diff --git a/docs/en_us/ORA2/Makefile b/docs/en_us/ORA2/Makefile deleted file mode 100644 index 7a4baa06c4..0000000000 --- a/docs/en_us/ORA2/Makefile +++ /dev/null @@ -1,183 +0,0 @@ -# Makefile for Sphinx documentation -# - -# You can set these variables from the command line. -SPHINXOPTS ?= -SPHINXBUILD ?= sphinx-build -PAPER ?= -BUILDDIR ?= build - -# User-friendly check for sphinx-build -ifeq ($(shell which $(SPHINXBUILD) >/dev/null 2>&1; echo $$?), 1) -$(error The '$(SPHINXBUILD)' command was not found. Make sure you have Sphinx installed, then set the SPHINXBUILD environment variable to point to the full path of the '$(SPHINXBUILD)' executable. Alternatively you can add the directory with the executable to your PATH. If you don't have Sphinx installed, grab it from http://sphinx-doc.org/) -endif - -Q_FLAG = - -ifeq ($(quiet), true) -Q_FLAG = -Q -endif - -# Internal variables. -PAPEROPT_a4 = -D latex_paper_size=a4 -PAPEROPT_letter = -D latex_paper_size=letter -ALLSPHINXOPTS = $(Q_FLAG) -d $(BUILDDIR)/doctrees -c source $(PAPEROPT_$(PAPER)) $(SPHINXOPTS) source -# the i18n builder cannot share the environment and doctrees with the others -I18NSPHINXOPTS = $(PAPEROPT_$(PAPER)) $(SPHINXOPTS) source - -.PHONY: help clean html dirhtml singlehtml pickle json htmlhelp qthelp devhelp epub latex latexpdf text man changes linkcheck doctest gettext - -help: - @echo "Please use \`make ' where is one of" - @echo " html to make standalone HTML files" - @echo " dirhtml to make HTML files named index.html in directories" - @echo " singlehtml to make a single large HTML file" - @echo " pickle to make pickle files" - @echo " json to make JSON files" - @echo " htmlhelp to make HTML files and a HTML help project" - @echo " qthelp to make HTML files and a qthelp project" - @echo " devhelp to make HTML files and a Devhelp project" - @echo " epub to make an epub" - @echo " latex to make LaTeX files, you can set PAPER=a4 or PAPER=letter" - @echo " latexpdf to make LaTeX files and run them through pdflatex" - @echo " latexpdfja to make LaTeX files and run them through platex/dvipdfmx" - @echo " text to make text files" - @echo " man to make manual pages" - @echo " texinfo to make Texinfo files" - @echo " info to make Texinfo files and run them through makeinfo" - @echo " gettext to make PO message catalogs" - @echo " changes to make an overview of all changed/added/deprecated items" - @echo " xml to make Docutils-native XML files" - @echo " pseudoxml to make pseudoxml-XML files for display purposes" - @echo " linkcheck to check all external links for integrity" - @echo " doctest to run all doctests embedded in the documentation (if enabled)" - -clean: - rm -rf $(BUILDDIR)/* - -html: - $(SPHINXBUILD) -b html $(ALLSPHINXOPTS) $(BUILDDIR)/html - @echo - @echo "Build finished. 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a/docs/en_us/ORA2/source/Images/PA_enrolled_profiles.png b/docs/en_us/ORA2/source/Images/PA_enrolled_profiles.png deleted file mode 100644 index 4339a207e9..0000000000 Binary files a/docs/en_us/ORA2/source/Images/PA_enrolled_profiles.png and /dev/null differ diff --git a/docs/en_us/ORA2/source/PeerAssessment.rst b/docs/en_us/ORA2/source/PeerAssessment.rst deleted file mode 100644 index 32b3019926..0000000000 --- a/docs/en_us/ORA2/source/PeerAssessment.rst +++ /dev/null @@ -1,7 +0,0 @@ -.. _Peer Assessments: - -######################## -Peer Assessments -######################## - -This documentation has moved! Please click `Creating Peer Assessments `_ to see the latest information about peer assessments. diff --git a/docs/en_us/ORA2/source/PeerAssessment_Students.rst b/docs/en_us/ORA2/source/PeerAssessment_Students.rst deleted file mode 100644 index d77fe27d84..0000000000 --- a/docs/en_us/ORA2/source/PeerAssessment_Students.rst +++ /dev/null @@ -1,7 +0,0 @@ -.. _PA for Students: - -############################# -Peer Assessments for Students -############################# - -This documentation has moved! Please click `Peer Assessments for Students `_ to see the latest peer assessment information for students. \ No newline at end of file diff --git a/docs/en_us/ORA2/source/conf.py b/docs/en_us/ORA2/source/conf.py deleted file mode 100644 index 585d201258..0000000000 --- a/docs/en_us/ORA2/source/conf.py +++ /dev/null @@ -1,46 +0,0 @@ -# -*- coding: utf-8 -*- -# - -import sys, os - -# on_rtd is whether we are on readthedocs.org, this line of code grabbed from docs.readthedocs.org -on_rtd = os.environ.get('READTHEDOCS', None) == 'True' - -if not on_rtd: # only import and set the theme if we're building docs locally - import sphinx_rtd_theme - html_theme = 'sphinx_rtd_theme' - html_theme_path = [sphinx_rtd_theme.get_html_theme_path()] - - - - - - - - -sys.path.append(os.path.abspath('../../../')) -sys.path.append(os.path.abspath('../../')) - -#from docs.shared.conf import * - -sys.path.insert(0, os.path.abspath('.')) - -master_doc = 'index' - -# Add any paths that contain templates here, relative to this directory. -#templates_path.append('source/_templates') - -# Add any paths that contain custom static files (such as style sheets) here, -# relative to this directory. They are copied after the builtin static files, -# so a file named "default.css" will overwrite the builtin "default.css". -#html_static_path.append('source/_static') - - -# General information about the project. -project = u'Creating a Peer Assessment' -copyright = u'2014, edX' - -# The short X.Y version. -version = '' -# The full version, including alpha/beta/rc tags. -release = '' diff --git a/docs/en_us/ORA2/source/index.rst b/docs/en_us/ORA2/source/index.rst deleted file mode 100755 index 199a531b54..0000000000 --- a/docs/en_us/ORA2/source/index.rst +++ /dev/null @@ -1,10 +0,0 @@ -.. Getting_Started documentation master file, created by - sphinx-quickstart on Tue Apr 16 11:19:12 2013. - You can adapt this file completely to your liking, but it should at least - contain the root `toctree` directive. - - -Creating Peer Assessments -======================================== - -This documentation has moved! Please click `Creating Peer Assessments `_ to see the latest information about peer assessments. \ No newline at end of file diff --git a/docs/en_us/ORA2/source/read_me.rst b/docs/en_us/ORA2/source/read_me.rst deleted file mode 100644 index a78c5e51a3..0000000000 --- a/docs/en_us/ORA2/source/read_me.rst +++ /dev/null @@ -1,18 +0,0 @@ -******* -Read Me -******* - -The edX *Building a Course with edX Studio* documentation is created -using RST_ files and Sphinx_. You, the user community, can help update and revise -this documentation project on GitHub:: - - https://github.com/edx/edx-platform/tree/master/docs/course_authors/source - -To suggest a revision, fork the project, make changes in your fork, and submit -a pull request back to the original project: this is known as the `GitHub Flow`_. -All pull requests need approval from edX. For more information, contact edX at docs@edx.org. - -.. _Sphinx: http://sphinx-doc.org/ -.. _LaTeX: http://www.latex-project.org/ -.. _`GitHub Flow`: https://github.com/blog/1557-github-flow-in-the-browser -.. _RST: http://docutils.sourceforge.net/rst.html \ No newline at end of file diff --git a/docs/en_us/course_authors/Makefile b/docs/en_us/course_authors/Makefile deleted file mode 100644 index 7a4baa06c4..0000000000 --- a/docs/en_us/course_authors/Makefile +++ /dev/null @@ -1,183 +0,0 @@ -# Makefile for Sphinx documentation -# - -# You can set these variables from the command line. -SPHINXOPTS ?= -SPHINXBUILD ?= sphinx-build -PAPER ?= -BUILDDIR ?= build - -# User-friendly check for sphinx-build -ifeq ($(shell which $(SPHINXBUILD) >/dev/null 2>&1; echo $$?), 1) -$(error The '$(SPHINXBUILD)' command was not found. Make sure you have Sphinx installed, then set the SPHINXBUILD environment variable to point to the full path of the '$(SPHINXBUILD)' executable. Alternatively you can add the directory with the executable to your PATH. If you don't have Sphinx installed, grab it from http://sphinx-doc.org/) -endif - -Q_FLAG = - -ifeq ($(quiet), true) -Q_FLAG = -Q -endif - -# Internal variables. -PAPEROPT_a4 = -D latex_paper_size=a4 -PAPEROPT_letter = -D latex_paper_size=letter -ALLSPHINXOPTS = $(Q_FLAG) -d $(BUILDDIR)/doctrees -c source $(PAPEROPT_$(PAPER)) $(SPHINXOPTS) source -# the i18n builder cannot share the environment and doctrees with the others -I18NSPHINXOPTS = $(PAPEROPT_$(PAPER)) $(SPHINXOPTS) source - -.PHONY: help clean html dirhtml singlehtml pickle json htmlhelp qthelp devhelp epub latex latexpdf text man changes linkcheck doctest gettext - -help: - @echo "Please use \`make ' where is one of" - @echo " html to make standalone HTML files" - @echo " dirhtml to make HTML files named index.html in directories" - @echo " singlehtml to make a single large HTML file" - @echo " pickle to make pickle files" - @echo " json to make JSON files" - @echo " htmlhelp to make HTML files and a HTML help project" - @echo " qthelp to make HTML files and a qthelp project" - @echo " devhelp to make HTML files and a Devhelp project" - @echo " epub to make an epub" - @echo " latex to make LaTeX files, you can set PAPER=a4 or PAPER=letter" - @echo " latexpdf to make LaTeX files and run them through pdflatex" - @echo " latexpdfja to make LaTeX files and run them through platex/dvipdfmx" - @echo " text to make text files" - @echo " man to make manual pages" - @echo " texinfo to make Texinfo files" - @echo " info to make Texinfo files and run them through makeinfo" - @echo " gettext to make PO message catalogs" - @echo " changes to make an overview of all changed/added/deprecated items" - @echo " xml to make Docutils-native XML files" - @echo " pseudoxml to make pseudoxml-XML files for display purposes" - @echo " linkcheck to check all external links for integrity" - @echo " doctest to run all doctests embedded in the documentation (if enabled)" - -clean: - rm -rf $(BUILDDIR)/* - -html: - $(SPHINXBUILD) -b html $(ALLSPHINXOPTS) $(BUILDDIR)/html - @echo - @echo "Build finished. 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The HTML page is in $(BUILDDIR)/singlehtml." - -pickle: - $(SPHINXBUILD) -b pickle $(ALLSPHINXOPTS) $(BUILDDIR)/pickle - @echo - @echo "Build finished; now you can process the pickle files." - -json: - $(SPHINXBUILD) -b json $(ALLSPHINXOPTS) $(BUILDDIR)/json - @echo - @echo "Build finished; now you can process the JSON files." - -htmlhelp: - $(SPHINXBUILD) -b htmlhelp $(ALLSPHINXOPTS) $(BUILDDIR)/htmlhelp - @echo - @echo "Build finished; now you can run HTML Help Workshop with the" \ - ".hhp project file in $(BUILDDIR)/htmlhelp." - -qthelp: - $(SPHINXBUILD) -b qthelp $(ALLSPHINXOPTS) $(BUILDDIR)/qthelp - @echo - @echo "Build finished; now you can run "qcollectiongenerator" with the" \ - ".qhcp project file in $(BUILDDIR)/qthelp, like this:" - @echo "# qcollectiongenerator $(BUILDDIR)/qthelp/getting_started.qhcp" - @echo "To view the help file:" - @echo "# assistant -collectionFile $(BUILDDIR)/qthelp/getting_started.qhc" - -devhelp: - $(SPHINXBUILD) -b devhelp $(ALLSPHINXOPTS) $(BUILDDIR)/devhelp - @echo - @echo "Build finished." - @echo "To view the help file:" - @echo "# mkdir -p $$HOME/.local/share/devhelp/getting_started" - @echo "# ln -s $(BUILDDIR)/devhelp $$HOME/.local/share/devhelp/getting_started" - @echo "# devhelp" - -epub: - $(SPHINXBUILD) -b epub $(ALLSPHINXOPTS) $(BUILDDIR)/epub - @echo - @echo "Build finished. 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The pseudo-XML files are in $(BUILDDIR)/pseudoxml." diff --git a/docs/en_us/course_authors/__init__.py b/docs/en_us/course_authors/__init__.py deleted file mode 100644 index e69de29bb2..0000000000 diff --git a/docs/en_us/course_authors/source/Format Cheat Sheet.rstnouse b/docs/en_us/course_authors/source/Format Cheat Sheet.rstnouse deleted file mode 100644 index f49b1a73bd..0000000000 --- a/docs/en_us/course_authors/source/Format Cheat Sheet.rstnouse +++ /dev/null @@ -1,152 +0,0 @@ -################## -Format cheat sheet -################## - -Title: # above and below (as lines 1 and 3 above) - -********* -Heading 1 -********* - -========= -Heading 2 -========= - -Heading 3 -********* - -Heading 4 -========= - -Heading 5 -^^^^^^^^^ - -************ -Image Format -************ - -Image format, uses images as a reference from the soure/image file - - .. image:: images/image029.png - : width: 800 - - .. image:: images/image009.png - :width: 800 - -**************** -Code Formatting -**************** - -To set text in a "Code format" - :: --or- - -.. code-block:: xml - -(text in code-block:: xml is in different colors) - -**************** -Table Formatting -**************** - -With a header row - -.. list-table:: - :widths: 15 15 70 - :header-rows: 1 - - * - First Name - - Last Name - - Residence - * - Elizabeth - - Bennett - - Longbourne - * - Fitzwilliam - - Darcy - - Pemberley - --- or -- - -With a bolded first column - -.. list-table:: - :widths: 15 15 70 - :stub-columns: 1 - - * - First Name - - Elizabeth - - Fitzwilliam - * - Last Name - - Bennett - - Darcy - * - Residence - - Longboure - - Pemberley - -******************* -Cross-References -******************* - -For references to edX101 pages: - - `Writing Exercises `_ has more in-depth discussion about problem types, and some general pedagogical considerations for adapting to the online format and a `Gallery of Response Types `_ - -To cross reference between sections of a document - -At the paragraph you are cross referencing: - - . _Set-Grade-Brackets: - -To make the cross reference in text: - - see :ref:`Set Grade Brackets` - -To cross-reference a topic, but use your own text instead of the topic title, -use the :ref: directive, but enter your own text followed by the topic anchor in -angle brackets: - - If you want to add a graded tool or exercise, add the tool as a - :ref:`custom JavaScript problem` or an :ref:`LTI - component`. - - (In this sentence, the text appears as "custom JavaScript problem" and - "LTI component", and the linked-to topic titles are "Custom JavaScript - Problem" and "LTI Component".) - -External page reference - - see `Create a Problem `_ - - -******* -Tables -******* - -Example of a table with a cell that includes a bulleted list. The balnk lines before and after are critical. - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details - * - ``correct_map`` - - dict - - For each problem ID value listed by ``answers``, provides: - - * ``correctness``: string; 'correct', 'incorrect' - * ``hint``: string; Gives optional hint. Nulls allowed. - * ``hintmode``: string; None, 'on_request', 'always'. Nulls allowed. - * ``msg``: string; Gives extra message response. - * ``npoints``: integer; Points awarded for this ``answer_id``. Nulls allowed. - * ``queuestate``: dict; None when not queued, else ``{key:'', time:''}`` - where ``key`` is a secret string dump of a DateTime object in the form - '%Y%m%d%H%M%S'. Nulls allowed. - - * - ``grade`` - - integer - - Current grade value. - * - ``max_grade`` - - integer - - Maximum possible grade value. \ No newline at end of file diff --git a/docs/en_us/course_authors/source/Images/AIScoredResponse.gif b/docs/en_us/course_authors/source/Images/AIScoredResponse.gif deleted file mode 100644 index cdffaa4574..0000000000 Binary files a/docs/en_us/course_authors/source/Images/AIScoredResponse.gif and /dev/null differ diff --git a/docs/en_us/course_authors/source/Images/AIScoredResponse.png b/docs/en_us/course_authors/source/Images/AIScoredResponse.png deleted file mode 100644 index b5866f55ce..0000000000 Binary files a/docs/en_us/course_authors/source/Images/AIScoredResponse.png and /dev/null differ diff --git a/docs/en_us/course_authors/source/Images/AI_ScoredResponse.gif b/docs/en_us/course_authors/source/Images/AI_ScoredResponse.gif deleted file mode 100644 index cdffaa4574..0000000000 Binary files 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documents such as a -syllabus, you must add the files to your course. - -* :ref:`Add a File` -* :ref:`File URLs` -* :ref:`Sort Files` -* :ref:`Find Files` -* :ref:`Lock a File` -* :ref:`Delete a File` - - -.. _Add a File: - -******************* -Add a File -******************* - -You can add files that you want students to access in the course. After you add -a file, you must link to it from a component, a course update, or in the course -handouts. A file is only visible to students if you create a link to it. - -Because the file name becomes part of the URL, students can see the name of the -file when they open it. Avoid using file names such as AnswerKey.pdf. - -.. warning:: - For PDF and image files, edX recommends that you use standard compression tools to reduce the file size before adding them to your course. - - If you have files that are larger than 50 MB after compression and need them for your course, contact your edX Program Manager. - - Furthermore, do not add video or audio files, or large data sets that are to be used by students. You should use YouTube or another hosting service to host multimedia files for your course. For storing large data sets for student use, contact your edX Program Manager. - - - -To add files: - -#. From the **Content** menu, select **Files & Uploads**. -#. Click **Upload New File**. -#. In the **Upload New File** dialog box, click **Choose File**. -#. In the **Open** dialog box, select one more files that you want to upload, - then click **Open**. - - .. note:: - If you upload a file with the same name as an existing course file - the original file is overwritten without warning. - -#. To add more file, click **Load Another File** and repeat the previous step. -#. To close the dialog box, click the **x** in the top right corner. - -When you close the dialog box, the new files appear on the **Files & Uploads** -page. - -.. _File URLs: - -******************* -File URLs -******************* - -In the Files & Uploads page, each file has has an **Embed URL** and an -**External URL**: - - -.. image:: ../Images/files_uploads_urls.png - :alt: Image of the Files and Uploads page, with Embed URL and External URL - columns circled - -* You use the **Embed URL** to link to the file or image from a component, a - course update, or a course handout. - -* You use the **External URL** to reference the file or image from outside of - your course. The external URL does not work if you lock the file unless the - person accessing the URL is enrolled in the course. - - .. warning:: You cannot use the External URL as the reference to a file or - image from within your course. - -You can double click a value in the **Embed URL** or **External URL** column to select the value, then copy it. - -.. _Sort Files: - -******************* -Sort Files -******************* - -By default, files are sorted by the **Date Added** column, with the most -recently added first. - -Alternatively, can also sort the list by the **Name** column by clicking on the -column header. - -For either the the **Date Added** or **Name** column, you can switch the sort -order from descending to ascending, and back, by clicking the column header a -second time. - -The current sort order is shown at the top of the file list, and the active sort -column header is underlined: - -.. image:: ../Images/file_sort.png - :alt: Sorting files in the Files & Uploads page - -.. _Find Files: - -******************* -Find Files -******************* - -The **Files & Uploads** page lists up to 50 files. If your course has more than -50 files, additional files are listed on other pages. - -The range of the files listed on the page, and the total number of files, are -shown at the top of the page. - -You can navigate through the pages listing files in two ways: - -* Use the **<** and **>** buttons at the top and bottom of the list to navigate - to the previous and next pages. - -* At the bottom of the page, enter the page number to skip to, then tab out of - the field: - - - .. image:: ../Images/file_pagination.png - :alt: Pagination in the Files & Uploads page - -.. _Lock a File: - -******************* -Lock a File -******************* - -By default, anyone can access a file you upload if they know the URL, even -people not enrolled in your class. - -To ensure that those not in your class cannot view the file, click the lock -icon. - -.. note:: The external URL does not work if you lock the file. - -.. _Delete a File: - -******************* -Delete a File -******************* - -To delete a file, click the **x** icon next to the file. You are prompted to -confirm the deletion. - -.. warning:: If you have links to a file you delete, those links will be broken. - Ensure you change those links before deleting the file. - \ No newline at end of file diff --git a/docs/en_us/course_authors/source/building_course/creating_new_course.rst b/docs/en_us/course_authors/source/building_course/creating_new_course.rst deleted file mode 100644 index 6d48d969b8..0000000000 --- a/docs/en_us/course_authors/source/building_course/creating_new_course.rst +++ /dev/null @@ -1,149 +0,0 @@ -.. _Creating a New Course: - -########################### -Creating a New Course -########################### - - -******************* -Overview -******************* - -This chapter describes how to create and set up your course: - -* :ref:`Create a New Course` -* :ref:`Edit Your Course` -* :ref:`Use the Course Checklist` -* :ref:`Add Course Team Members` - -You can also :ref:`Export a Course` and :ref:`Import a Course` through Studio. -You can do this when you need to edit the course in XML. - -.. _Edge: http://edge.edx.org -.. _edXorg: http://edx.org - -.. _Create a New Course: - -******************* -Create a New Course -******************* - -#. Log in to Studio. -#. Click **New Course**. -#. Enter course information as needed and click **Create**. - - .. image:: ../Images/new_course_info.png - :alt: Image of the course creation page - - .. note:: Enter new course information carefully. This information becomes - part of the URL for your course. To change the URL after the course is - created, you must contact edX through the Help site - (http://help.edge.edx.org). Additionally, because this information becomes - part of your course URL, the total number of characters in the following - four fields must be 65 or fewer. - - * For **Course Name**, enter the title of your course. For example, the name - may be “Sets, Maps and Symmetry Groups". Use title capitalization for the - course title. - - * For **Organization**, enter the name of your university. Do not include - whitespace or special characters. - - * For **Course Number**, enter both a subject abbreviation and a number. For - example, for public health course number 207, enter **PH207**. For math - course 101x, enter **Math101x**. Do not include whitespace or special - characters in the course number. - - .. note:: If your course will be open to the world, be sure to include the - "x". If it is exclusively an on-campus offering, do not include the "x".* - - * For **Course Run**, enter the term your course will run. Do not include - whitespace or special characters. - - The Course Run date you enter does not affect the default **Course Start - Date**. See :ref:`Set Important Dates for Your Course` for more - information. - -4. Click **Save.** - -You then see the empty Course Outline. - -.. _Edit Your Course: - -************************ -Edit Your Course -************************ -When you create a new course, the course opens in Studio automatically and you -can begin editing. - -If you come back to Studio later, your courses are listed on the Studio login -page. - - .. image:: ../Images/open_course.png - :alt: Image of the course on the Studio dashboard - -To open the course, click the course name. You go to the Course Outline. - -.. _Use the Course Checklist: - -************************ -Use the Course Checklist -************************ - -You can use a Course Checklist within Studio to help you work through the tasks -of building a course. - -Categories of tasks in the Course Checklist include: - -* Getting Started with Studio -* Draft a Rough Course Outline -* Explore edX's Support Tools -* Draft Your Course About Page - -From the **Tools** menu, select **Checklists**. - - .. image:: ../Images/checklist.png - :alt: Image of the course checklist - - -As shown above for the **Add Course Team Members** task, if you hover over a -task, a button is displayed that takes you to the page to complete that task. - -You can expand and collapse sections of this page as needed. - -You can check tasks as you complete them. Studio saves your changes -automatically. Other course staff can see your changes. - -.. _Add Course Team Members: - -************************ -Add Course Team Members -************************ - -Course team members are users who help you build your course. - -Only a team member with Admin access can add or remove course team members, or -grant Admin access to other team members. - -Other course team members can edit the course and perform all tasks except -adding and removing other new team members and granting Admin access. - -.. note:: Any course team member can delete content created by other team - members. - -All course team members must be registered with Studio and have an active -account. - -To add a course team member: - -#. Ensure you have Admin access. -#. Ensure that the new team member has registered with Studio. -#. From the **Settings** menu, select **Course Team**. -#. Click **Add a New Team Member**. -#. Enter the new team member's email address, then click **ADD USER**. - -You can also assign privileged roles to users when you work in the LMS. -Regardless of where the role is assigned, these administrative team members can -work on your course in both the LMS and in Studio. For more information on -assigning roles while you run your course, see -:ref:`Course_Staffing`. \ No newline at end of file diff --git a/docs/en_us/course_authors/source/building_course/establish_grading_policy.rst b/docs/en_us/course_authors/source/building_course/establish_grading_policy.rst deleted file mode 100644 index f7701389ad..0000000000 --- a/docs/en_us/course_authors/source/building_course/establish_grading_policy.rst +++ /dev/null @@ -1,230 +0,0 @@ -.. _Establish a Grading Policy: - -############################## -Establishing a Grading Policy -############################## - -******************* -Overview -******************* - -Establishing a grading policy takes several steps. You must: - -#. :ref:`Set the Grade Range` -#. :ref:`Set the Grace Period` -#. :ref:`Configure the Assignment Types` -#. :ref:`Graded Subsections` -#. :ref:`The Student View of Grades` - -.. important:: Any changes to the course grading policy, to graded - subsections, or to graded components after a course begins will affect the - student experience in the course and analysis of its data. - -.. _Set the Grade Range: - -******************* -Set the Grade Range -******************* - -You must set the grade range for the course. For example, your course can be -pass/fail, or can have letter grades A through F. - -To set the grade range, from the **Settings** menu, select **Grading**. - -The control for the grade range is at the top of the Grading page. - -.. image:: ../Images/grade_range.png - :alt: Image of the Grade Range control - -The above example shows that you have a pass/fail grade range, with a score of -50 as the cutoff. This is the default setting used when you create a course. - -You use the grade range control to change these settings: - -* To add a grade in the range, click the **+** icon. - - A new grade is added to the range between the existing grades. For example, - if you add a grade in the default setting, the grade range changes to **F** - (0 to 50), **B** (50 to 75), and **A** (75 to 100): - - .. image:: ../Images/grade_range_b.png - :alt: Image of an altered Grade Range control - -* To change the score range, move the cursor over the line dividing two grades - and then click and drag the line left or right. - - You can see the range numbers of the two grades adjacent to the line change. - Release the mouse button when the line is where you want it. - -* To change the name of the grade, double-click the current name of the grade - to select it, and then start typing the name of the new grade. For example, - if the original name of the grade is "Pass", you can double-click "Pass" and - then type "Excellent" to replace the name. - - You cannot change **F** or **Fail**. - -* To remove a grade, move the cursor so that it is over the grade. - - A **remove** link appears above the grade. Click the link. - - You cannot remove F or A. - -After you make any changes to the grade range, you must click **Save Changes** -at the bottom of the page. - -.. _Grade Ranges and Certificates: - -============================== -Grade Ranges and Certificates -============================== - -If you plan for your course to offer certificates, note that a student will -qualify for a certificate by earning any grade over the F, or Fail, threshold. -This is true regardless of how many grade levels you add in the grade range. - -.. _Set the Grace Period: - -************************* -Set the Grace Period -************************* - -You can set a grace period that extends homework due dates for your students. - -.. note:: The grace period applies to the whole course; you cannot set a grace - period for individual assignments. - -In the Grading page, under **Grading Rules & Policies**, enter a value in the -**Grace Period on Deadline** field. Enter the value in Hours:Minutes format. - -.. _Configure the Assignment Types: - -****************************** -Configure the Assignment Types -****************************** - -You must create assignment types for your course and determine the weight of -the student's total grade for each assignment type. - -For example, you may have: - -* 10 homework assignments, worth a total of 50% of the grade; -* A midterm exam, worth a total of 20% of the grade; -* A final exam, worth 30% of the grade. - -By default, a new course you create has four assignment types: - -* Homework -* Lab -* Midterm Exam -* Final Exam - -You can use these assignment types, modify or remove them, and create new -assignment types. - -To create a new assignment type, in the bottom of the Grading page, click **New -Assignment Type**, then configure the fields described below. - -========================== -Assignment Type Fields -========================== -You configure the following fields for each assignment type: - -* **Assignment Type Name:** - - The general category of the assignment. This name will be visible to - students. - - .. note:: All assignments of a particular type count the same toward the - weight of that category. As a result, a homework assignment that contains - 10 problems is worth the same percentage of a student's grade as a homework - assignment that contains 20 problems. - -* **Abbreviation:** - - This is the short name that appears next to an assignment on a student's - **Progress** tab. - -* **Weight of Total Grade:** - - The assignments of this type together account for the percent value set in - **Weight of Total Grade**. - - The total weight of all assignment types must equal 100. - - .. note:: Do not include the percent sign (%) in this field. - -* **Total Number:** - - The number of assignments of this type that you plan to include in your - course. - -* **Number of Droppable** - - The number of assignments of this type that the grader will drop. The grader - will drop the lowest-scored assignments first. - -.. _Graded Subsections: - -********************************************** -Graded Subsections -********************************************** - -After you configure assignment types, as you are organizing your course, you -set the assignment type for subsections that contain problems that are to be -graded. - -Each subsection that contains problems to be graded can include only one -assignment type. - -.. note:: - You can only set assignment types and due dates at the subsection level. You - cannot set assignment types or due dates for entire sections or for individual - units within subsections. Additionally, you can designate a subsection as one, - and only one, of the assignment types you configured. - -See :ref:`Developing Course Subsections` for general instructions on -configuring a subsection. - -See :ref:`Set the Assignment Type and Due Date for a Subsection` for -instructions on designating a subsection as a graded assignment. - -Within a graded subsection, you create problems of the type designated for that -subsection. You cannot not mix problems of different assignment types in the -same subsection. - -For example, if you want to create a homework assignment and a lab for a -specific topic, create two subsections. Set one subsection as the Homework -assignment type and the other as the Lab assignment type. Both subsections can -contain other content as well as the actual homework or lab problems. - -.. note:: - You can create problems in Studio without specifying that the subsection is an - assignment type. However, such problems do not count toward a student's grade. - -See :ref:`Working with Problem Components` for instructions on creating -problems. - -.. _The Student View of Grades: - -************************** -The Student View of Grades -************************** - -After a grading policy is in place, students can view both their problem scores -and the percent completed and current grade in the **Progress** tab for the -course. - - .. image:: ../Images/Progress_tab.png - :alt: Image of the student Progress tab - -Each item in the X axis of the chart is for a graded subsection. Graded -problems in units are not broken out in the chart; the score from each problem -in the subsection is added to that vertical bar. - -Graded subsections are grouped in the chart by assignment type rather than -listed in chronological order. For example, all homework exercises are grouped -together, followed by labs, then exams. - -.. note:: The **x** for an assignment in the Progress tab indicates that the - grade for that assignment is currently dropped. You configure how many - assignments are dropped when you :ref:`Configure the Assignment Types`. \ No newline at end of file diff --git a/docs/en_us/course_authors/source/building_course/export_import_course.rst b/docs/en_us/course_authors/source/building_course/export_import_course.rst deleted file mode 100644 index fec49eed35..0000000000 --- a/docs/en_us/course_authors/source/building_course/export_import_course.rst +++ /dev/null @@ -1,98 +0,0 @@ -.. _Exporting and Importing a Course: - -##################################### -Exporting and Importing a Course -##################################### - -You can :ref:`Export a Course` and :ref:`Import a Course` through Studio. - -.. _Export a Course: - -*************** -Export a Course -*************** - -There are several reasons you may want to export your course: - -* To save your work -* To edit the XML in your course directly -* To create a backup copy of your course, which you can import if you want to - revert the course back to a previous state -* To create a copy of your course that you can later import into another course - instance and customize -* To share with another instructor for another class - - -When you export your course, Studio creates a **.tar.gz** file that includes -the following course data: - -* Course content (all Sections, Subsections, and Units) -* Course structure -* Individual problems -* Pages -* Course assets -* Course settings - -.. warning:: - - When you export a course, be aware that information such as MATLAB API keys, - LTI passports, annotation secret token strings, and annotation storage URLs - are included in the exported data. If you share your exported files, you may - also be sharing sensitive or license-specific information. - -The following data is not exported with your course: - -* User data -* Course team data -* Discussion data -* Certificates - -To export a course: - -#. From the **Tools** menu, select **Export**. -#. Click **Export Course Content**. - -When the export completes you can then access the .tar.gz file on your computer. - - -.. _Import a Course: - -*************** -Import a Course -*************** - -.. warning:: - - Content of the imported course replaces all the content of this course. - **You cannot undo a course import**. We recommend that you first export the - current course, so you have a backup copy of it. - -There are several reasons you may want to import a course: - -* To run a new version of an existing course -* To replace an existing course -* To load a course you developed outside of Studio - - -The course that you import must be in a .tar.gz file (that is, a .tar file -compressed with GNU Zip). This .tar.gz file must contain a course.xml file in a -course data directory. The tar.gz file must have the same name as the course -data directory. It may also contain other files. - -If your course uses legacy layout structures, you may not be able to edit the -course in Studio, although it will probably appear correctly on Edge. To make -sure that your course is completely editable, ensure that all of your material -is embedded in a unit. - -The import process has five stages. During the first two stages, you must stay -on the Course Import page. You can leave this page after the Unpacking stage has -completed. We recommend, however, that you don't make important changes to your -course until the import operation has completed. - -To import a course: - -#. From the **Tools** menu, select **Import**. -#. Click **Choose a File to Import**. -#. Locate the file that you want, and then click **Open**. -#. Click **Replace my course with the one above**. - diff --git a/docs/en_us/course_authors/source/building_course/handouts_updates.rst b/docs/en_us/course_authors/source/building_course/handouts_updates.rst deleted file mode 100644 index 10362e793f..0000000000 --- a/docs/en_us/course_authors/source/building_course/handouts_updates.rst +++ /dev/null @@ -1,50 +0,0 @@ -.. _Adding Course Updates and Handouts: - -###################################################### -Adding Course Updates and Handouts -###################################################### - -You add course updates and handouts in Studio. - -Student's see the course updates and handouts in the **Course Info** tab in your -course: - -.. image:: ../Images/course_info.png - :alt: Image of the Course Info page. - -.. _Add a Course Update: - -********************** -Add a Course Update -********************** - -You add updates to notify students of exams, changes in the course schedule, or -anything else of a more urgent nature. - -To add a course update: - -#. From the **Content** menu, select **Updates**. -#. Click **New Update**. -#. Enter your update in the HTML editor that opens. - - .. note:: You must enter the update in HTML. - -4. Click **Save**. - -.. _Add Course Handouts: - -********************** -Add Course Handouts -********************** -You can add course handouts that are visible to students on the **Course Info** -page. To add an uploaded file to the course handouts, you will need its URL. - -.. note:: You must :ref:`Add Files to a Course` before you can add them as - course handouts. - -#. From the **Content** menu, select **Updates**. -#. In the **Course Handouts** panel, click **Edit**. -#. Edit the HTML to add links to the files you uploaded. See :ref:`Add a Link in - an HTML Component` for more information. -#. Click **Save**. - diff --git a/docs/en_us/course_authors/source/building_course/index.rst b/docs/en_us/course_authors/source/building_course/index.rst deleted file mode 100644 index 4dc6790013..0000000000 --- a/docs/en_us/course_authors/source/building_course/index.rst +++ /dev/null @@ -1,22 +0,0 @@ -.. _Setting up Your Course Index: - -########################## -Setting up Your Course -########################## - -Use the chapters in this section to create and build your course. - -For information on how to develop your course content in the Studio Outline -page, see :ref:`Developing Your Course Index`. - -.. toctree:: - :maxdepth: 2 - - creating_new_course - export_import_course - course_files - handouts_updates - pages - textbooks - establish_grading_policy - setting_up_student_view \ No newline at end of file diff --git a/docs/en_us/course_authors/source/building_course/pages.rst b/docs/en_us/course_authors/source/building_course/pages.rst deleted file mode 100644 index 38f1d17944..0000000000 --- a/docs/en_us/course_authors/source/building_course/pages.rst +++ /dev/null @@ -1,293 +0,0 @@ -.. _Adding Pages to a Course: - -########################### -Adding Pages to a Course -########################### - - -******************* -Overview -******************* - -By default, your course has the following pages: - -* Courseware -* Course Info -* Discussion -* Wiki -* Progress - -You cannot rename, reorder, or remove these pages. - -You can add pages to your course. Each page appears in your course's navigation bar. - -For example, the following navigation bar includes the default pages as well as the -**Course Schedule** and **Supplements & Instructor's Blog** pages. - -.. image:: ../Images/page_bar_lms.png - :alt: Image of the page bar in the LMS - -You can create other pages for the grading policy, course slides, or any other purpose. More examples of pages you can add are: - -* A Google calendar, by embedding the code for it. - -* A dynamic HTML calendar, using the template in :ref:`Code for Dynamic HTML Schedule`. - -* An instant hangout. See :ref:`Google Instant Hangout` for more information. - -See: - -* :ref:`Add a Page` -* :ref:`Show or Hide the Course Wiki Page` -* :ref:`Reorder Pages` -* :ref:`Delete a Page` -* :ref:`Code for Dynamic HTML Schedule` - - -.. _`Add a Page`: - -**************** -Add a Page -**************** - -#. In Studio, from the **Content** menu, select **Pages**. - - .. image:: ../Images/pages_page.png - :alt: Image of the Pages screen - - -2. Click **Add a New Page**. A page with the title **Empty** is added to the list: - - .. image:: ../Images/pages_empty.png - :alt: Image of the Pages screen with a new Empty page - -3. Click **Edit**. The HTML editor opens. - - .. image:: ../Images/pages_editor.png - :alt: Image of the Page editor - -4. Enter text for your page. See :ref:`Options for Editing HTML Components` for more information about using the editor. -#. Click **Settings** to edit the **Display Name**. The display name is the name of the page visible to students in the course. -#. Click **Save**. - -The new page is immediately available to students, if the course has started. - -.. _Show or Hide the Course Wiki Page: - -************************************************ -Show or Hide the Course Wiki Page -************************************************ - -By default, your course includes a Wiki page. Students and course staff can use the Wiki to post content and comment on others' content. - -If you do not want to use the Wiki in your course, you can hide the page. - -The eye icon in the Wiki object indicates that the Wiki page is visible in your course: - -.. image:: ../Images/pages_wiki_on.png - :alt: Image of the Pages page with the Wiki made visible - -Click the eye icon to hide the Wiki page. The icon changes: - -.. image:: ../Images/pages_wiki_off.png - :alt: Image of the Pages page with the Wiki made visible - -Click it again to make the Wiki page visible. - -.. note:: Content remains in the Wiki when you hide the page. For example, if a student bookmarks a Wiki topic, then you hide the Wiki page, the student can still use the bookmark to access that Wiki topic. All content that was previously posted in the Wiki remains available after you hide the Wiki page, and any students logged in to edX can access the content if they know the URL. - -.. _Reorder Pages: - -**************** -Reorder Pages -**************** - -You can reorder pages in your course by dragging and dropping the pages to different locations. - -To move a page, hover over the element handle on the right side of the page row until the mouse pointer changes to a four-headed arrow. Then, click and drag the page to the location that you want. - -.. note:: You cannot reorder the Courseware, Course Info, Discussion, Wiki, and Progress pages that your course includes by default - -.. _Delete a Page: - -**************** -Delete a Page -**************** - -To delete a page that you previously added, click the trash can icon in the row for the page. You are prompted to confirm the deletion. - -.. _Code for Dynamic HTML Schedule: - -******************************** -Code for Dynamic HTML Schedule -******************************** - -You can use the following code in a page to provide a dynamic HTML schedule in your course. - -.. code-block:: html - - -
