RubyGems - qti - Versions diffs - 0.9.18 → 0.9.19 - Mend

qti 0.9.18 → 0.9.19

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-<html>
-<head>
-<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
-<title>Options for Creating and Delivering Content</title>
-<meta name="identifier" content="ib986fe07ad79bbfeefdfd6bd03de3a8d"/>
-<meta name="editing_roles" content="teachers"/>
-<meta name="workflow_state" content="active"/>
-</head>
-<body>
-<p><span style="background-color: #ffff00;"><strong>&lt;&lt;Note: This content is provided as an example. The content should be updated with your institution's LMS materials.&gt;&gt;</strong></span></p>
-<p>There are many tools within <span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt;</span> that aid in the creation of course content. In the past weeks of <span style="background-color: #ffff00;">&lt;Replace - Course Title&gt;</span>, you explored communication tools such as Announcements and Discussions, edited Pages such as your Syllabus and Course Expectations, explored collaboration tools such as Conferencing, and created and edited assignments such as Discussions and Quizzes.  </p>
-<p>This week, you will begin building your module and learn about the various ways to create and deliver content to your students in <span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt;</span>. To guide you through the development of this module, three essential <span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt;</span> tools will be presented: Files, Pages, and Modules. For various examples of how to set up a module in different ways, explore <a id="" class="" title="" href="https://bucks.instructure.com/courses/32946/pages/sample-courses" target="">sample courses here</a>.  </p>
-<hr class="ucf_blue_threedot">
-<h2 style="color: #446f9a;">Modules</h2>
-<p><span><span>Modules are used to organize, structure, and present course content such as Files, Pages, and Assignments, among others. <span>With modules, you are structuring a sequence for your students. For instance, in <span style="background-color: #ffff00;">&lt;Replace - Course Title&gt;</span>, you will notice that you navigate through a module in a particular way. This was done deliberately as we thought about what the ideal sequence would be for students. </span></span></span></p>
-<p><span>There is no universal way to structure a module. </span>You may want to organize course content by weeks, units, topics, or activities. This is a great conversation to have with your instructional designer before you begin building your modules area. Let's begin by reviewing the Module tool's features...</p>
-<p>With the Modules tool, you can:</p>
-<ul>
-<li><a href="http://guides.instructure.com/s/2204/m/4152/l/41424-how-do-i-create-a-new-module">Create a module</a></li>
-<li><a href="http://guides.instructure.com/s/2204/m/4152/l/41427-how-do-i-add-items-to-a-module">Add items to a module</a></li>
-<li><a href="http://guides.instructure.com/s/2204/m/4152/l/40798-how-do-i-add-text-to-a-module">Add text to a module</a></li>
-<li><a href="http://guides.instructure.com/s/2204/m/4152/l/70926-how-do-i-link-to-an-external-url-in-modules">Link to an external URL</a></li>
-<li><a href="http://guides.instructure.com/s/2204/m/4152/l/41428-how-do-i-edit-module-items">Edit the module items</a></li>
-<li><a href="http://guides.instructure.com/s/2204/m/4152/l/41429-how-do-i-delete-module-items">Remove items</a></li>
-<li><a href="http://guides.instructure.com/s/2204/m/4152/l/41425-how-do-i-reorder-modules-on-the-page">Reorder items</a></li>
-<li><a href="http://guides.instructure.com/s/2204/m/4152/l/41432-how-do-i-lock-a-module">Lock the module until a given date</a></li>
-<li><a href="http://guides.instructure.com/s/2204/m/4152/l/41431-how-do-i-require-students-to-move-through-each-module-item-in-order">Require students to move through each Module item in order</a></li>
-<li><a href="http://guides.instructure.com/s/2204/m/4152/l/41426-how-do-i-delete-a-module">Delete a module</a></li>
-</ul>
-<hr class="ucf_blue_threedot">
-<h2 style="color: #446f9a;">Pages</h2>
-<p>The Pages tool allows you to create a page of content and resources for your course. For instance, the page you are reading right now called "Options for Creating and Delivering Content" was created with the Pages tool. <span>Pages function like a wiki, meaning that they are easily editable and the entire history of the page is available. </span><span>The Course Expectations and Instructor Introduction assignments were Pages which you edited and added your own content. </span></p>
-<p>As you have already seen, there are many ways to deliver content on a page. You can include text, images, and videos. You can also link to outside web pages, files, Assignments, or other Pages.</p>
-<p>Within the Pages tool, you can:</p>
-<ul>
-<li><a href="http://guides.instructure.com/s/2204/m/4152/l/41440-how-do-i-create-a-new-page">Create a new Page</a></li>
-<li><a href="http://guides.instructure.com/s/2204/m/4152/l/41441-how-do-i-change-a-page-name">Change a Page name</a></li>
-<li><a href="http://guides.instructure.com/s/2204/m/4152/l/41442-how-do-i-edit-pages">Edit a Page</a></li>
-<li><a href="http://guides.instructure.com/s/2204/m/4152/l/41443-how-do-i-delete-pages">Delete a Page</a></li>
-<li><a href="http://guides.instructure.com/s/2204/m/4152/l/41444-how-do-i-link-to-other-pages">Link to other Pages</a></li>
