a group can coordinate more easily. 
      Let's apply this to our camping friends, who need to bring the right supplies. Mary signs up for a Wiki site and sees the new site for the first time. She clicks the Edit button to get started. (snap) She creates two lists for camping: What We Have, and What We Need. Under We Have, she lists the things she will bring: cooler, stove, and flashlight. Under We Need, she lists items that others need to bring: compass, lighter, water, and food. She finishes the process by clicking Save, and (snap) the website now has lists for the camping trip. Now it's John's turn. John visits the Wiki website, clicks Edit, and (snap) the page becomes a document ready for him to make changes. John volunteers to bring food and water, so he moves those to the 'Have' column. He also realizes the group will need a knife and rope. Once he's finished, he clicks Save, and (snap) the Wiki is ready for the next person. Henry visits the Wiki, clicks Edit, and (snap) he can edit the page. He remembers they need a tent. Henry saves the page and (snap) the Wiki is ready for Frank. Frank edits the page and agrees to bring the remaining items, completing the process. Frank saves the page and realizes something awesome. The group has created the perfect camping list without email! Yay! 
      But wait! One thing is missing. They need a location for the campsite! The Wiki can help with this, too, but another page is needed. John visits the Wiki and clicks Edit (snap) to edit the page. He types in the word 'Locations' and highlights it. He then clicks the Link button. This changes the word 'Locations' into a link to a new page. John clicks Save and (snap). Next, Frank visits the Wiki and sees the list and the link to the new page. He clicks on the 'Locations' link and arrives at the new page. This new page enables the group to use the same Edit/Write/Save process to coordinate locations. This process can be repeated over and over. These three buttons�Edit, Save, and Link� make it possible to organize a great camping trip or create the world's biggest encyclopedia. 
      You can sign up for your own Wiki at these websites: pbwiki, wetpaint or wikispaces. I'm Lee LeFever, and this has been Wikis in Plain English on the Commoncraft show. 

data/spec/fixtures/test_imscc/web_resources/weekly_content/week07/Missing Students.html

@@ -1,7 +0,0 @@
-<meta http-equiv="Content-Type" content="text/html; charset=UTF-8" />
-<p><link rel="stylesheet" href="https://reach.ucf.edu/styles/global_v2.css" type="text/css" /></p>
-<title>Group 4 Scenario</title>
-<h2 style="text-align: center;"><span style="color: inherit; font-family: inherit; font-size: 20px;">Title:&nbsp;Missing Students</span></h2>
-<p>You&rsquo;re teaching online and most of your students have logged in and are doing their assignments.&nbsp;&nbsp; A few students have failed to show up on your radar screen in your &ldquo;W&rdquo; course.&nbsp;&nbsp; Now what? Do you intervene and if so, when and how?&nbsp;</p>
-<p style="width: 100px; margin: 5px auto;"><button class="btn btn-large" onclick="print()">Print This Page</button></p>
-<p>&nbsp;</p>

data/spec/fixtures/test_imscc/web_resources/weekly_content/week07/Student Assistant from Hell.html

@@ -1,9 +0,0 @@
-<p><meta http-equiv="Content-Type" content="text/html; charset=UTF-8" /></p>
-<p><link rel="stylesheet" href="https://reach.ucf.edu/styles/global_v2.css" type="text/css" /></p>
-<p>
-<title>Group 2 Scenario</title>
-</p>
-<h2 style="text-align: center;">Title:&nbsp;Student Assistant from Hell</h2>
-<p>Congratulations!&nbsp;&nbsp; Your online course has such a long waiting list that your department chair is allowing you to get a student assistant. :)&nbsp; You quickly hire someone but it becomes apparent that the student is clueless with the technology. Your time melts away as your blood pressure rises.&nbsp; Now what? How will you quickly bring your GTA up to speed? Is training available?&nbsp;</p>
-<p style="width: 100px; margin: 5px auto;"><button class="btn btn-large" onclick="print()">Print This Page</button></p>
-<p>&nbsp;</p>

data/spec/fixtures/test_imscc/web_resources/weekly_content/week07/Uh-Oh, UFO.html

@@ -1,9 +0,0 @@
-<p><meta http-equiv="Content-Type" content="text/html; charset=UTF-8" /></p>
-<p><link rel="stylesheet" href="https://reach.ucf.edu/styles/global_v2.css" type="text/css" /></p>
-<p>
-<title>Group 3 Scenario</title>
-</p>
-<h2 style="text-align: center;">Title:&nbsp;<span style="color: inherit; font-family: inherit; font-size: 20px;">Uh-Oh, UFO</span></h2>
-<p>You have many students and they are participating and performing well in your online course.&nbsp;&nbsp; Suddenly, you discover an eerie pattern in a recent assignment submission. You suspect severe plagiarism.&nbsp; Now what? How can this scenario be prevented? How can you track this pattern?&nbsp;</p>
-<p style="width: 100px; margin: 5px auto;"><button class="btn btn-large" onclick="print()">Print This Page</button></p>
-<p>&nbsp;</p>

data/spec/fixtures/test_imscc/web_resources/weekly_content/week07/Unsteady Landing.html