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - < td class="assignment">HW 3 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Wk of Topic Read Lecture Sequence Slides HW/Q Due
10/22Topic 1Ch. 1L1: TitleL1HW 111/04
L2: TitleL2
10/29Topic 2Ch. 2 L3: TitleL3Quiz 111/11
L4: TitleL4
11/05Topic 3Ch. 3L5: TitleL5 HW 211/18
L6: TitleL6
11/12Topic 4Ch. 4 L7: TitleL7Quiz 2 11/25
L8: TitleL8
11/19Topic 5Ch. 5L9: TitleL9 12/02
L10: TitleL10
11/26Topic 6Ch. 6L11: Title L11HW 412/09
L12: TitleL12
-
- diff --git a/docs/en_us/course_authors/source/building_course/setting_up_student_view.rst b/docs/en_us/course_authors/source/building_course/setting_up_student_view.rst deleted file mode 100644 index 735adae166..0000000000 --- a/docs/en_us/course_authors/source/building_course/setting_up_student_view.rst +++ /dev/null @@ -1,397 +0,0 @@ -.. _Setting up the Student View: - -###################################################### -Setting up the Student View -###################################################### - - -******************* -Overview -******************* - -This chapter describes how you set up your course to be displayed in the course -summary page and in a student's **Current Courses** dashboard. The information -you configure for your course is important for prospective and current students -to understand. - -See: - -* :ref:`The Course Summary Page` -* :ref:`The Student Dashboard` -* :ref:`Set Important Dates for Your Course` -* :ref:`The Course Start Date` -* :ref:`Set the Advertised Start Date` -* :ref:`The Course End Date` -* :ref:`Describe Your Course` -* :ref:`Add a Course Image` -* :ref:`Add a Course Video` -* :ref:`Set Course Requirements` -* :ref:`A Template For Course Overview` - - -.. _Edge: http://edge.edx.org -.. _edX.org: http://edx.org - -.. _The Course Summary Page: - -*********************************** -The Course Summary Page -*********************************** - -The following image shows an example course summary page. Students can see the -course summary page before registering, and may decide to register based on the -content of the page. You configure the contents of this page in Studio, as -described in this chapter: - -.. image:: ../Images/about_page.png - :alt: An image of the course summary page. - - - - -.. _The Student Dashboard: - -*********************************** -The Student Dashboard -*********************************** - - -If a student registers for your course, the course is then listed on the -**Current Courses** dashboard, with the course image. From the dashboard, a -student can open a course that has started. If the course has not started, the -student can see the start date, as explained in this chapter. - -.. image:: ../Images/dashboard.png - :alt: An image of the dashboard - - - -.. _Set Important Dates for Your Course: - -*********************************** -Set Important Dates for Your Course -*********************************** - -You must set dates and times for enrollment and for the course. - -In Studio, from the **Settings** menu, select **Schedule and Details**. - -.. image:: ../Images/schedule.png - :alt: An image of the course schedule page. - -Follow the on-screen text to enter the course and enrollment schedule. - -.. note:: - The Time fields on this page, and the times that students see, use UTC - (Universal Coordinated Time) - - -.. _The Course Start Date: - -*********************************** -The Course Start Date -*********************************** - -.. note:: The default course start date is set far into the future, to - **01/01/2030**. This is to ensure that your course does not start before - you intend it to. You must change the course start date to the date you want - students to begin using the course. - -Students see the course start date and time on their **Current Courses** dashboards and -on the course summary page. - -The following example shows the course start date and time on the course summary page: - -.. image:: ../Images/about-page-course-start.png - :alt: An image of the course summary page, with the start date circled. - -.. note:: For courses on edX.org_, you must communicate the course start date and time to - your edX Program Manager to ensure the date is accurate on the course - summary page. - -In the dashboard, students see the start dates and times for each of their -courses, as in the following examples. - -.. image:: ../Images/dashboard-course-to-start.png - :width: 600 - :alt: An image of two courses in the student dashboard, with the start dates and times circled. - -.. note:: If you do not specify a start time for your course, students see the default start time, 00:00 Coordinated Universal Time (UTC). - - - -.. _Set the Advertised Start Date: - -*********************************** -Set the Advertised Start Date -*********************************** - -You can set an advertised start date for your course that is different than the -course start date you set in the **Schedule and Details** page. You may want to -do this if there is uncertainty about the exact start date. For example, you -could advertise the start date as **Spring, 2014**. - -To set an advertised start date: - -#. From the **Settings** menu, select **Advanced Settings**. -#. Find the **Course Advertised Start Date** policy key. The default value is - **null**. -#. Enter the value you want to display as the advertised start date. You can - use any string, enclosed in double quotation marks. If you format the string - as a date (for example, as 02/01/2014), the value is parsed and presented to - students as a date. - - .. image:: ../Images/advertised_start.png - :alt: Image of the advertised start date policy key with a value of "anytime, self-paced" - -4. Click **Save Changes** at the bottom of the page. - - The start date shown on the dashboard is now the value of the **Course - Advertised Start Date** policy key: - - .. image:: ../Images/dashboard-course_adver_start.png - :alt: An image of a course listing in the student dashboard, with the - advertised start date circled. - -If you do not change the default course start date (01/01/2030), and the -**Course Advertised Start Date** policy value is ``null``, then the student -dashboard does not list a start date for the course. Students just see that -the course has not yet started. - -.. _The Course End Date: - -*********************************** -The Course End Date -*********************************** - -The course end date is the date after which students can no longer earn credit -toward certificates. Students who have earned certificates can view them after -the course end date. - -.. important:: - If you do not set a course end date, students will not be able to access - earned certificates. - -.. note:: - For courses on edX.org_, you must communicate the course end date to - your edX Program Manager, to ensure the date is accurate on the course - summary page. - -After grades and certificates are finalized, students see the course end date -on their personal **Current Courses** dashboards, as shown in the following -examples. - -* If grades and certificates are not yet finalized, students can see the course - end date and a message: - - .. image:: ../Images/dashboard-wrapping-course.png - :alt: Image of a course on the student dashboard that has ended, but not - been graded - -* When grades and certificates are finalized, students who have not earned a - certificate see their score and the score required to earn a certificate: - - .. image:: ../Images/dashboard-no-cert-course.png - :alt: Image of a course on the student dashboard that has ended, but not - been graded - -* Students whose final score is equal to or higher than the required score can - click **Download Certificate** to get their certificates as PDFs: - - .. image:: ../Images/dashboard-completed-course.png - :alt: Image of a course on the student dashboard that has ended, but not - been graded - - -.. _Describe Your Course: - -************************ -Describe Your Course -************************ - -On Edge_, students that you explicitly invite see the description of your course -on the course summary page. - -For example, the course description is circled in the following course summary -page: - -.. image:: ../Images/about-page-course-description.png - :alt: Image of a course summary with the description circled - -.. note:: For courses on edX.org_, you must communicate the course description - to your edX Program Manager, to ensure the content is accurate on the course - summary page. - -#. From the **Settings** menu, select **Schedule & Details**. -#. Scroll down to the **Introducing Your Course** section, then locate the - **Course Overview** field. - -.. image:: ../Images/course_overview.png - :alt: Image of the HTML course description. - -3. Overwrite the content as needed for your course, following the directions in - the boilerplate text. Do not edit HTML tags. For a template that includes - placeholders, see :ref:`A Template For Course Overview`. - - .. note:: There is no save button. Studio automatically saves your changes. - -4. Click **your course summary page** in the text beneath the field to test how - the description will appear to students. - -.. _Add a Course Image: - -************************ -Add a Course Image -************************ - -The course image that you add in Studio appears on the student dashboard. - -On Edge_, the image also appears on the course summary page. - -In the following example, the course image that was added in Studio is circled -in the student dashboard: - -.. image:: ../Images/dashboard-course-image.png - :alt: Image of the course image in the student dashboard - -On edX.org_, the course image you add in Studio does not appear on the course -summary page automatically. You must work directly with your edX Program Manager -to set up the course summary page. - -The course image should be a minimum of 660 pixels in width by 240 pixels in -height, and in .JPG or .PNG format. - -#. From the **Settings** menu, select **Schedule & Details**. -#. Scroll down to the **Course Image** section. -#. To select an image from your computer, click **Upload Course Image**, then - follow the prompts to find and upload your image. -#. View your dashboard to test how the image will appear to students. - -.. _Add a Course Video: - -********************************* -Add a Course Introduction Video -********************************* - -On Edge_, the course introduction video appears on the course summary page that -students see. - -.. note:: On edX.org_, you work directly with your Program Manager to set up the - course video in the summary page. - -In the following example, the course video is circled in the course summary -page: - -.. image:: ../Images/about-page-course-video.png - :alt: Image of the course video in the course summary page. - -The course video should excite and entice potential students to register, and -reveal some of the personality the instructors bring to the course. - -The video should answer these key questions: - -* Who is teaching the course? -* What university or college is the course affiliated with? -* What topics and concepts are covered in your course? -* Why should a learner register for your course? - -The video should deliver your message as concisely as possible and have a run -time of less than 2 minutes. - -Ensure your course introduction video follows the same :ref:`Compression -Specifications` and :ref:`Video Formats` guidelines as course content videos. - -To add a course introduction video: - - -#. Upload the course video to YouTube. Make note of the code that appears - between **watch?v =** and **&feature** in the URL. This code appears in the - green box below. - - .. image:: ../Images/image127.png - :alt: Image of a sample course video - -2. From the **Settings** menu, select **Schedule & Details**. -#. Scroll down to the **Course Introduction Video** section. -#. In the field below the video box, enter the YouTube video ID (the code you - copied in step 1). When you add the code, the video automatically loads in - the video box. Studio automatically saves your changes. -#. View your course summary page to test how the video will appear to students. - -.. _Set Course Requirements: - -************************ -Set Course Requirements -************************ -The estimated Effort per Week appears at the bottom of the course summary page. - -#. From the **Settings** menu, select **Schedule & Details**. -#. Scroll down to the **Requirements** section. -#. In the **Hours of Effort per Week** field, enter the number of hours you - expect students to work on this course each week. -#. View your course summary page to test how the requirements will appear to students. - -.. _A Template For Course Overview: - -************************************************ - A Template For Your Course Overview -************************************************ - - -Replace the placeholders in the following template with your information. - -.. code-block:: html - -
-