-<li>
-<a href="http://guides.instructure.com/s/2204/m/4152/l/40719-how-do-i-embed-a-video-in-a-page">Embed a video in a Page</a> </li>
-</ul>
-<p><em>Tip</em>: Be specific when naming your Pages. Over time, you may have many Pages showing in your list, and it is best if the Pages are named appropriately. For instance, "Introduction" is not specific enough, while "Week 4 Introduction" would be.</p>
-<hr class="ucf_blue_threedot">
-<h2 style="color: #446f9a;">Files</h2>
-<div>You can use the <strong>Files</strong> tool to upload, store, and share course files such as .pptx, .pdf, .html, images, audio and videos. If you have many files, <a href="http://guides.instructure.com/s/2204/m/4152/l/56630-how-do-i-create-a-folder-in-files" target="_blank">creating folders</a> helps to organize course documents. For instance, you may want to create a folder to store the class PowerPoints. Or you may rather create a folder to store one particular module, week, or unit of content. <span>These files can be linked in</span> Modules, Assignments, or Pages.</div>
-<div></div>
-<div>Within the Files tool, you can:</div>
-<div>
-<ul>
-<li><a href="http://guides.instructure.com/s/2204/m/4152/l/41383-how-do-i-add-a-file-to-my-course">Upload a file</a></li>
-<li>
-<a href="http://guides.instructure.com/s/2204/m/4152/l/41386-how-do-i-bulk-upload-files-to-my-course">Upload multiple files at once</a> </li>
-<li><a href="http://guides.instructure.com/s/2204/m/4152/l/41384-how-do-i-preview-a-file">Preview a file</a></li>
-<li><a href="http://guides.instructure.com/s/2204/m/4152/l/41388-how-do-i-delete-a-file">Delete a file</a></li>
-<li><a href="http://guides.instructure.com/s/2204/m/4152/l/41387-how-do-i-move-and-organize-my-files">Move and organize files</a></li>
-<li><a href="http://guides.instructure.com/s/2204/m/4152/l/41385-how-do-i-import-zip-files">Import .zip files</a></li>
-</ul>
-<p> </p>
-<p><strong>Keep in mind: </strong>By default, anything uploaded to the Files can be viewed by students <strong>even</strong> if you have the area hidden in your course menu. If you have any folders or files you do not want your students to access, you must <a href="http://guides.instructure.com/s/2204/m/4152/l/41391-how-do-i-lock-files-and-folders-in-canvas">lock the files and/or folders</a>. </p>
-<h2 style="color: #446f9a;"><img src="%24IMS-CC-FILEBASE%24/images/dbskicon_teachingonlinestartegies.jpg" alt="dbskicon_teachingonlinestartegies.jpg" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/images/dbskicon_teachingonlinestartegies.jpg" data-api-returntype="File"></h2>
-<p><span style="text-align: center;">Visit the Teaching Online Pedagogical Repository to view <a href="http://topr.online.ucf.edu/index.php/Modules" target="_blank">sample modules</a>.</span></p>
-</div>
-<p><img style="border-width: 0px; display: block; margin-left: auto; margin-right: auto;" src="https://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png" alt="Creative Commons License"></p>
-<p style="text-align: center;"><span style="font-weight: 400;">TOPKit Sample Course 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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-<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
-<title>Orientation to the Build Your Course Activities (BYCA)</title>
-<meta name="identifier" content="i55e9cfaeac591c899026f241dab38268"/>
-<meta name="editing_roles" content="teachers"/>
-<meta name="workflow_state" content="active"/>
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-<body>
-<p>Now that you are oriented to <span style="font-weight: 400; background-color: #ffff00;">&lt;Replace - Course Title&gt;</span> as a student, it is time to complete a brief orientation to the Build Your Course Activities that you will complete throughout <span style="background-color: #ffff00;">&lt;Replace - Course Title&gt;</span>. This orientation will explain the overall purpose, goals, and structure of the Build Your Course Activities and identifies how the <span style="font-weight: 400; background-color: #ffff00;">&lt;Replace -  Department Name&gt;</span>will support you throughout this process. You are going to complete several activities to begin building your course, the most important is scheduling a consultation with your instructional designer.</p>
-<h2 style="color: #446f9a;">Development Course</h2>
-<p>At the beginning of <span style="background-color: #ffff00;">&lt;Replace - Course Title&gt;</span>, you have been assigned an instructional designer, who will create an online course development section for you in <span style="font-weight: 400; background-color: #ffff00;">&lt;Replace - Your LMS&gt;</span>. This online course section, which is independent of the <span style="background-color: #ffff00;">&lt;Replace - Course Title&gt; </span>course section, is where you will complete the Build Your Course Activities. Think of this as a “sandbox area” where you can begin to develop your actual course. Doing this helps you to gain proficiency with <span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt;</span> tools and implement best practices such as properly formatting pages, giving you a chance to experiment with the features before going “live” (teaching your course to actual students). Remember that these activities are not simply meant to keep you busy in <span style="background-color: #ffff00;">&lt;Replace - Course Title&gt;</span><span> </span>, but to prepare you for the unique online teaching and learning experiences that await you.</p>