@@ -1,9 +0,0 @@
-<p><meta http-equiv="Content-Type" content="text/html; charset=UTF-8" /></p>
-<p><link rel="stylesheet" href="https://reach.ucf.edu/styles/global_v2.css" type="text/css" /></p>
-<p>
-<title>Group 1 Scenario</title>
-</p>
-<h2 style="text-align: center;">Title: Unsteady Landing</h2>
-<p>You're teaching online and, of course, things are going well.&nbsp; You have a student, one of thirty-five, who is trying hard but is not performing well. The student has been completing required assignments on time. He or she is on your radar screen headed for an unsteady landing.&nbsp; Should you intervene, and if so, how?</p>
-<p style="width: 100px; margin: 5px auto;"><button class="btn btn-large" onclick="print()">Print This Page</button></p>
-<p>&nbsp;</p>

data/spec/fixtures/test_imscc/web_resources/weekly_content/week07/group5.html

@@ -1,8 +0,0 @@
-<meta http-equiv="Content-Type" content="text/html; charset=UTF-8" />
-<p><link rel="stylesheet" href="https://reach.ucf.edu/styles/global_v2.css" type="text/css" /></p>
-<title>Group 5 Scenario</title>
-<h1>Group 5 Scenario</h1>
-<h2>Title:&nbsp;Blip, No Radar Screen</h2>
-<p>You&rsquo;re teaching online and, of course, things are going well.&nbsp;&nbsp; One night after watching Seinfeld reruns, you attempt to login to check email, but there is no response. Later you try to login and again nothing happens. You go out for ice cream and return to find your voice mailbox is full. Students can&rsquo;t login either and your online midterm is due at midnight.&nbsp;&nbsp; Now what? What can you do when your connection to the Internet or online course goes down?&nbsp;</p>
-<p style="width: 100px; margin: 5px auto;"><button class="btn btn-large" onclick="print()">Print This Page</button></p>
-<p>&nbsp;</p>

data/spec/fixtures/test_imscc/web_resources/weekly_content/week07/group6.html

@@ -1,8 +0,0 @@
-<meta http-equiv="Content-Type" content="text/html; charset=UTF-8" />
-<p><link rel="stylesheet" href="https://reach.ucf.edu/styles/global_v2.css" type="text/css" /></p>
-<title>Group 6 Scenario</title>
-<h1>Group 6 Scenario</h1>
-<h2>Title:&nbsp;Technical Difficulties</h2>
-<p>Since you just completed IDL6543 and are teaching online NEXT term, you have adopted an e-pack and have followed all the appropriate procedures so you are ready to go (or so you think.)&nbsp;&nbsp; Students begin filling your mailbox with questions about Access Codes and other support issues. Where do you turn?&nbsp; What can be done to prevent this situation?</p>
-<p style="width: 100px; margin: 5px auto;"><button class="btn btn-large" onclick="print()">Print This Page</button></p>
-<p>&nbsp;</p>

data/spec/fixtures/test_imscc/web_resources/weekly_content/week07/group7.html

@@ -1,8 +0,0 @@
-<meta http-equiv="Content-Type" content="text/html; charset=UTF-8" />
-<p><link rel="stylesheet" href="https://reach.ucf.edu/styles/global_v2.css" type="text/css" /></p>
-<title>Group 7 Scenario</title>
-<h1>Group 7 Scenario</h1>
-<h2>Title:&nbsp;Blurry Radar<b>&nbsp;</b></h2>
-<p>You are teaching online and, of course, things are going well. You hear rumors that a student has complained to your chair about your teaching.&nbsp;&nbsp; The student is a Web veteran who has taken several online courses at UCF. The student wanted to know why you are not teaching as well as others teaching online. Mainly these are complaints about lack of and slow communication.&nbsp; Now what? What can be done to prevent this?</p>
-<p style="width: 100px; margin: 5px auto;"><button class="btn btn-large" onclick="print()">Print This Page</button></p>
-<p>&nbsp;</p>

data/spec/fixtures/test_imscc/web_resources/weekly_content/week07/group8.html

@@ -1,8 +0,0 @@
-<meta http-equiv="Content-Type" content="text/html; charset=UTF-8" />
-<p><link rel="stylesheet" href="https://reach.ucf.edu/styles/global_v2.css" type="text/css" /></p>
-<title>Group 8 Scenario</title>
-<h1>Group 8 Scenario</h1>
-<h2>Title:&nbsp;Flame War</h2>
-<p>You&rsquo;re teaching online and, of course, things are going well.&nbsp; Students are participating enthusiastically in the discussions. A learning community has developed and students are assisting each other. Suddenly, you see an alarming discussion. One student has become very negative toward another student. The written remarks are rather insulting. The battle is raging!&nbsp; Now what? Should you intervene and, if so, how?</p>
-<p style="width: 100px; margin: 5px auto;"><button class="btn btn-large" onclick="print()">Print This Page</button></p>
-<p>&nbsp;</p>

data/spec/fixtures/test_imscc/wiki_content/accessibility-and-online-course-content.html