About This Course

-

Include your long course description here. The long course description - should contain 150-400 words.

-

This is paragraph 2 of the long course description. Add more paragraphs - as needed. Make sure to enclose them in paragraph tags.

-
-
-

Prerequisites

-

Add information about class prerequisites here.

-
-
-

Course Staff

-
-
- - -
-

Staff Member

-

Biography of instructor/staff member

-
-
-
- -
-

Staff Member Name

-

Biography of instructor/staff member

-
-
-
-
-

Frequently Asked Questions

-
-

Do I need to buy a textbook?

-

No, a free online version of Chemistry: Principles, Patterns, and - Applications, First Edition by Bruce Averill and Patricia Eldredge - will be available, though you can purchase a printed version - (published by FlatWorld Knowledge) if you'd like.

-
-
-

Question 2?

-

Answer 2.

-
-
-
- - - - - - - \ No newline at end of file diff --git a/docs/en_us/course_authors/source/building_course/textbooks.rst b/docs/en_us/course_authors/source/building_course/textbooks.rst deleted file mode 100644 index 7fde02aeb2..0000000000 --- a/docs/en_us/course_authors/source/building_course/textbooks.rst +++ /dev/null @@ -1,38 +0,0 @@ -.. _Adding Textbooks: - -########################### -Adding Textbooks -########################### - -You can add PDF textbooks for your course. - -.. note:: Do not use image files (for example, .PNG files) as textbooks for - your course, as they are not accessible to screen readers. Review the - :ref:`Best Practices for Accessible PDFs` for more information. - -Each textbook that you add is displayed to students as a tab in the course -navigation bar. - -It's recommended that you upload a separate PDF file for each chapter of your -textbook. - -When students open the textbook tab in the course, they can navigate the -textbook by chapter: - -.. image:: ../Images/textbook_chapters.png - :alt: Image of a textbook in a course. - -To add a textbook: - -#. From the **Content** menu, select **Textbooks**. -#. Click **New Textbook**. The following screen opens: - - .. image:: ../Images/textbook_new.png - :alt: Image of the New Textbook page. - -3. Enter the **Textbook Name**. -#. Enter the first **Chapter Name**. -#. To upload a PDF file from your computer, click **Upload PDF**. Follow the - prompts to upload your file. -#. To add more chapters, click **+Add a Chapter** and repeat steps 3 and 4. -#. Click **Save**. \ No newline at end of file diff --git a/docs/en_us/course_authors/source/change_log.rst b/docs/en_us/course_authors/source/change_log.rst deleted file mode 100644 index 4ea31398a7..0000000000 --- a/docs/en_us/course_authors/source/change_log.rst +++ /dev/null @@ -1,503 +0,0 @@ -############ -Change Log -############ - - -***************** -October, 2014 -***************** - -.. list-table:: - :widths: 10 70 - :header-rows: 1 - - * - Date - - Change - * - 10/31/14 - - Added warning in :ref:`Export a Course` about sensitive or license- - specific information that is included when you export a course. - * - 10/30/14 - - Added :ref:`email template` for - reminding students of last day to register for verified certificates. - * - 10/29/14 - - Added information about course start time visibility to :ref:`The Course Start Date`. - * - 10/28/14 - - Added section for :ref:`Show Reset Button` in :ref:`Problem Settings` - and clarified **Reset** button behavior in :ref:`Problem Student View`. - * - 10/27/14 - - Fixed the code sample in :ref:`Script Tag Format` in the :ref:`Write - Your Own Grader` chapter. - * - - - Fixed a bug in :ref:`Text Input Problem XML`. - * - - - Added :ref:`Create a Randomized Custom Python-Evaluated Input Problem`. - * - 10/23/14 - - Added note about limited support of annotation problem type to - :ref:`Annotation`. - * - 10/16/14 - - Updated :ref:`Set Important Dates for Your Course` to reflect change - that course dates now use UTC. - * - 10/14/14 - - Removed the chapter on the Vital Source E-Reader tool, as it is no - longer supported in the edX Platform. - * - 10/7/14 - - Added the :ref:`Including Student Cohorts` chapter. - - -***************** -September, 2014 -***************** - -.. list-table:: - :widths: 10 70 - :header-rows: 1 - - * - Date - - Change - * - 09/30/14 - - Added information about accessing edX Insights to the :ref:`Course Data` - and :ref:`Enrollment` chapters. - * - 09/04/14 - - Updated the :ref:`Discussions` and :ref:`Discussions for Students and - Staff` chapters to include information about choosing the type of post - and to reflect changes in the user interface. - * - 09/11/14 - - Added info about possible problem types to :ref:`Problem with Adaptive Hint`. - * - - - Removed "These problems only allow integers and a few select constants" from table of problem types in :ref:`Create Exercises`. - * - - - Added a note about angle bracket characters to the :ref:`Dropdown` topic. - * - 09/26/14 - - Added :ref:`Molecule Viewer` to :ref:`Create Exercises` - -************** -August, 2014 -************** - -.. list-table:: - :widths: 10 70 - :header-rows: 1 - - * - Date - - Change - * - 08/28/14 - - Updated documentation in :ref:`Developing Your Course Index` - for new capabilities to publish or hide multiple units - from the outline. - * - - - Added documentation for :ref:`Creating Content Experiments`. - * - 08/22/14 - - Added warnings about the effects of changing the course grading policy, - graded subsections, or graded components after the course begins. - * - 08/20/14 - - Added :ref:`Browsers` to the :ref:`Getting Started Index` section. - * - 08/18/14 - - Expanded the :ref:`Example Messages to Students` in the :ref:`Launch` - chapter. - * - 08/12/14 - - Updated documentation to address the new publishing workflow and user - interface. - - Created a new part, :ref:`Developing Your Course Index`, - which contains the following chapters: - - * :ref:`Getting Started with Course Content Development` - * :ref:`Developing Your Course Outline` - * :ref:`Developing Course Sections` - * :ref:`Developing Course Subsections` - * :ref:`Developing Course Units` - * :ref:`Developing Course Components` - * :ref:`Controlling Content Visibility` - * :ref:`Testing Your Course Content` - - * - 08/07/14 - - Added information about reviewing and duplicating the contents of - previously-sent messages to the :ref:`Bulk Email` section. - * - - - Updated the :ref:`view_enrollment_count` section to include the - breakdown by certification track in the enrollment section. - -.. note:: - In several cases, older links to changed topics were made obsolete by - subsequent changes. - - - -*********** -July, 2014 -*********** - -.. list-table:: - :widths: 10 70 - :header-rows: 1 - - * - Date - - Change - * - 07/30/14 - - Expanded the :ref:`Discussions for Students and Staff` chapter to - include information about adding posts, responses, and comments. - * - 07/23/14 - - Added the section :ref:`Grade Ranges and Certificates` to the - :ref:`Establish a Grading Policy` chapter. - * - 07/22/14 - - Added :ref:`Example Messages to Students` to the :ref:`Launch` chapter. - * - 07/15/14 - - Added the :ref:`Discussions for Students and Staff` chapter. - * - 07/11/14 - - Added :ref:`Track Student Activity` to the :ref:`Student Data` - chapter. - * - 07/10/14 - - Updated the :ref:`Discussions` chapter to add an - :ref:`Overview_discussions` section and to reflect changes to the - Discussion list and to the Advanced Settings page in Studio. - * - 07/01/14 - - Updated :ref:`The Course End Date` to specify when students can earn and - access certificates. - - - -*********** -June, 2014 -*********** - -.. list-table:: - :widths: 10 70 - :header-rows: 1 - - * - Date - - Change - * - 06/20/14 - - Added a `Preface`_ with resources for course teams, developers, - researchers, and students. - * - 06/18/14 - - In the :ref:`View and download student data` section, updated the - example report to include the new User ID column. - * - 06/17/14 - - Added :ref:`Video TOC` section to :ref:`Working with Video Components`. - * - 06/06/14 - - Added a description of email task workflow states to the :ref:`Launch` - section. - * - 06/03/14 - - Added :ref:`gradebook` to the :ref:`Grades` section. - -*********** -May, 2014 -*********** - -.. list-table:: - :widths: 10 70 - :header-rows: 1 - - * - Date - - Change - * - 05/30/14 - - Update :ref:`Working with Video Components` to include recommendations to - use .mp4 and .webm video formats for browser compatibility - * - 05/27/14 - - Based on the new requirement to specify the complete location identifier - of a problem to adjust student grades, revised the :ref:`Grades` section. - * - 05/22/14 - - Reorganized, updated, and streamlined these sections in the :ref:`Running - Your Course Index` chapter: - - * Divided *Grade and Answer Data* into separate sections for - :ref:`Grades` and :ref:`Review_Answers`. - * Moved information about the student **Progress** page from the - *Checking Student Progress and Issuing Certificates* section to - :ref:`Grades`. - * Renamed the *Checking Student Progress and Issuing Certificates* - section to :ref:`Checking Student Progress and Issuing Certificates`. - - * - - - Updated :ref:`Problem with Adaptive Hint` to reflect formatting - requirements for the Python script and the correct_answer attribute. - * - 05/21/14 - - Added warning that version 1 of the :ref:`Open Response Assessments` suite has been deprecated and added a link to the - `new ORA information `_. - * - 05/16/14 - - Updated :ref:`Working with Video Components` to reflect UI changes. - * - 05/14/14 - - Updated the :ref:`Running Your Course Index` chapter to remove references - to the "new beta" Instructor Dashboard. - * - 05/13/14 - - Updated the :ref:`Enrollment` section to reflect that usernames or email - addresses can be used to batch enroll students. - * - - - Updated the :ref:`Grades` section to reflect new features on the problem - **Staff Debug** viewer for rescoring, resetting attempts, and deleting - student state. - * - - - Updated the :ref:`Course_Staffing` section to state the labeling - differences between Studio and the LMS with respect to course team roles. - * - 05/09/14 - - Updated :ref:`Assigning_discussion_roles` with a note about course staff - requiring explicit granting of discussion administration roles. - * - - - Added VitalSource topic. - * - 05/08/14 - - Added warnings to :ref:`Add a File` about file size. - * - 05/07/14 - - Updated the :ref:`Discussions` chapter to include a topic on closing - discussions. - * - 05/06/14 - - Expanded the :ref:`Grades` chapter to include a topic on interpreting the - score histograms for problems. - * - - - Updated :ref:`LTI Component` to reflect changes to the Studio UI. - * - 05/02/14 - - Updated :ref:`Drag and Drop` information. - * - - - Updated :ref:`IFrame` documentation. - -************ -April, 2014 -************ - -.. list-table:: - :widths: 10 70 - :header-rows: 1 - - * - Date - - Change - * - 04/28/14 - - Updated :ref:`Show or Hide the Course Wiki Page` to include note about Wiki content being available after you hide the Wiki page. - * - 04/26/14 - - Updated label information; added XML information to :ref:`Problem with Adaptive Hint`. - * - 04/24/14 - - Expanded the :ref:`Grades` chapter to include topics on interpreting the grade reports and student progress page. - * - - - Updated the :ref:`Beta_Testing` section to reflect feature changes. - * - - - Updated the :ref:`Working with HTML Components` chapter to reflect changes to the HTML component editor. - * - 04/23/14 - - Reorganized information about problems into :ref:`Exercises and Tools Index` section. - * - 04/23/14 - - Added more information about collecting language and location data from students to :ref:`Student Data`. - * - 04/22/14 - - Updated the :ref:`Bulk Email` section with information about the dashboard option to opt out of course email. - * - - - In :ref:`Discussions`, corrected the steps to "Create Discussion - Categories". - * - - - Updated the :ref:`Enrollment` section to reflect feature changes. - * - 04/16/14 - - Updated "Transcripts in Additional Languages" in :ref:`Working with Video Components`. - * - - - In support of new features, added the following sections to :ref:`Multiple Choice` problems: - - * :ref:`Shuffle Answers in a Multiple Choice Problem` - * :ref:`Targeted Feedback in a Multiple Choice Problem` - * :ref:`Answer Pools in a Multiple Choice Problem` - - * - 04/15/14 - - Updated *Testing Your