-<hr class="ucf_blue_threedot">
-<h2 style="color: #446f9a;">Goals and Structure</h2>
-<p> The overall goal of the Build Your Course Activities is for you to complete, at a minimum:</p>
-<ul>
-<li>Syllabus</li>
-<li>Course Expectations</li>
-<li>Course Orientation/Instructor/Course Introduction</li>
-<li>Schedule</li>
-<li>One module of content (including objectives, interaction, activities, and assessment)</li>
-</ul>
-<p>In the <span style="background-color: #ffff00;">&lt;Replace - Course Title&gt; </span> course, content and activities are completely online. You will have Build Your Course Activities for most online weeks. Activities include tasks such as exploring communication and collaboration tools, creating and editing content, creating assignments, building modules, and managing your course. </p>
-<p>This may sound like an overwhelming prospect, but these activities are deliberately structured and sequenced throughout the weeks in this course. Upon completion of<span style="background-color: #ffff00;">&lt;Replace - Course Title&gt;</span><span> </span>, you will walk away with an online course that is already in development, which gives you a head start in teaching your future course.<span style="background-color: #ffff00;">&lt;Replace - Course Title&gt;</span><span> </span> ends with the Showcase, in which you will show off your burgeoning online course to peers.</p>
-<div>
-<div>
-<hr class="ucf_blue_threedot">
-<h2 style="color: #446f9a;">The Role of the <span style="font-weight: 400; background-color: #ffff00;">&lt;Replace -  Department Name&gt;</span>
-</h2>
-<p>As you build your course, there are several teams in <span style="background-color: #ffff00;">&lt;Replace -  Department Name&gt;</span> that will support you. You have been assigned an instructional designer, who will <span style="background-color: #ffffff;">guide you throughout<span style="background-color: #ffff00;">&lt;Replace - Course Title&gt;</span><span> </span>. You will be prompted at key milestones in the course to schedule a consultation with your instructional designer to review your progress. Keep in mind that the Build Your Course Activities will be assessed by your instructional designer, rather than the<span style="background-color: #ffff00;">&lt;Replace - Course Title&gt;</span><span> </span> facilitator. You can always contact your instructional designer between consultations with questions as</span> well. This relationship will continue after you have successfully completed<span style="background-color: #ffff00;">&lt;Replace - Course Title&gt;</span><span> </span>.</p>
-<p>Our technical support team, <span style="background-color: #ffff00;">&lt;Replace - Name and link to your Online Support web site&gt;</span>, is also here to help you with any questions you have related to <span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt; </span>or difficulty completing Build Your Course Activities.<span style="background-color: #ffff00;"><strong> Optional to list your department services here&gt;&gt;&gt;&gt; </strong>In addition, <span style="font-weight: 400;">&lt;Replace -  Department Name and update services accordingly&gt; </span>offers graphic designers, a video production team, and multimedia specialists to enhance your development course and beyond. You will learn more about these teams and the support they provide to you during Week 5. </span></p>
-<p><strong> </strong></p>
-</div>
-</div>
-<p><img style="border-width: 0px; display: block; margin-left: auto; margin-right: auto;" src="https://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png" alt="Creative Commons License"></p>
-<p style="text-align: center;"><span style="font-weight: 400;">TOPKit Sample Course was prepared by the <a href="http://www.ucf.edu/" target="_blank">University of Central Florida (UCF)</a>. </span><span style="font-weight: 400;">This work is licensed under a </span><a href="http://creativecommons.org/licenses/by-nc-sa/4.0/"><span style="font-weight: 400;">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License</span></a><span style="font-weight: 400;">.</span></p>
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-<html>
-<head>
-<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
-<title>Participant Survey</title>
-<meta name="identifier" content="i534a7935bbc0d76bf647aba1deadbdf8"/>
-<meta name="editing_roles" content="teachers"/>
-<meta name="workflow_state" content="active"/>
-</head>
-<body>
-<p><strong><span style="background-color: #ffff00;">Note: The following survey should be created using the learning management system or your local preferred survey tool. This survey was originally created using Qualtrics.</span></strong></p>
-<p> </p>
-<h2><strong> Participant Survey </strong></h2>
-<p> </p>
-<ol>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Personal Information Please select your Instructional Designer:*</span></li>
-<li>First Name:*</li>
-<li>Last Name:*</li>
-<li>Preferred Name:</li>
-<li>Please indicate the name (first, middle or initial, last) you would like to appear on your <span style="font-weight: 400; background-color: #ffff00;">&lt;Replace - Course Title&gt;</span> completion certificate. We ask that you do not include your degree or credentialed abbreviation(s). *</li>