@@ -1,83 +0,0 @@
-<html>
-<head>
-<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
-<title>Accessibility and Online Course Content</title>
-<meta name="identifier" content="i92e091ce2cd154ac549d761c30aa4df7"/>
-<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">Consider this scenario: You receive a notification from <span style="background-color: #ffff00;">&lt;Replace -  Institution's Disability Services Office&gt;</span> that you will have a student in your class with a hearing impairment in the upcoming semester. A sign language interpreter is then assigned to your class to assist. Any lectures, videos, narrated PowerPoints, etc. will be interpreted in your class for this student. When moving into the online environment, how is this same need met?</p>
-<p><span style="background-color: #ffff00;">&lt;Replace with Institution Accessibility Policy&gt;</span></p>
-<p> </p>
-<h2 style="color: #446f9a;">Federal Laws Regarding Accesibilty</h2>
-<p><a href="http://www.ada.gov/t2hlt95.htm" target="_blank">Title II of the Americans with Disabilities Act of 1990</a> and <a href="http://www2.ed.gov/about/offices/list/ocr/docs/auxaids.html" target="_blank">Section 504 of the Rehabilitation Act of 1973</a> apply to higher education institutions. ADA Title II extends to all activities of state and local entities such as K-12 public schools, public colleges, and universities whether or not they receive federal funds. Please note that the US Department of Justice has made it clear that<a href="http://www2.ed.gov/about/offices/list/ocr/letters/colleague-20100629.html" target="_blank"> the ADA applies to programs offered on the Internet</a>. This includes web pages and digital materials in online courses and programs that students are required to access for educational purposes. For institutions that receive federal funds, the purpose of <a class="external" href="http://www.dol.gov/oasam/regs/statutes/sec504.htm" target="_blank">Section 504<span class="screenreader-only"> (Links to an external site.)</span></a> is to provide access to educational programs without discrimination to qualified students. Together, the purpose of these aforementioned laws is to make sure educational programs are all designed to provide students with the opportunities that are equal to that of their peers.</p>
-<p>So what does this mean to you as a faculty member at <span style="background-color: #ffff00;">&lt;Replace -  Institution Name&gt; </span>moving into the online environment? If you have a student in your online course with a registered disability, access to course materials in your online course may present challenges for students with disabilities. For example, if a student is registered with <span style="background-color: #ffff00;">&lt;Replace -  Disability Services Office Name&gt;</span> and requires additional time to take quizzes, you must provide testing accommodations. In addition, <span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt; </span>provides you with the ability to easily add various types of multimedia to your course. Please keep in mind that if you choose to incorporate these multimedia elements (e.g., YouTube video clips, video webcam clips, podcasts, narrated PowerPoint presentations, screencasts) into your online course, these materials may require some type of modification (e.g., transcript, captioning) in order to be accessible to all students. In fact, all course materials that students are required to access must be made accessible whether they are used in a face-to-face class or whether they are placed in an online learning environment. Additional materials that may require modification include but are not limited to:</p>
-<ul>
-<li>MS Word documents</li>
-<li>PowerPoint presentations</li>
-<li>PDF documents</li>
-</ul>
-<p>When you are determining which technology you want to add to your course, note that the Department of Justice and the Department of Education "encourages schools to employ innovative learning tools. Because technology is evolving, it has the capability to enhance the academic experience for everyone, especially students with disabilities. Innovation and equal access can go hand in hand" (US-DOE, 2012).</p>
-<h2 style="color: #446f9a;">How <span style="background-color: #ffff00;">&lt;Replace - Department Name&gt;</span> Can Help</h2>
-<p>The <span style="background-color: #ffff00;">&lt;Replace - Department Name&gt;</span> offers a number of services to faculty to assist with compliance of online digital content.</p>
-<h4>Content</h4>
-<p>Follow our best practices noted below for the creation of accessible course content pages. Also, <span style="background-color: #ffff00;">&lt;Replace - Department Name&gt;</span> will create closed captions for videos if an electronic script or transcript is submitted.</p>
-<p><span style="color: inherit; font-family: inherit; font-size: 17.5px;">Accessibility Review</span></p>
-<p>A service that our department offers is an accessibility review of your online course. You will have the opportunity later in this course to submit your course for this review. A report generated as part of this process will identify any potential accessibility concerns that your instructional designer will review with you to help develop a plan to address these concerns. Please let your Instructional Designer know if you are interested in participating in this process.</p>
-<h4>UDL Principles</h4>
-<p>There is growing support for a concept called Universal Design for Learning (UDL). UDL is a way of creating course materials that are accessible not only to students with disabilities but to all students. The application of UDL principles provides strategies to address the learning styles of all of your students while breaking down unintentional barriers to learning. The <cite class="normal">Higher Education Opportunity Act</cite> of 2008 recognizes UDL as a “scientifically valid framework for guiding educational practice” and supports implementation at the post-secondary level of education (2008).</p>