-<li>Classification (Job Title):</li>
-<li>How long have you been teaching at <span style="font-weight: 400; background-color: #ffff00;">&lt;Replace -  Institution Name&gt;</span>?</li>
-<li>Department Information</li>
-<ol>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Department Name   </span></li>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Chair Name   </span></li>
-</ol>
-<li>Primary Campus Location:</li>
-<ol>
-<li>Office Location:</li>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Building Name   </span></li>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Room Number  </span></li>
-<li>Contact Information:</li>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Office Phone   </span></li>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Cell Phone (optional)   </span></li>
-<li><span style="font-size: 0.875rem; line-height: 1.5;"> Preferred Email   </span></li>
-</ol>
-<li>Professional Development completed at <span style="background-color: #ffff00;">&lt;Replace -  Institution Name&gt;</span>?* Please choose all that apply: (drop down menu)</li>
-<li>Do you have online teaching experience? *</li>
-<li>Briefly explain your online teaching experience:</li>
-<li>Do you have experience using a learning management system<span style="background-color: #ffff00;"> (Instructure Canvas)</span>? *</li>
-<li>Have you utilized the LMS Support team?</li>
-<li>What do you expect to achieve during <span style="background-color: #ffff00;">&lt;Replace - Course Title&gt;</span>? *</li>
-<li>Course Information Provide the following information for the course you will develop during <span style="background-color: #ffff00;">&lt;Replace - Course Title&gt;</span>:</li>
-<ol>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Course Number   </span></li>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Course Name   </span></li>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Credit Hours   </span></li>
-<li>Course Modality - Choose one of the following answers (W – Online, M- Blneded):</li>
-<li>Course Level - Choose one of the following answers:</li>
-<li>Anticipated Delivery Date - Choose one of the following answers:</li>
-<li>Class size:</li>
-<li>Course Overview</li>
-</ol>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Do you have a syllabus for this course? Select No if this is a new course or haven't taught this course before.</span></li>
-<li>Which of the following instructional media do you use? Please choose all that apply:</li>
-<ol>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Print materials (handouts)</span></li>
-<li>PowerPoint presentations</li>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Video/DVD</span></li>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Other -- Course Pack</span></li>
-</ol>
-<li>Which of the following online strategies or tools do you use to enhance your course? Please choose all that apply:</li>
-<ol>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Class notes posted online</span></li>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">PowerPoint presentations posted online</span></li>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Assignment directions posted online</span></li>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Other -- Old Test Questions Posted, other resources</span></li>
-</ol>
-<li>What operating system does your primary computer use?</li>
-<li>What is your primary Web Browser?<span style="background-color: #ffff00;"> (List of LMS supported Web Browsers)</span>
-</li>
-<li>What mobile devices do you own? Please choose all that apply:</li>
-<ol>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Smartphone</span></li>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Tablet</span></li>
-</ol>
-<li>Technology Competencies Assessment - Rate your level of expertise for each item listed below.</li>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Minimize, maximize, or close windows</span></li>
-<ol>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Beginner |  Intermediate |  Expert</span></li>
-</ol>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Open, save and rename a file</span></li>
-<ol>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Beginner |  Intermediate |  Expert</span></li>
-</ol>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Format texts in a Word document</span></li>
-<ol>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Beginner |  Intermediate |  Expert</span></li>
-</ol>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Apply heading styles in a Word document</span></li>
-<ol>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Beginner |  Intermediate |  Expert</span></li>
-</ol>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Navigate websites using a web browser</span></li>
-<ol>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Beginner |  Intermediate |  Expert</span></li>
-</ol>
-<li>Are you familiar with or have you used the following? Please choose all that apply:</li>
-<ol>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Blogs (e.g. WordPress)</span></li>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Google Drive (or Google Docs)</span></li>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Social Media (e.g. Facebook)</span></li>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Conferencing call (e.g. Skype)</span></li>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Conferencing software (e.g. Adobe Connect)</span></li>
-</ol>
-</ol><p><img style="border-width: 0px; display: block; margin-left: auto; margin-right: auto;" src="https://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png" alt="Creative Commons License"></p>
-<p style="text-align: center;"><span style="font-weight: 400;">TOPKit Sample Course created by Sue Bauer, John Raible, and Jessica Tojo. </span><span style="font-weight: 400;">This work is licensed under a </span><a href="http://creativecommons.org/licenses/by-nc-sa/4.0/"><span style="font-weight: 400;">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License</span></a><span style="font-weight: 400;">.</span></p>
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-<title>Question Improvement Suggestions</title>
-<meta name="identifier" content="i4c92d9ace93da0c2f5b465d3e1b9c8ad"/>
-<meta name="editing_roles" content="teachers"/>
-<meta name="workflow_state" content="active"/>
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-<body>
-<h2 style="text-align: center;">10 Examples of Question Improvements</h2>
-<p>The first three samples are provided here from different academic disciplines, taken from: <a href="http://www.caacentre.ac.uk/dldocs/otghdout.pdf">http://www.caacentre.ac.uk/dldocs/otghdout.pdf</a></p>
-<h3>Multiple Choice Questions</h3>
-<ol>
-<li><strong>Present a single, definite statement to be completed or answered by one of the several given choices. </strong></li>
-</ol>
-<p><em><strong>Biochemistry </strong></em></p>
-<ul>
-<li>
-<span style="font-size: 0.875rem; line-height: 1.5;">Weak Question</span><span style="font-size: 0.875rem; line-height: 1.5;">: Polysaccharides are made up of thousands of smaller unites called monosaccharides</span>
-</li>
-</ul>
-<p style="padding-left: 60px;">a. are NOT found in the aloe vera leaf</p>
-<p style="padding-left: 60px;">b. are created during photosynthesis</p>
-<p style="padding-left: 60px;">c. can be described by the chemical formula: CHHOH</p>
-<p style="padding-left: 60px;">d. none of the above</p>
-<ul>
-<li>
-<span style="font-size: 0.875rem; line-height: 1.5;"> Improved Question:</span><strong style="font-size: 0.875rem; line-height: 1.5;"> </strong><span style="font-size: 0.875rem; line-height: 1.5;">Polysaccharides of the plant cell wall are synthesized mainly in</span>
-</li>
-</ul>
-<p style="padding-left: 60px;">a. the endoplasmic reticulum</p>
-<p style="padding-left: 60px;">b. the cytosol</p>
-<p style="padding-left: 60px;">c. the plasma membrane</p>
-<p style="padding-left: 60px;">d. the Golgi complex</p>
-<p style="padding-left: 60px;">e. amyloplasts </p>
-<p>In the top example, there is no sense from the stem what the question is asking. The second example more clearly identifies the question and offers the student a set of homogeneous choices.</p>
-<ol start="2">
-<li><strong>Writing distracters: For single response MCQs, ensure that there is only one correct response. </strong></li>
-</ol>
-<p><em><strong>Literature </strong></em></p>
-<p style="padding-left: 30px;">A. Weak Question: Which of the following texts is considered to represent the pinnacle of modernist achievement? </p>
-<p style="padding-left: 60px;">a. <em>The Waste Land</em></p>
-<p style="padding-left: 60px;">b<i>. Middlemarch</i></p>
-<p style="padding-left: 60px;">c.<i> Ode to Nightingale</i></p>
-<p style="padding-left: 60px;">d.<i> Ulysses</i></p>
-<p style="padding-left: 60px;">e.<i> Ethan Frome</i></p>
-<p style="padding-left: 30px;">B. Improved Question: Which of the following texts represents one of the high points of modernist achievement?</p>
-<p style="padding-left: 60px;">a. <em>The Waste Land</em></p>
-<p style="padding-left: 60px;">b<i>. Middlemarch</i></p>
-<p style="padding-left: 60px;">c.<i> Ode to Nightingale</i></p>
-<p style="padding-left: 60px;">d.<i> My Last Duchess</i></p>
-<p style="padding-left: 60px;">e.<i> Ethan Frome</i></p>
-<p style="padding-left: 30px;">In the top example, both options "a" and "d" could be considered to be correct. </p>
-<h3>True/False Questions </h3>
-<ol start="3">
-<li><strong>In the following question, the student's clinical judgment is assessed.</strong></li>
-</ol>
-<p><em><strong>Medicine</strong></em></p>
-<p>A 28 year old woman with one child has taken anti-thyroid drugs for 6 months for thyrotoxicosis. She has a friend who has been successfully treated with radio-iodine. She finds she frequently forgets to take her drugs and wants to stop them to have radio-iodine treatment. </p>
-<p style="padding-left: 30px;">a. She should be told that because of her age radio-iodine is best avoided. </p>
-<p style="padding-left: 30px;">b. The problems associated with radio-iodine should be discussed with her. </p>
-<p style="padding-left: 30px;">c. Surgery as a possible alternative should be discussed with her. </p>
-<p style="padding-left: 30px;">d. She should be advised that some form of further treatment is required. </p>
-<p style="padding-left: 30px;">e. You should find out more about her friends's treatment. </p>