-<p>Let’s say that you’ve decided to incorporate a video into your online course. Applying UDL principles, such as adding captions, in advance would not only prepare your class in the event that you have a student with a hearing impairment enrolled, but it will benefit other students in your course from day one. A student for whom English is a second language will comprehend the audio better because accents and other auditory distractions will not conflict with processing the information. A student with a learning disability who has difficulty processing audio information may benefit from reading the captions instead of relying on the audio portion for information. Visual learners benefit from captioning because having access to the text has been shown to improve retention. In addition, a student who has a hectic schedule and is working on completing an assignment while in a library setting, may be required to listen to an instructional video provided by the faculty member in order to complete the assignment. If he does not have access to a set of headphones, he will be unable to complete the assignment unless the video is already captioned. Applying UDL principles to your course materials will improve access and instruction for all students with a variety of learning styles, cultural backgrounds, and various environments.</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>Design and create online course materials with accessibility standards and UDL principles in mind, and refer to the following resources to help you create accessible course content.</p>
-<ul>
-<li>Headings
-<ul>
-<li>Apply Headings to your document (<em>e.g</em>., Word, HTML, PDF, etc.). Using Headings rather than bolding or enlarging text makes it easier for individuals using a screen reader to navigate a document or web page and they are an essential element when creating accessible online materials.</li>
-</ul>
-</li>
-<li>Images
-<ul>
-<li>If you use images in your online course, make sure they are instructionally meaningful and help students learn the concepts you are teaching.</li>
-<li>Add a brief and meaningful text description or alternative text (alt text) for all images. Alt text is read by screen readers allowing the content and function of the image to be accessible to those with visual or cognitive disabilities.</li>
-</ul>
-</li>
-<li>Review <span style="background-color: #ffff00;">&lt;Replace - LMS documentation&gt;<strong> </strong></span>to allow students with disabilities extra time to take a quiz/exam.</li>
-<li>When considering adding third-party video links (<em>e.g</em>., You Tube) to your course, search for and use clips that are already captioned. If there's a link you really want to use, consider writing to the source to see if a captioned version is available. The <span style="background-color: #ffff00;">&lt;Replace -  Institution Name&gt;</span><strong><span style="background-color: #ffff00;"> </span></strong>Library licenses captioned commercial and educational videos that can be used in your online course.</li>
-<li>Include a statement in your course syllabus informing students of any special technology requirements (<em>e.g</em>., Flash Player, Adobe Reader, or Java) so students know up front what they need to access your course materials.</li>
-</ul>
-<p> </p>
-<hr class="ucf_blue_threedot">
-<h2 style="color: #446f9a;">Optional Further Reading</h2>
-<p>If you would like more information related to accessibility <strong>and</strong> UDL, check out the following references. Each contains a wealth of information that you will find helpful now and in the future.</p>
-<ul>
-<li>
-<a href="http://www.adobe.com/accessibility/" target="_blank">Adobe Accessibility </a>(provides assistance to developers related to the production of accessible content): </li>
-<li><a href="http://ncam.wgbh.org/invent_build/web_multimedia/tools-guidelines" target="_blank">NCAM National Center for Accessible Media</a></li>
-<li>
-<a href="http://www.cast.org/udl/index.html" target="_blank">CAST </a>(provides resources related to Universal Design for Learning):</li>
-<li><a href="http://udlselfcheck.cast.org/" target="_blank">CAST Curriculum Self-Check</a></li>
-<li>
-<a href="http://udloncampus.cast.org/" target="_blank">UDL on Campus</a> Universal Design for Learning in Higher Education</li>
-<li>
-<a href="http://cannect.org/">CANnect</a> – various resources on designing accessible materials for the web</li>
-<li><a href="http://www.washington.edu/doit/Faculty/Strategies" target="_blank">DO-IT: Disabilities, Opportunities, Internetworking, and Technology, University of Washington</a></li>
-<li>
-<a href="http://www.webaim.org/" target="_blank">WebAIM </a>is a non-profit organization who provide training and resources related to web accessibility </li>
-</ul>
-<hr class="ucf_blue_threedot">
-<h2 style="color: #446f9a;">References</h2>
-<ul class="bib">
-<li>Burgstahler, Sheryl, Corrigan, B. McCarter, J. Making distance learning courses accessible to students and instructors with disabilities: A case study. <em>The Internet and Higher Education</em>. 2004;233-246.</li>
-<li>U.S. Department of Education. Joint “Dear Colleague” Letter: Electronic Book Readers. <a href="http://www2.ed.gov/about/offices/list/ocr/letters/colleague-20100629.html" target="_blank">http://www2.ed.gov/about/offices/list/ocr/letters/colleague-20100629.html</a>. Accessed August 31, 2012.</li>
-<li>CAST. (2011). <cite class="normal">Universal Design for Learning Guidelines</cite>. Retrieved January 9, 2013 from <a href="http://www.cast.org/about/news/2011-02-02.html" target="_blank">http://www.cast.org/udl/index</a>
-</li>
-<li>
-<cite class="normal">Higher Education Opportunity Act.</cite> (2008). UDL and UD Provisions in the Higher Education Opportunity Act (P.L.110-315), Retrieved February 25, 2011.</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/accessing-your-development-course.html