-<p>Note: This approach may be used for testing knowledge and judgement in many subjects. When grouped together, a series of true/false questions on a specific topic or scenario can test a more complex understanding of an issue. They can be structured to lead a student through a logical pathway (Brown 1997) as in the above example which simulates a medical diagnosis. Such questions may also be useful to the lecturer for diagnostic purposes, because they can revel part of the thinking process employed by the student in order to solve the given problem. </p>
-<p>Examples from Harden, R.m. &amp; Dunn, W.G. (1981) <em>Assessment a Work Manual Dundee Centre of Medical Education</em> in Brown <em>et al </em>1997. </p>
-<p> </p>
-<p>The following types of questions work well for eliciting responses for the specific levels of Bloom's Taxonomy. </p>
-<h3>Synthesis Questions</h3>
-<ol start="4">
-<li><strong style="font-size: 0.875rem; line-height: 1.5;">The following question formats can elicit responses from the Synthesis level.</strong></li>
-</ol>
-<ul>
-<ul>
-<li>Creating a unique, original product that may be in verbal form or may be a physical object</li>
-<li>Combination of ideas to form a new whole</li>
-<li>What would you predict/infer from...?</li>
-<li>What ideas can you add to...?</li>
-<li>How would you create/design a new...?</li>
-<li>What might happen if you combined...?</li>
-<li>What solutions would you suggest for...?</li>
-</ul>
-</ul>
-<h3>Evaluative Questions</h3>
-<ol start="5">
-<li><strong>These types of questions usually require sophisticated levels of cognitive and/or emotional judgment. </strong></li>
-</ol>
-<p>In attempting to answer evaluative questions, students may be combining multiple logical and/or affective thinking process, or comparative frameworks. Often an answer is analyzed at multiple levels and from different perspectives before the student arrives at newly synthesized information or conclusions. </p>
-<ul>
-<li><span style="font-size: 0.875rem; line-height: 1.5;">Examples:</span></li>
-<li>What are the similarities and differences between the deaths of Ophelia when compared to that of Juliet?</li>
-<li>What are the similarities and differences between Roman gladiatorial games and modern football?</li>
-<li>Why and how might the concept of Piagetian schema be related to the concepts presented in Jungian personality theory, and why might this be important to consider in teaching and learning? </li>
-</ul>
-<h3>Higher-Order Multiple Choice Questions</h3>
-<ol start="6">
-<li><strong>This is an example of a multiple-choice level for an Application outcome:</strong></li>
-</ol>
-<p><span style="font-size: 0.875rem; line-height: 1.5;"> What problem exists with toe following multiple-choice stem: </span></p>
-<p style="padding-left: 30px;"><span style="font-size: 0.875rem; line-height: 1.5;">is the most common type of test item.</span></p>
-<p style="padding-left: 30px;"><span style="font-size: 0.875rem; line-height: 1.5;">a. Absolute words should be avoided in the stem.</span></p>
-<p style="padding-left: 30px;"><span style="font-size: 0.875rem; line-height: 1.5;">b. The stem contains more than one idea of concept.</span></p>
-<p style="padding-left: 30px;">c. Not enough information is presented to answer the question.</p>
-<p style="padding-left: 30px;">d. The fill-in the blank should not come at the beginning. </p>
-<ol start="7">
-<li><strong>This is an example of a multiple-choice level for an Analysis or Evaluation outcome:</strong></li>
-</ol>
-<p>An instructor was asked the following question: "Briefly list and explain how you develop a test."</p>
-<p>As an answer, this instructor wrote the following:</p>
-<p>I being by going through the chapter and writing questions based on the material in the text and my lectures. Then I decided how many questions I want and select the best questions from the list that I have developed. I format the test and add instructions. </p>
-<p>After a few days, I review the questions and make any revisions that need to be done and remove any jargon or wording lifted directly from the text. Then I use the test in class. Based on how the class does, I may make changes for the next time I teach the class. </p>
-<p>Based on the process described in Effective Tests, how would you judge this instructor's answer?</p>
-<p style="padding-left: 30px;">a. Excellent (all steps in the right order with correct, clear, and complete descriptions)</p>
-<p style="padding-left: 30px;">b. Good (all stages correct in the right order, but the descriptions are not as complete as they should be)</p>
-<p style="padding-left: 30px;">c. Mediocre (one or two stages are missing, OR the stages are in the wrong order, OR the explanations are not complete, OR the explanations are irrelevant)</p>
-<p style="padding-left: 30px;">d. Unacceptable (one or more stages are missing AND the explanations are not complete AND/OR they are irrelevant)</p>
-<h3>Application-based Multiple Choice Questions</h3>
-<ol start="8">
-<li><strong>This is an example of writing a multiple choice question to be assessed at the Application level (higher order).</strong></li>
-</ol>
-<p>Wilma and Fred were arguing over the furniture while they were settling their divorce agreement. Wilma said to Fred, "I never like that chair anyway." At which of Knapp's relational conversation levels is this statement?</p>
-<p style="padding-left: 30px;">a. Integrating</p>
-<p style="padding-left: 30px;">b. Differentiating</p>
-<p style="padding-left: 30px;">c. Sustaining </p>
-<p style="padding-left: 30px;">d. Initiating </p>
-<p>This question requires a student to understand the relationship levels and apply a statement to that typology. </p>
-<h3>Synthesis Questions</h3>
-<ol start="9">
-<li><strong>The following example is related to the Synthesis level of Bloom's Taxonomy. </strong></li>
-</ol>
-<p>Student is provided with a vocabulary listing of important terms and concepts. </p>
-<ul>
-<li>Explain why it is likely that a matriarchal family system would be found in a matrilocal or matrilineal society. </li>
-<li>Which one of these combinations of society descriptions is unlikely to exist within one society:</li>
-</ul>
-<p style="padding-left: 60px;">a. neolocal, egalitarian, nuclear</p>
-<p style="padding-left: 60px;">b. patrilocal, patrilineal, patrilocal</p>
-<p style="padding-left: 60px;">c. bilateral, egalitarian, nuclear</p>
-<p style="padding-left: 60px;">d. extended family, conjugal family, kin</p>
-<h3>Problem-Solving Questions</h3>
-<ol start="10">
-<li><strong>Provide directions which clearly inform the student of the type of response called for.</strong></li>
-</ol>
-<ul>
-<ul>
-<ul>
-<li>
-<strong>Undesirable: </strong>An American tourist in Paris finds that he weighs 70 kilograms. When he left the United States he weighed 144 pounds. What was his net change in weight?</li>
-<li>
-<strong>Desirable:</strong> An American tourist in Paris find that he weights 70 kilograms. When he left the United States he weighed 144 pounds. What was his net weight change in pounds?</li>
-</ul>
-</ul>
-</ul><p><img style="border-width: 0px; display: block; margin-left: auto; margin-right: auto;" src="https://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png" alt="Creative Commons License"></p>
-<p style="text-align: center;"><span style="font-weight: 400;">TOPKit Sample Course created by Sue Bauer, John Raible, and Jessica Tojo. </span><span style="font-weight: 400;">This work is licensed under a </span><a href="http://creativecommons.org/licenses/by-nc-sa/4.0/"><span style="font-weight: 400;">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License</span></a><span style="font-weight: 400;">.</span></p>
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-<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
-<title>Quizzes Tool Assignment</title>
-<meta name="identifier" content="ifb9866a5e2675339dd7441a956540541"/>
-<meta name="editing_roles" content="teachers"/>
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-</head>
-<body>
-<div id="wiki_body" class="user_content enhanced">
-<div id="wiki_body" class="user_content enhanced">
-<p>You have chosen to create a quiz.  There are a few options available to you for completing this assignment. Click on one of the options below:</p>
-<ol>
-<li>I want to submit formatted quiz questions to <span style="background-color: #ffff00;">&lt;Replace - LMS support team or remove option&gt;</span> to create the quiz for me</li>
-<li>
-<a id="" class="" title="Create a Short Quiz (1 - 5 questions) in Webcourses@UCF" href="%24WIKI_REFERENCE%24/pages/create-a-short-quiz-1-5-questions-in-webcourses-at-ucf" target="_blank" data-api-endpoint="https://webcourses.ucf.edu/api/v1$WIKI_REFERENCE$/pages/create-a-short-quiz-1-5-questions-in-webcourses-at-ucf" data-api-returntype="Page">I want to create a short quiz (5 - 10 questions) in</a> <span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt;</span>
-</li>
-<li><a id="" class="" title="Create a Long Quiz (10 or more Questions) using Respondus" href="%24WIKI_REFERENCE%24/pages/create-a-long-quiz-10-or-more-questions-using-respondus" target="_blank" data-api-endpoint="https://webcourses.ucf.edu/api/v1$WIKI_REFERENCE$/pages/create-a-long-quiz-10-or-more-questions-using-respondus" data-api-returntype="Page">I want to create a large quiz (more than 10 questions) using the Respondus tool</a></li>
-</ol>
-</div>
-</div><p><img style="border-width: 0px; display: block; margin-left: auto; margin-right: auto;" src="https://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png" alt="Creative Commons License"></p>
-<p style="text-align: center;"><span style="font-weight: 400;">TOPKit Sample Course created by Sue Bauer, John Raible, and Jessica Tojo. </span><span style="font-weight: 400;">This work is licensed under a </span><a href="http://creativecommons.org/licenses/by-nc-sa/4.0/"><span style="font-weight: 400;">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License</span></a><span style="font-weight: 400;">.</span></p>
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-<head>
-<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
-<title>Sample Scenarios</title>
-<meta name="identifier" content="i46097f2267d277d8b49775acc3ecb0d5"/>
-<meta name="editing_roles" content="teachers"/>
-<meta name="workflow_state" content="active"/>
-</head>
-<body>
-<p>Read the sample scenario below. Consider how you would address each situation. Once you have developed a response to the problem, select the scenario by clicking on it to reveal proven strategies.</p>
-<h3>Blip, No Radar Screen</h3>
-<p>You’re teaching online and of course, things are going well. One night after watching Seinfeld reruns, you attempt to log into your course 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 work voice mailbox is full. Students can’t login either and your online midterm is due at midnight. Now what? What can you do when your online course is not available? <a title="Blip, No Radar Screen" href="%24WIKI_REFERENCE%24/pages/blip-no-radar-screen" data-api-endpoint="https://webcourses.ucf.edu/api/v1$WIKI_REFERENCE$/pages/blip-no-radar-screen" data-api-returntype="Page">Click here for strategies</a></p>