@@ -1,47 +0,0 @@
-<html>
-<head>
-<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
-<title>Accessing Your Development Course</title>
-<meta name="identifier" content="i272d1d0b3e2a0a0ea2e28afd446aafcc"/>
-<meta name="editing_roles" content="teachers,students,public"/>
-<meta name="workflow_state" content="active"/>
-</head>
-<body>
-<p>Now you are going to access your development course and learn about items such as selecting your course home page and navigating through your course. Follow the directions below to access your development course.</p>
-<p><img src="%24IMS-CC-FILEBASE%24/images/icon_dothis.jpg" alt="icon_dothis.jpg" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/images/icon_dothis.jpg" data-api-returntype="File"> We recommend you complete this activity on a computer, using a browser, and not through a mobile device or the app.</p>
-<p><span style="background-color: #ffff00;">&lt;Insert directions here for accessing development courses in your LMS&gt;</span></p>
-<p><img src="%24IMS-CC-FILEBASE%24/images/icon_tips.jpg" alt="icon_tips.jpg" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/images/icon_tips.jpg" data-api-returntype="File"></p>
-<blockquote style="font-size: 0.875rem; line-height: 1.5;">
-<ul>
-<li>Please contact your instructional designer if you do not see your development course.</li>
-<li>If you have any trouble accessing your development course, contact <span style="background-color: #ffff00;">&lt;Insert your LMS Support contact information here&gt;</span>
-</li>
-</ul>
-</blockquote>
-<hr class="ucf_blue_threedot">
-<h2 style="color: #446f9a;">Navigating Your Development Course</h2>
-<p style="text-align: left;">As you learned in the <span style="font-weight: 400; background-color: #ffff00;">&lt;Replace - Your LMS&gt;</span><span style="background-color: #ffffff;"> Student Tour earlier in this module, <span style="font-weight: 400; background-color: #ffff00;">&lt;Replace - Your LMS&gt;</span></span><span style="background-color: #ffff00;"> </span>has Global Navigation links and Course Navigation links. Below are a few additional resources to help you learn how to navigate in <span style="font-weight: 400; background-color: #ffff00;">&lt;Replace - Your LMS&gt; </span>and understand the difference between the global and course specific tools.</p>
-<p style="text-align: left;"><span style="background-color: #ffff00;">&lt;Replace links below for accessing your LMS tutorials&gt;</span></p>
-<ul>
-<li><a href="http://guides.instructure.com/s/2204/m/4144/l/39884-how-do-i-navigate-a-canvas-course">How do I navigate a <span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt; </span>?</a></li>
-<li><a id="" class="" title="" href="https://guides.instructure.com/m/4212/l/420898-how-do-i-use-the-global-navigation-menu-new-canvas-ui" target="">How do I use the Global Navigation Menu?</a></li>
-<li>
-<a href="http://guides.instructure.com/s/2204/m/4152/l/63275-what-is-course-navigation">What is Course Navigation?</a>   </li>
-</ul>
-<h4> </h4>
-<h4><span style="background-color: #ffffff;"><span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt;</span><span> </span>Help Guide</span></h4>
-<p><span style="background-color: #ffffff;">As you build your development course throughout <span style="background-color: #ffff00;">&lt;Replace - Course Title&gt;</span><span> </span>, you may have questions about course tools and how to use them. The<span style="background-color: #ffff00;"> &lt;Replace - Your LMS&gt;</span><span> </span> Help Guide provides helpful text directions and videos on all the available tools and how to use them.  </span></p>
-<p><span style="background-color: #ffffff;">To access this guide:</span></p>
-<p><span style="background-color: #ffff00;">&lt;Replace links below for accessing your LMS tutorials&gt;</span></p>
-<ol>
-<li><span style="background-color: #ffffff;">Click <strong>Help <img src="%24IMS-CC-FILEBASE%24/images/Help%20icon.png" alt="Help icon.png" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/images/Help%20icon.png" data-api-returntype="File"></strong> in the Help Corner located in the bottom left of your screen. <br></span></li>
-<li><span style="background-color: #ffffff;">Click <strong>Search the Canvas Guides</strong> in the new Help window that opens (shown below) to search for more information on any tool available in Webcourses@UCF.  <br></span></li>
-</ol>
-<p><img src="%24IMS-CC-FILEBASE%24/images/Help%20options%20screenshot.png" alt="Help options screenshot.png" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/images/Help%20options%20screenshot.png" data-api-returntype="File"></p>
-<h4>Customizing Your Development Course</h4>
-<p>One of the goals of <span style="background-color: #ffff00;">&lt;Replace - Course Title&gt;</span><span> </span> is to help you build an online course that meets your specific pedagogical needs. You will customize your development course as you work with your instructional designer throughout <span style="background-color: #ffff00;">&lt;Replace - Course Title&gt;</span><span> </span>.</p>
-<p style="text-align: left;"> </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/adding-a-grading-rubric-and-using-speedgrader.html