-<h3>Take Off Approval</h3>
-<p>Hooray for you! - Your online course is ready. You also are ready to start the semester. Suddenly you receive an email from a student who is registered with Student Disability Services and says that he will need more time in order to take any online quizzes or exams. Now what? What can you do to facilitate proper access for this student? <a title="Take Off Approval" href="%24WIKI_REFERENCE%24/pages/take-off-approval" data-api-endpoint="https://webcourses.ucf.edu/api/v1$WIKI_REFERENCE$/pages/take-off-approval" data-api-returntype="Page">Click here for strategies</a></p><p><img style="border-width: 0px; display: block; margin-left: auto; margin-right: auto;" src="https://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png" alt="Creative Commons License"></p>
-<p style="text-align: center;"><span style="font-weight: 400;">TOPKit Sample Course created by Sue Bauer, John Raible, and Jessica Tojo. </span><span style="font-weight: 400;">This work is licensed under a </span><a href="http://creativecommons.org/licenses/by-nc-sa/4.0/"><span style="font-weight: 400;">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License</span></a><span style="font-weight: 400;">.</span></p>
-</body>
-</html>

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-<head>
-<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
-<title>Schedule</title>
-<meta name="identifier" content="ie45713a305595110a84d27d5960bdc70"/>
-<meta name="editing_roles" content="teachers"/>
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-</head>
-<body>
-<table class="table table-bordered">
-<thead>
-<tr>
-<th scope="col"><strong>Date</strong></th>
-<th scope="col"><strong>Week</strong></th>
-<th scope="col"><strong>Content</strong></th>
-<th scope="col"><strong>Activities</strong></th>
-</tr>
-</thead>
-<tbody>
-<tr>
-<td></td>
-<td>Week 0</td>
-<td><span style="font-weight: 400;">Getting Started - Syllabus, Schedule, Instructor/Course Intro, Course Orientation, Building Your Course Activities (BYCA), Consultation and LMS Support/Resources</span></td>
-<td></td>
-</tr>
-<tr>
-<td></td>
-<td>Week 1</td>
-<td><span style="font-weight: 400;">Navigating the Online Environment - Course Welcome, WebVets, and Online Persona</span></td>
-<td></td>
-</tr>
-<tr>
-<td></td>
-<td>Week 2</td>
-<td><span style="font-weight: 400;">Content in the Online Environment - Copyright, FERPA, Accessibility, Compliance, and BYCA (Syllabus, Course Expectations, Instructor Introduction)</span></td>
-<td></td>
-</tr>
-<tr>
-<td></td>
-<td>Week 3</td>
-<td><span style="font-weight: 400;">Designing Interactive Course Activities-  Bloom’s taxonomy and Objectives, Interactions, Collaboration, Group work, consultation and BYCA (Schedule, Course/Module objectives and Interactions), Communication Tools</span></td>
-<td></td>
-</tr>
-<tr>
-<td></td>
-<td>Week 4</td>
-<td><span style="font-weight: 400;">Effective Online Assessments - Developing assessments and tools for Assessing and BYCA (Module Outline and Assessment Activity)</span></td>
-<td></td>
-</tr>
-<tr>
-<td></td>
-<td>Week 5</td>
-<td><span style="font-weight: 400;">Enhancing Your Content with <span style="background-color: #ffff00;">&lt;Department Name&gt;, &lt;Institutional Name&gt;, </span>and OER resources</span></td>
-<td></td>
-</tr>
-<tr>
-<td></td>
-<td>Week 6</td>
-<td><span style="line-height: 1.5;">Enhancing Your Course with Emerging Technologies - Mobile, Digital Textbooks, Screencasting, video conferencing, social networking, social bookmarking, Adaptive Learning, LTI Apps, and BYCA (Build Module Draft)</span></td>
-<td></td>
-</tr>
-<tr>
-<td></td>
-<td>Week 7</td>
-<td><span style="font-weight: 400;">Managing Your Online Course - Online Course dynamics, delivery and logistics, and Grading </span></td>
-<td></td>
-</tr>
-<tr>
-<td></td>
-<td>Week 8</td>
-<td>
-<div id="1343344"><span title="Week 8 - Support, Scholarship, and Peer Review" role="button" aria-controls="context_module_content_1343344" aria-expanded="true"><span title="Week 8 - Support, Scholarship, and Peer Review">Support, Scholarship, and Peer Review</span></span></div>
-</td>
-<td></td>
-</tr>
-<tr>
-<td></td>
-<td>Week 9</td>
-<td>Production Week</td>
-<td></td>
-</tr>
-<tr>
-<td></td>
-<td>Week 10 Showcase</td>
-<td><span style="font-weight: 400;">Showcase - Delivery/Celebration of the faculty courses that have been developed in the professional development offering.</span></td>
-<td>TBD</td>
-</tr>
-</tbody>
-</table>
-<p><img style="border-width: 0px; display: block; margin-left: auto; margin-right: auto;" src="https://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png" alt="Creative Commons License"></p>
-<p style="text-align: center;"><span style="font-weight: 400;">TOPKit Sample Course was prepared by the <a href="http://www.ucf.edu/" target="_blank">University of Central Florida (UCF)</a>. </span><span style="font-weight: 400;">This work is licensed under a </span><a href="http://creativecommons.org/licenses/by-nc-sa/4.0/"><span style="font-weight: 400;">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License</span></a><span style="font-weight: 400;">.</span></p>
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