@@ -1,22 +0,0 @@
-<html>
-<head>
-<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
-<title>Adding a Grading Rubric and Using SpeedGrader</title>
-<meta name="identifier" content="i505b11f0de6e2018546ba05e1b70aace"/>
-<meta name="editing_roles" content="teachers"/>
-<meta name="workflow_state" content="active"/>
-</head>
-<body>
-<h3>Creating a Grading Rubric</h3>
-<p>The Assignment tool comes with a built in <a href="http://guides.instructure.com/s/2204/m/4152/l/39716-what-is-a-rubric">grading rubric</a> feature.  This feature allows you to create a grading rubric, so your students will know what you are expecting from them and how you will be grading the assignment.  </p>
-<p><img style="max-width: 1074px;" src="https://reach.ucf.edu/images/course_icons_75x75/icon_watchthis.jpg" alt="Watch This">The following video explains <a href="http://guides.instructure.com/s/2204/m/4210/l/40813-what-are-rubrics-in-canvas-video">how rubrics work in Webcourses@UCF</a>.</p>
-<p>The following link provides more information on <a href="http://guides.instructure.com/s/2204/searches?utf8=%E2%9C%93&amp;text=rubrics&amp;commit=Search">using a rubric in Webcourses@UCF.</a></p>
-<h3>Using SpeedGrader</h3>
-<p>Another feature of the Assignment tool is SpeedGrader to quickly and easily grade assignments your students submit online. </p>
-<p><img style="max-width: 1074px;" src="https://reach.ucf.edu/images/course_icons_75x75/icon_watchthis.jpg" alt="Watch This">The following video explains <a href="http://guides.instructure.com/s/2204/m/4210/l/40817-how-does-the-speedgrader-work-video">how to use SpeedGrader</a> in Webcourses@UCF.</p>
-<p>The following link provides more information on <a href="https://webcourses.ucf.edu%24WIKI_REFERENCE%24/pages/the-following+link+provides+more+information+on" data-api-endpoint="https://webcourses.ucf.edu/api/v1$WIKI_REFERENCE$/pages/the-following+link+provides+more+information+on" data-api-returntype="Page">using SpeedGrader in Webcourses@UCF</a>.</p>
-<p>Check out the Canvas Help Guide if you would like more information about assignments, creating grading rubrics, or using SpeedGrader.</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><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/assessment-tool-number-2-the-discussions-tool.html

@@ -1,90 +0,0 @@
-<html>
-<head>
-<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
-<title>Assessment Tool #2 - The Discussions Tool</title>
-<meta name="identifier" content="i76dc78393c422285c1f1c64dc30293cc"/>
-<meta name="editing_roles" content="teachers"/>
-<meta name="workflow_state" content="active"/>
-</head>
-<body>
-<p><span style="background-color: #ffff00;">&lt;&lt;Note: This content is provided as an example. The content should be updated with your institution's LMS materials.&gt;&gt;</span></p>
-<p>The Discussions Tool allows you to create gradable (and non-gradable/non-assignment) discussion topics to which students can post and reply. Its asynchronous nature is recommended for communication that requires reflective thought. You may use the Discussions tool to generate class discussions, facilitate peer review, and evaluate students based on their responses to open-ended questions. All gradable discussions are considered assignments in <span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt;</span>. The following video provides an overview of creating discussions in <span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt;</span>:</p>
-<h3>
-<img src="%24IMS-CC-FILEBASE%24/images/icon_video.jpg" alt="Video" width="72" height="73" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/images/icon_video.jpg" data-api-returntype="File">Discussions Tool Video</h3>
-<ul>
-<li><a href="http://guides.instructure.com/m/4210/l/40783">Creating Discussion Assignments using the Discussions Tool</a></li>
-</ul>
-<hr class="ucf_blue_threedot">
-<h2 style="color: #446f9a;"></h2>
-<h2 style="color: #446f9a;">Features of the Discussions tool</h2>
-<ul>
-<li>The discussions tool provides a variety of settings for you to choose from</li>
-<ul>
-<li>Graded or Non-graded</li>
-<li>Delay the posting</li>
-<li>Lock the discussion topic to prevent students from posting new messages.</li>
-</ul>
-<li>When you create a gradable discussion, a corresponding grade book column is automatically created.</li>
-<li>When you create a gradable discussion, you can:
-<ul>
-<li>Grade the student’s participation in a discussion by using SpeedGrader.</li>
-<li>View an activity overview that provides statistics on the average number of messages read, the average number of messages posted, and the average number of replies.</li>
-<li>View an individual student’s posts and save or print the posts.</li>
-</ul>
-</li>
-</ul>
-<hr class="ucf_blue_threedot">
-<h2 style="color: #446f9a;"></h2>
-<h2 style="color: #446f9a;">Logistical Considerations</h2>
-<p>There are a few logistical considerations before adding Discussions to your course:</p>
-<ul>
-<li>What is the size of your class?
-<ul>
-<li>If you have a large class, consider creating smaller discussion groups.</li>
-</ul>
-</li>
-<li>Will participation in your online class discussions be required or optional?
-<ul>
-<li>If they are required, you will most likely need them to be gradable</li>
-</ul>
-</li>
-<li>How many discussion assignments will you have and will your students have to participate in all or some of them?</li>
-<li>Will you grade the discussions?
-<ul>
-<li>If you grade discussions, what percentage of the final grade will online discussions constitute?</li>
-<li>How will you grade discussions? Will you use rubrics?</li>
-<li>Will you use "SpeedGrader" to score each discussion assignment?</li>
-</ul>
-</li>
-<li>What types of behaviors do you want to see in the online discussions (regardless of assignment type)?
-<ul>
-<li>Include this information in your course protocols</li>
-</ul>
-</li>
-<li>What type of instructions will you provide students to guide or prompt the type of discussions you want to see occurring?
-<ul>
-<li>e.g., broad, open-ended question; question w/ supporting details; scenario; peer-review)</li>
-</ul>
-</li>
-<li>Where will you place the discussion prompt for each discussion assignment?
-<ul>
-<li>In the module, in discussion area, both, etc.?</li>
-</ul>
-</li>
-<li>Who will facilitate each online discussion (i.e., instructor, specified student, TA, outside expert)?</li>
-<li>How will feedback (or scoring) be provided to each discussion facilitator?</li>
-</ul>
-<p> Check out the <a href="http://guides.instructure.com/s/2204/searches?utf8=%E2%9C%93&amp;text=discussions&amp;commit=Search">Canvas Help Guide</a> if you would like more information about discussions.</p>
-<p><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"></p>
-<p>There is no universal way to structure a discussion. To help you think through the options, visit <a id="" class="" title="" href="https://topr.online.ucf.edu/index.php/Main_Page" target="_blank">Teaching Online Pedagogical Repository</a> to view best practices for discussions, in areas such as creating a discussion prompt, facilitating discussion as it happens, and evaluating the discussion once it is posted.  Below, we have gone ahead and linked a few select discussion topics from the repository:</p>
-<ul>
-<li><a id="" class="" title="" href="https://topr.online.ucf.edu/index.php/Setting_Discussion_Expectations" target="_blank">Setting Discussion Expectations</a></li>
-<li><a id="" class="" title="" href="https://topr.online.ucf.edu/index.php/Discussion_Prompts" target="_blank">Discussion Prompts</a></li>
-<li><a id="" class="" title="" href="https://topr.online.ucf.edu/index.php/Discussion_Rubrics" target="_blank">Discussion Rubrics</a></li>
-<li><a id="" class="" title="" href="https://topr.online.ucf.edu/index.php/Group_Discussion_Strategy" target="_blank">Group Discussion Strategy</a></li>
-</ul>
-<p><span style="background-color: #ffffff;"> </span></p>
-<p><img style="border-width: 0px; display: block; margin-left: auto; margin-right: auto;" src="https://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png" alt="Creative Commons License"></p>
-<p style="text-align: center;"><span style="font-weight: 400;">TOPKit Sample Course 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/assessment-tool-number-3-the-quizzes-tool.html

@@ -1,68 +0,0 @@
-<html>
-<head>
-<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
-<title>Assessment Tool #3 - The Quizzes Tool</title>
-<meta name="identifier" content="ia20c5949f47e592dc362c4af626b8d18"/>
-<meta name="editing_roles" content="teachers"/>
-<meta name="workflow_state" content="active"/>
-</head>
-<body>
-<p><span style="background-color: #ffff00;">&lt;&lt;Note: This content is provided as an example. The content should be updated with your institution's LMS materials.&gt;&gt;</span></p>
-<p>The <strong>Quizzes Tool </strong>allows you to create and manage online quizzes and tests for which grades are assigned. For example, you can create weekly quizzes to assess students’ mastery of learning outcomes and encourage progress. You can create quizzes with a variety of question types (e.g., multiple choice, true/false, short answer, etc.). When you create a quiz, a corresponding grade book column is automatically created. Most question types (e.g., multiple choice, true/false, short answer) are automatically graded by the system. You may create question sets for quizzes, and you may also change the settings to ensure students receive their grade after submitting their quiz. Certain question types must be graded by the instructor (e.g., paragraph) before grades are released to the students.</p>
-<p>This tool also allows you to create surveys that are anonymous online assessments, for which no grades are assigned. Instructors can see whether or not a student has completed a survey, but the survey submissions themselves are anonymous.  Example: Create surveys to gauge students’ opinions on an issue covered in the class or to allow students to anonymously evaluate the course.</p>
-<p>The following video provides an overview of creating quizzes in <span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt;</span> using the Quizzes Tool:</p>
-<p><img src="%24IMS-CC-FILEBASE%24/images/icon_watchthis.jpg" alt="icon_watchthis.jpg" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/images/icon_watchthis.jpg" data-api-returntype="File"> The following video explains <a href="http://guides.instructure.com/s/2204/m/4210/l/40893-how-do-quizzes-work-video">how quizzes work in <span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt;</span></a>.</p>
-<hr class="ucf_blue_threedot">
-<h2 style="color: #446f9a;"></h2>
-<h2 style="color: #446f9a;">Features of the Quizzes Tool</h2>
-<ul>
-<li>The quizzes tool allows you to create assessments with a variety of question types (e.g., multiple choice, true/false, multiple response, essay, matching, fill in the blank).</li>
-<li>The questions you create are added to a question database in your course. You may organize questions by categories. You may use the question database to create a final exam by selecting questions from previous assessments.</li>
-<li>When you create a quiz, a corresponding grade book column is automatically created.</li>
-<li>Most question types (e.g., multiple choice, true/false) are automatically graded by the system, but certain question types must be graded by the instructor (e.g., essay).</li>
-<li>The Quizzes tool offers a variety of settings for you to choose from:
-<ul>
-<li>Start date and time</li>
-<li>Question and answer randomization</li>
-<li>Display questions one at a time</li>
-<li>Results settings</li>
-<li>Place a time limit on the quiz</li>
-<li>Provide feedback for each wrong and right answer in the feedback area</li>
-<li>Allow extra time or attempts for students requiring accommodations</li>
-</ul>
-</li>
-<li>Several publishers have test banks that you may import into your course. Most of these test banks are compatible with the Webcourses@UCF quizzes tool.</li>
-<ul>
-<li>Check with your instructional designer, if you are considering using a test bank.</li>
-</ul>
-<li>You may create question groups for quizzes. The system will randomly select a specified number of questions from the group of questions (e.g., randomly select 20 questions from a question group of 50 questions.)</li>
-<li>This tool also allows you to moderate the quiz for students who need extra time or multiple attempts.</li>
-</ul>
-<hr class="ucf_blue_threedot">
-<h2 style="color: #446f9a;"></h2>
-<h2 style="color: #446f9a;">Logistical Considerations</h2>
-<ul>
-<li>What is the size of your class? Do you plan to create quizzes with questions that will be manually graded by the system or questions that you will need to manually grade?</li>
-<li>Do you want to set time limits for quizzes?</li>
-<li>Do you want to randomize questions?</li>
-<li>If you use short answer questions in your quizzes, you need to include every possible answer since the system automatically grades these question types. Another option is to use regular expressions.</li>
-</ul>
-<hr class="ucf_blue_threedot">
-<h2 style="color: #446f9a;"></h2>
-<h2 style="color: #446f9a;">Creating Quizzes versus Submitting Quiz Questions to <span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt;</span>
-</h2>
-<p>As a participant in <span style="background-color: #ffff00;">&lt;Replace - Course Title&gt;</span>, you have two options for creating quizzes in your online course:</p>
-<ol>
-<li>You can create your own quiz using the Quizzes Tool within <span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt;</span>
-</li>
-<li><span style="background-color: #ffff00;">&lt;Replace with another option your institution provides or delete option&gt;</span></li>
-</ol>
-<p>Using the Quizzes Tool is good for creating small quizzes (e.g. 5 - 10 questions).  However, we recommend that you use the Respondus tool (see below) for larger quizzes (e.g. more than 10 questions). Whether you decide to use Respondus, you will need to follow quiz formatting guidelines. <span style="background-color: #ffff00;">&lt;Replace - with your LMS support team&gt; </span>Support uses Respondus to build quizzes, so submitting your questions already formatted saves time.</p>
-<h3>Using Respondus to Build Large Quizzes</h3>
-<p>If you decide that you want to build your own quizzes and you have more than 10 questions, building them directly in <span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt;</span>, can be time consuming.  The Respondus tool allows you to submit and upload all of your quiz questions at one time (instead of one at a time when building directly in <span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt;</span>). </p>
-<p><strong>Note to Mac Users: </strong>Respondus is native to Windows. Mac users will not be able to use Respondus unless they have special virtualization software (e.g., VMware or Parallels) or Bootcamp. Mac users have the option to submit a quiz to <span style="background-color: #ffff00;">&lt;Replace - Department Name&gt;</span>. The file(s) must be saved in text (.txt) or rich-text (.rtf) format for PC and in Text Edit for Mac.</p>
-<p>Check out the <a href="http://guides.instructure.com/s/2204/searches?utf8=%E2%9C%93&amp;text=Quizzes&amp;commit=Search">Canvas Help Guides</a>, if you would like more information on using the quizzes tool.</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>
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