Course* to include a section on how to *View Your - Live Course*. - * - 04/11/14 - - Expanded the :ref:`Grades` section to include a topic on interpreting the Student Answer Distribution report. - * - 04/08/14 - - Updated the chapter :ref:`Working with HTML Components` to reflect the - new HTML editor. - * - 04/07/14 - - Expanded the :ref:`Course Data`, :ref:`Enrollment`, and - * - 04/03/14 - - Updated the :ref:`Adding Pages to a Course` chapter to reflect ability to :ref:`Show or Hide the Course Wiki Page`. - * - 04/02/14 - - Reorganized the sections Building a *Course Index* and - *Creating Course Content Index* to better reflect the workflow of - building a new course. - * - 04/01/14 - - Update the :ref:`Establish a Grading Policy` chapter to emphasize that - grading is applied to subsections only. - * - - - Updated the :ref:`Releasing Your Course Index` section to include - :ref:`Launch`. - - -************ -March, 2014 -************ - -.. list-table:: - :widths: 10 70 - :header-rows: 1 - - * - Date - - Change - * - 03/31/14 - - Expanded the :ref:`Grades` chapter to include the new - :ref:`Review_Answers` section. - * - 03/27/14 - - Updated the :ref:`Adding Pages to a Course` section to reflect feature - changes. - * - 03/27/14 - - Updated the section on :ref:`Beta_Testing` to include the new "batch add" feature. - * - 03/19/14 - - Updated the sections on :ref:`Beta_Testing`, :ref:`Discussions`, - :ref:`Grades`, and :ref:`Student Data` with changes to the new Instructor Dashboard. - * - 03/17/14 - - Reorganized this document into major sections: - - * :ref:`Getting Started Index` - - * Building a Course Index - - * :ref:`Creating Course Content Index` - - * :ref:`Exercises and Tools Index` - - * :ref:`Releasing Your Course Index` - - * :ref:`Running Your Course Index` - - * :ref:`Information for Your Students Index` - - * - 03/10/14 - - Added information about setting up your course summary page to - - * :ref:`The Course Start Date` - - * :ref:`The Course End Date` - - * :ref:`Add a Course Image` - - * :ref:`Add a Course Video` - - * :ref:`Describe Your Course` - - - -**************** -February, 2014 -**************** - -.. list-table:: - :widths: 10 70 - :header-rows: 1 - - * - Date - - Change - * - 02/25/14 - - Updated :ref:`Add Files to a Course` section to include new External URL - feature. - * - - - Updated :ref:`Add a Link to a File` and :ref:`Add an Image to an HTML - Component` to specify you must use the file's Embed URL. - * - 02/24/14 - - Created new chapter, :ref:`Getting Started with edX`. - * - - - Updated :ref:`Add a Course Video` section. - * - 02/21/14 - - Added the :ref:`Beta_Testing` chapter. - * - 02/19/14 - - Updated :ref:`Import LaTeX Code` to reflect new workflow and UI change - for creating Latex HTML components. - * - 02/18/14 - - Included several enhancements to the chapter :ref:`Establish a Grading - Policy` - * - 02/14/14 - - Added :ref:`Additional Transcripts` section to :ref:`Working with Video - Components`; updated :ref:`Video Advanced Options`. - * - - - Added the :ref:`Course Data`, :ref:`Course_Staffing`, and - :ref:`Enrollment` chapters. - * - 02/11/14 - - Added :ref:`Gene Explorer` and updated :ref:`Periodic Table` - and :ref:`Molecule Editor`. - * - 02/07/14 - - Added section on :ref:`Full Screen Image`. - * - 02/06/14 - - Added :ref:`Periodic Table` and :ref:`Molecule Editor` - * - 02/05/14 - - Added section :ref:`Set the Advertised Start Date`. - * - 02/04/14 - - Added the :ref:`Student Data` and :ref:`Grades` chapters. - * - - - Added :ref:`Multiple Choice and - Numerical Input` and :ref:`Protein Builder`. - - -************** -January, 2014 -************** - -.. list-table:: - :widths: 10 70 - :header-rows: 1 - - * - Date - - Change - * - 01/29/2014 - - Added the chapter :ref:`Google Instant Hangout`. - * - 01/24/2014 - - Added the :ref:`Discussions` and :ref:`Guidance for Discussion - Moderators` chapters. - * - - - Added more detailed instructions to :ref:`Zooming image` - * - 01/21/2014 - - Added information about accessibility in the topic :ref:`Adding - Textbooks`. - * - 01/14/2014 - - Added info about scoring (:ref:`ORA Access Scores`) and due dates in - :ref:`Open Response Assessment`. - * - 01/13/2014 - - Extensive updates to Organizing Your Course Content and - :ref:`Working with HTML Components`. - * - 01/08/2014 - - Updated :ref:`Add Files to a Course` to reflect addition of sorting to - the **Files & Uploads** page. - * - - - Updated :ref:`Set Important Dates for Your Course` to reflect change to - default course start date to 2029. - * - 01/07/2014 - - Updated :ref:`Text Input` with info about multiple strings. - * - - - Added info about template to :ref:`Checkbox`. - * - 01/06/2014 - - Created :ref:`Custom JavaScript` - * - 01/06/2014 - - Created :ref:`Zooming image` - * - 01/01/2014 - - Updated the chapters Organizing Your Course Content and - Testing Your Course to reflect changes in the Course Outline - design. - -*************** -December, 2013 -*************** - -.. list-table:: - :widths: 10 70 - :header-rows: 1 - - * - Date - - Change - * - 12/20/2013 - - Made :ref:`ORA for Students` into template that instructors can - customize. - * - 12/19/2013 - - Created "Tools" topic. (Note 4/10/14: Topic merged into :ref:`Create Exercises`.) - * - 12/18/2013 - - Updated documentation about video player options in :ref:`Working with - Video Components`. - * - 12/13/2013 - - Created :ref:`LTI Component`. - * - - - Created :ref:`ORA for Students`. - * - 12/12/2013 - - Added the edX :ref:`Glossary`. - * - 12/11/2013 - - Added the chapter :ref:`Guidelines for Creating Accessible Content`. - * - 12/10/2013 - - Added note about number of responses in "Available to Grade" column in - :ref:`Open Response Assessment`. - * - - - Added :ref:`MathJax in Studio`. - * - 12/09/2013 - - Created :ref:`MathJax in Studio`. - * - 12/05/2013 - - Complete revision of edX Studio documentation and integration of edX101 - content. - -.. _Preface: http://edx.readthedocs.org/projects/edx-partner-course-staff/en/latest/ \ No newline at end of file diff --git a/docs/en_us/course_authors/source/cohorts/cohort_config.rst b/docs/en_us/course_authors/source/cohorts/cohort_config.rst deleted file mode 100644 index eb92ec6df6..0000000000 --- a/docs/en_us/course_authors/source/cohorts/cohort_config.rst +++ /dev/null @@ -1,456 +0,0 @@ -.. _Enabling and Configuring Cohorts: - -############################################ -Enabling and Configuring the Cohort Feature -############################################ - -To support discussions that are divided by cohort, you select a strategy -for assigning your students to cohort groups: automated assignment, manual -assignment, or a hybrid approach. See :ref:`Options for Assigning Students to -Cohorts`. You also decide whether to change any of the course-wide discussion -topics so that they are divided by cohort instead of unified for all students. - -After you select a strategy, you complete these configuration steps (as -applicable): - -#. :ref:`Enable the cohort feature`. - -#. Based on the strategy you select for assigning students to cohort groups: - - * :ref:`Define the auto cohort groups`. - - * :ref:`Define the manual cohort groups` and - then :ref:`assign students` to them. - - * Do both. - -3. Identify the :ref:`course-wide discussion topics` that you want to be divided by cohort. This - procedure is optional. - -You complete these procedures in Studio and on the Instructor Dashboard. For an -optimal student experience, configuration of the cohort feature should be as -complete as possible prior to the start date of your course. - -If you need to make changes to the way you have configured the cohort feature -while your course is running, please see :ref:`Altering Cohort Configuration`. - -.. _Enable Cohorts: - -******************************** -Enabling the Cohort Feature -******************************** - -#. Open the course in Studio. - -#. Select **Settings**, then **Advanced Settings**. - -#. In the **Cohort Configuration** field, place your cursor between the - supplied pair of braces. - -#. Type ``"cohorted": true``. - -#. Click **Save Changes**. Studio reformats the name:value pair you just - entered to indent it on a new line. - - .. image:: ../Images/Enable_cohorts.png - :alt: Cohort Configuration dictionary field with the cohorted key defined - as true - -You can then :ref:`implement the automated assignment strategy`, :ref:`implement the manual assignment -strategy`, or both. - -.. _Implementing the Automated Assignment Strategy: - -*************************************************** -Implementing the Automated Assignment Strategy -*************************************************** - -To implement automated assignment of students to cohort groups you define the -auto cohort groups in the **Cohort Configuration** advanced setting field. - -You complete this procedure if you are using either the automated or hybrid -assignment strategy for your course. For more information, see :ref:`All -Automated Assignment` or :ref:`Hybrid Assignment`. - -.. _Define Auto Cohort Groups: - -============================================ -Define the Auto Cohort Groups -============================================ - -Before you define your auto cohort groups, note that students can see the name -of the cohort group they are assigned to. The message "This post is visible -only to {cohort name}" appears with each post in discussion topics that are -divided by cohort. See :ref:`Read the Cohort Indicator in Posts`. - -.. note:: You cannot delete cohort groups or change their names. If you need - to make changes to the way you have configured the cohort feature while your course is running, please see :ref:`Altering Cohort Configuration`. - -#. Open the course in Studio. - -#. Select **Settings**, then **Advanced Settings**. - -#. In the **Cohort Configuration** field, place your cursor after the opening - brace character (``{``) and press Enter. - -#. On the new line, you define the ``"auto_cohort_groups":`` policy key, - followed by one or more cohort group names enclosed by square brackets (``[ - ]``). You can define a set of auto cohort groups or just one. - - To define a set of groups, you type each group name on a new line, enclose - it within quotation marks (``" "``), and separate the quoted name values - with commas. For example: - - .. code:: - - "auto_cohort_groups": [ - "Example Group Name A", - "Example Group Name B", - "Example Group Name C" - ] - -.. comment is here only to allow indented formatting of next line - - You can also define only a single auto cohort group. Type - ``"auto_cohort_groups": ["Example Group Name"]`` and then press Enter again. - -5. Type a comma after the closing square bracket character (``],``). You must - include a comma to separate each of the policy keys that you define. - -#. Click **Save Changes**. Studio resequences and reformats your entry. Scroll - back to the **Cohort Configuration** field to verify that your entry was - saved as you expect. Entries that do not contain all of the required - punctuation characters revert to the previous value when you save, and no - warning is presented. - - .. image:: ../Images/Multiple_auto_cohort_groups.png - :alt: Cohort Configuration dictionary field with the auto_cohort_groups key - with three values - -.. spacer line - - .. image:: ../Images/Single_auto_cohort_group.png - :alt: Cohort Configuration dictionary field with the auto_cohort_groups key - with one value - -Any student who is not already assigned to a cohort group will be randomly -assigned to one of the auto cohort groups when she visits any of the course -discussion topics. - -For a report that includes the cohort group assignment for every enrolled -student, review the student profile information for your course. See -:ref:`View and download student data`. - -.. _Implementing the Manual Assignment Strategy: - -*************************************************** -Implementing the Manual Assignment Strategy -*************************************************** - -To implement manual assignment of students to cohort groups, you define the -manual cohort groups and then assign students to them. - -You complete these procedures if you are using either the manual or hybrid -assignment strategy for your course. For more information, see :ref:`All Manual -Assignment` or :ref:`Hybrid Assignment`. - -You must :ref:`enable the cohort feature` for your course -before you can complete these procedures. - - -.. _Define the Manual Cohort Groups: - -========================================== -Define the Manual Cohort Groups -========================================== - -Before you define your manual cohort groups, note that students can see the -name of the cohort group they are assigned to. The message "This post is -visible only to {cohort name}" appears with each post in discussion topics that -are divided by cohort. See :ref:`Read the Cohort Indicator in Posts`. - -.. note:: You cannot delete cohort groups or change their names. If you need - to make changes to the way you have configured the cohort feature while your - course is running, please see :ref:`Altering Cohort Configuration`. - -#. View the live version of your course. For example, in Studio click **View - Live**. - -#. Click **Instructor**, then click **Membership**. - -#. Scroll to the **Cohort Management** section at the bottom. - -#. Click **Add Cohort Group**. - -#. Supply a name for the group, and then click **Save** below the **New Cohort - Name** field. - -.. _Assign Students to Cohort Groups Manually: - -========================================== -Assign Students to Cohort Groups Manually -========================================== - -.. note:: Manual assignments should be as complete as possible before your - course starts. If student enrollment continues after your course starts, you - should continue to assign new students to cohort groups. - -#. View the live version of your course. For example, in Studio click **View - Live**. - -#. Click **Instructor**, then click **Membership**. - -#. Scroll to the **Cohort Management** section at the bottom. - -#. Select a cohort group from the drop down list. - -#. In the **Add students** field, enter the username or email address of a - single student, or enter multiple names or addresses separated by commas or - new lines. You can copy data from a CSV file of email addresses and paste it - into this field. - -#. Click **Add Students**. The students are assigned to the selected manual - cohort group. A message appears to indicate the number of students who were - added to the cohort group. Because students can belong to only one cohort - group, the message also indicates the number of students whose assignment to - another cohort group was changed by this procedure. - -For a report that includes the cohort group assignment for every enrolled -student, review the student profile information for your course. See -:ref:`View and download student data`. - -.. _Identifying Private CourseWide Discussion Topics: - -***************************************************************** -Configuring Course-Wide Discussion Topics As Divided -***************************************************************** - -When you enable the cohort feature for a course, all of the course-wide -discussion topics provide unified access to posts for all students. You can -configure one or more of the course-wide topics to be divided by cohort -instead. - -.. note:: The content-specific discussion topics in the course, which are - added to units as discussion components, are always divided by cohort. - -For more information about content-specific and course-wide discussion topics, -see :ref:`Organizing_discussions`. - -Before you configure course-wide discussion topics to be divided by cohort, you -add the topics in Studio. See :ref:`Create CourseWide Discussion Topics`. - -In the example given for creating course-wide discussion topics, a single -topic, Course Q&A, is added to the system-supplied General topic. The steps in -the following procedure expand on that example: you have now decided to enable -the cohort feature for your course. The posts that you intend to make to the -Course Q&A and General topics, and the subjects you expect students to explore -there, are appropriate for a unified student audience. However, you also want -to give students some course-wide topics that are divided by cohort. You define -two more course-wide discussion topics, Announcements and Brainstorming. - -You also decide to apply a naming convention so that students will know -the audience for their posts before they add them. See :ref:`Apply Naming -Conventions to Discussion Topics`. - -.. image:: ../Images/Discussion_Add_cohort_topics.png - :alt: Discussion Topic Mapping field with four course-wide discussion topics - defined - -.. _Configure CourseWide Discussion Topics as Private: - -====================================================== -Identify Divided Course-Wide Discussion Topics -====================================================== - -In the steps that follow, you configure two topics so that they are divided by -cohort. On the Studio **Advanced Settings** page, the two topics appear as -follows in the **Discussion Topic Mapping** field: - -.. code:: - - "Brainstorming (private)": { - "id": "i4x-edX-Open-edx_demo_course_brainstorming" - }, - "Announcements (private)": { - "id": "i4x-edX-Open-edx_demo_course_announcements" - } - -#. Open the course in Studio. - -#. Select **Settings**, then **Advanced Settings**. - -#. In the **Cohort Configuration** field, place your cursor after the opening - brace character (``{``) and press Enter. - -#. On the new line, you define the ``"cohorted_discussions":`` policy key, - followed by one or more course-wide discussion topic IDs enclosed by - square brackets (``[ ]``). You can define a set of discussion topics or just - one. - - To define a set of topics, you type the value of the "id" for each - discussion topic on a new line, enclose it within quotation marks (``" "``), - and separate the quoted "id" values with commas. For example: - - .. code:: - - "cohorted_discussions": [ - "i4x-edX-Open-edx_demo_course_announcements", - "i4x-edX-Open-edx_demo_course_brainstorming" - ] - -.. this comment is here only to force allow indented formatting of next line - - To specify a single discussion topic, type ``"cohorted_discussions": ["i4x- - test_doc-SB101-course-2014_Jan_announcements"]`` and then press Enter again. - -5. Type a comma after the closing square bracket character (``],``). You must - include a comma to separate each of the policy keys that you define. - -#. Click **Save Changes**. Studio resequences and reformats your entry. Scroll - back to the **Cohort Configuration** field to verify that your entry was - saved as you expect. Entries that do not contain all of the required - punctuation characters revert to the previous value when you save, and no - warning is presented. - - .. image:: ../Images/Configure_cohort_topic.png - :alt: Cohort Configuration dictionary field with the cohorted_discussions key - defined - -.. _Altering Cohort Configuration: - -***************************************************************** -Altering Cohort Configuration in a Running Course -***************************************************************** - -The configuration of the cohort feature should be complete and stable before -your course begins. Manual cohort assignments should be completed as soon as -possible after any student enrolls, including any enrollments that occur while -your course is running. - -If you decide that you must alter cohort configuration after your course starts -and activity in the course discussion begins, be sure that you understand the -consequences of these actions: - -* :ref:`Changing a student's cohort group assignment` - -* :ref:`Renaming a cohort group` - -* :ref:`Deleting a cohort group` - -* :ref:`Disabling the cohort feature` - -.. _Changing Student Cohort Group Assignments: - -============================================= -Change Student Cohort Group Assignments -============================================= - -After your course starts and students begin to contribute to the course -discussion, each post that they add is visible either to everyone or to the -members of a single cohort group. When you change the cohort group that a -student is assigned to, there are three results: - -* The student continues to see the posts that are visible to everyone. - -* The student sees the posts that are visible to his new cohort group. - -* The student no longer sees the posts that are visible only to his original - cohort group. - -The visibility of a post and its responses and comments does not change, even -if the cohort group assignment of its author changes. To a student, it can -seem that posts have "disappeared". - -To verify the cohort group assignments for your students, download the -:ref:`student profile report` for your course. -If changes are needed, you can :ref:`assign students` to different cohort groups manually on the **Membership** -page of the Instructor Dashboard. - -.. _Renaming a Cohort Group: - -========================== -Rename a Cohort Group -========================== - -Name changes for cohort groups are not supported. The **Membership** page of -the Instructor Dashboard does not offer an option to rename your manual cohort -groups. - -It is possible to change the value for the ``auto_cohort_groups`` policy key on -the **Advanced Settings** page in Studio. However, changing the names in the -listed name:value pairs **does not** result in any renamed auto cohort groups. -Instead, changing the value for the ``auto_cohort_groups`` policy key has these -results. - -* The system uses the new value that you saved for the ``auto_cohort_groups`` - policy key to create one or more additional auto cohort groups. - -* The system begins to assign students who do not have a cohort group - assignment to the newly defined cohort group or groups. Students also - continue to be assigned to any auto cohort groups that were not affected by - your changes. - - The system uniformly distributes students among all of the auto cohort groups - that exist when an assignment is needed. The size of each group is not - considered. - -* The original cohort group or groups remain in the system. Any students who - were assigned to the original groups remain assigned to them. - - For the results of assigning any students who remain in the original cohort - groups to other groups, see :ref:`Changing Student Cohort Group Assignments`. - -* The system converts the original auto cohort groups, which are no longer - listed as values for ``auto_cohort_groups``, into manual cohort groups. The - system no longer assigns students to those groups automatically. These cohort - groups are listed as manual cohort groups on the **Membership** page of the - Instructor Dashboard. - -.. _Deleting a Cohort Group: - -========================== -Delete a Cohort Group -========================== - -Deletion of cohort groups is not supported. The **Membership** page of -the Instructor Dashboard does not offer an option to delete your manual cohort -groups. - -It is possible to change the value for the ``auto_cohort_groups`` policy key on -the **Advanced Settings** page in Studio. However, removing any of the listed -name:value pairs **does not** result in the deletion of any cohort groups. -Instead, changing the value for the ``auto_cohort_groups`` policy key has these -results. - -* The cohort groups that you removed from the policy key remain in the system. - -* Any students who were assigned to those groups remain assigned to them. - - For the results of assigning any students to other groups, see :ref:`Changing - Student Cohort Group Assignments`. - -* The system no longer assigns students to the groups automatically. - -* The groups are listed as manual cohort groups on the **Membership** page of - the Instructor Dashboard, and you can continue to assign students to them - manually. - -.. _Disable the Cohort Feature: - -============================== -Disable the Cohort Feature -============================== - -You can disable the cohort feature for your course. Follow the instructions for -:ref:`enabling the cohort feature`, but set ``"cohorted": -false``. All discussion posts immediately become visible to all students. - -If you do reenable the cohort feature by setting ``"cohorted": true``, all -previous student cohort assignments are reenabled, and all visibility settings -for posts are reapplied. However, any posts created while the cohort feature -was disabled will remain visible to all users. diff --git a/docs/en_us/course_authors/source/cohorts/cohorts_discussions.rst b/docs/en_us/course_authors/source/cohorts/cohorts_discussions.rst deleted file mode 100644 index 2a829c2fcf..0000000000 --- a/docs/en_us/course_authors/source/cohorts/cohorts_discussions.rst +++ /dev/null @@ -1,191 +0,0 @@ -.. _Moderating Discussions for Cohorts: - -########################################################## -Managing Discussions in a Course with Student Cohorts -########################################################## - -In a course that has the cohort feature enabled, every post has an indicator of -who can read it: either everyone, or only the members of a single cohort group. -For students, this is the only noticeable difference between discussions in -courses that include cohorts when compared to courses that don't. You can share -the examples in the :ref:`Read the Cohort Indicator in Posts` section with your -students, along with the :ref:`Discussions for Students and Staff` section of -this guide. - -Staff members who have the discussion admin, discussion moderator, or community -TA role see the same indicator of who can read each post. Unlike the students, -however, the discussion staff members can read and contribute to every post, -regardless of the cohort group assignment of the student who posted it. - -.. note:: Students who have the Community TA role can read and - contribute to all posts. - -In courses that enable the cohort feature, members of the discussion staff can -also: - -* Choose who will be able to see the posts that they add to divided topics. See - :ref:`Choosing the Visibility of a Post`. - -* Filter the posts that are listed on the **Discussion** page by cohort group. - See :ref:`Viewing the Posts of a Cohort Group`. - -All of the other options and features described in the :ref:`Discussions` -section continue to be available to the discussion staff. - -.. _Finding Out Who Can See a Post: - -******************************** -Identifying Who Can Read a Post -******************************** - -In a course that includes cohorts, all posts include a cohort indicator above -the title. This indicator appears after any student or staff member adds a -post. Other than naming the cohort groups carefully when you add them, no -configuration is necessary to include this identifier. - -Optionally, you can name your discussion topics to show students who will be -able to view their posts. See :ref:`Apply Naming Conventions to Discussion -Topics`. - -.. _Read the Cohort Indicator in Posts: - -================================== -Read the Cohort Indicator in Posts -================================== - -Every post includes a sentence that identifies whether everyone can see and -contribute to it, or only the members of a cohort in the course. Examples -follow. - -.. image:: ../Images/post_visible_all.png - :alt: A discussion topic post with "This post is visible to everyone" above - the title - -.. image:: ../Images/post_visible_cohort.png - :alt: A discussion topic post with "This post is visible to" and a cohort name - above the title - -You see this identifier after you add your post. All of the responses and -comments that other contributors add to a post are visible to the same group of -people as the post itself. - -.. _Apply Naming Conventions to Discussion Topics: - -========================================================= -Apply Naming Conventions to Discussion Topics -========================================================= - -Optionally, course team members can give students the audience context of their -posts before they add them. Indicating who will be able to read posts in the -names of the topics themselves can be useful when a cohort is particularly -sensitive about the privacy of their conversations. - -For example, you add "(everyone)" to the names of the unified course-wide -discussion topics in your course. - -.. image:: ../Images/discussion_category_names.png - :alt: The names you supply for course-wide topics in Studio appear on the - dropdown list of discussion topics in the live course - -When students visit the **Discussion** page and use dropdown lists to select a -course-wide topic, the topic names indicate who can see the posts, responses, -and comments. - -(In the illustration above, every topic name includes either "(everyone)" or -"(private)". You may only find it necessary to explicitly identify topics that -have a unified audience for all posts.) - -For more information about adding and configuring course-wide discussion -topics, see :ref:`Organizing_discussions` or :ref:`Identifying Private -CourseWide Discussion Topics`. - -If desired, you could also apply a naming convention to the content-specific -discussion topics that you add as Discussion components in Studio. For example, -you could include an identifier like "(private)" or "(small group)" in the -**Subcategory** name of every Discussion component that you add. - -.. image:: ../Images/discussion_topic_names.png - :alt: The Subcategory name that you supply for a Discussion component in - Studio appears on the dropdown lists of discussion topics in the live - course - -.. _Choosing the Visibility of a Post: - -*************************************** -Choosing the Visibility of a Post -*************************************** - -If you have the discussion admin, discussion moderator, or community TA role, -you can make posts to divided discussion topics visible to everyone who is -enrolled in the course or to the members of a selected cohort group only. When -you :ref:`add a post`, the **Visible to** dropdown list appears -above the **Title** field. - -This example shows a new post being added to a content-specific -discussion topic. - -.. image:: ../Images/visible_to_contentspecific.png - :alt: The fields and controls that appear when a staff member clicks - New Post for a content-specific topic - -As a discussion staff member, you can choose the visibility of your posts in -topics that are divided by cohort. This means that you can add a single post -with information that you want everyone to see, rather than having to write a -separate post for each cohort group. It also means that it is possible for you -to unintentionally share information with a different audience than you -intended. - -.. note:: Students do not choose the visibility of their posts. The - visibility of student posts is determined by the configuration of the topic - they post in. See :ref:`Options for Discussion Topics`. - -Posts that discussion staff members add to unified discussion topics are always -visible to all students, regardless of cohort assignment. - -.. _Considerations When Editing Posts: - -=================================== -Considerations When Editing Posts -=================================== - -It may be helpful to keep these additional considerations in mind when you edit -posts in a course that includes cohorts. - -* You cannot change the visibility of a post after it has been added. If you - notice that a post contains information that is not appropriate for the - cohort who can read it, edit the content of the post or delete the post. - -* If you change the topic that a post appears in, the visibility of the post - and its responses and comments **does not change**. This ensures that - students who are following the post, or who have contributed responses or - comments to it, will still be able to read it. - -* All of the responses and comments that are contributed to a post will be - visible to the same group of people as the post itself. You cannot change the - visibility of individual responses or comments. - -.. _Viewing the Posts of a Cohort Group: - -************************************ -Viewing the Posts of a Cohort Group -************************************ - -When a course includes student cohorts, you can view posts and monitor -discussion activity for one cohort group at a time. You can also view all -posts. - -Above the list of posts on the **Discussion** page, the **in all cohorts** -filter is selected by default. You see every post when you make this selection, -as shown in the illustration on the left. To limit the list so that you can -view the same set of posts as the members of a cohort group, select the name -of that group as shown on the right. - -.. image:: ../Images/viewing_all_or_cohort.png - :alt: The list of posts on the Discussion page, first showing all posts then - showing only posts that members of the Univeristy Alumni cohort group can see - -Note that both of these lists include posts that are visible to -everyone. When you filter the list by cohort group, you see the same, complete -set of posts that the members of the cohort see. - -For other options that you can use to view posts, see :ref:`Find Posts`. diff --git a/docs/en_us/course_authors/source/cohorts/cohorts_overview.rst b/docs/en_us/course_authors/source/cohorts/cohorts_overview.rst deleted file mode 100644 index a2405169ae..0000000000 --- a/docs/en_us/course_authors/source/cohorts/cohorts_overview.rst +++ /dev/null @@ -1,262 +0,0 @@ -.. _Cohorts Overview: - -########################################## -Using Cohorts to Build Course Communities -########################################## - -Cohorts create smaller communities of students within a course. Students who -are in a cohort can communicate and share experiences privately within course -discussion topics. - -When you enable the cohort feature for your course, the discussion topics that -you include in units by adding discussion components are divided by cohort. -This means that each post that a student makes to those content-specific topics -can only be read, and responded to, by members of the same cohort. However, any -course-wide discussion topics that you set up for your course remain unified. -This means that all posts can be read, and responded to, by every student. You -can change some, or all, of your course-wide topics to be divided by cohort. -See :ref:`Options for Discussion Topics`. - -This section also describes your options for :ref:`assigning students to cohort -groups`. When you enable the cohort -feature, you define a set of cohort groups to reflect communities of students, -and select a strategy for assigning students to those groups. Note that: - -* Every student must be assigned to a cohort group. This assures that every - student has the ability to read and contribute to all of the course - discussion topics. - -* Each student is in one and only one cohort group. - -To provide a consistent experience throughout the course run, each student's -assignment to a cohort group should remain unchanged after the course begins. - -For more information, see: - -* :ref:`Enabling and Configuring Cohorts` - -* :ref:`Moderating Discussions for Cohorts` - -For information about discussions, see :ref:`Discussions`. - -.. _Options for Discussion Topics: - -********************************* -Options for Discussion Topics -********************************* - -By enabling the cohort feature in a course, you provide students with the -ability to ask questions of, and have conversations with, other members of -their cohort. By offering cohort-only discussion oppotunities, the cohort -feature can help students develop a sense of community, provide specialized -experiences, and encourage deeper, more meaningful course involvement. - -Enabling the cohort feature has different effects on the course-wide discussion -topics and the content-specific discussion topics in the course. - -=================================================== -Course-Wide Discussion Topics Are Configurable -=================================================== - -To create course-wide discussion topics, you add them on the **Advanced -Settings** page in Studio. By default, each of these topics is unified. All of -the students in the course can post, read, respond, and comment in course-wide -discussion topics without regard to their cohort group assignments. After you -add a course-wide topic, you can configure it so that it is divided by cohort -instead. - -For example, in addition to the General topic, which is supplied by default, -you create these additional course-wide topics: Course Q&A, Announcements, and -Brainstorming. You want all students to be able to read and contribute to all -of the posts in the General and Course Q&A topics. However, you want the -Announcements and Brainstorming topics to be divided, so that students will -only be able to read and respond to contributions by the members of their own -cohorts. You complete the additional configuration step for the Announcements -and Brainstorming topics only. - -For information about course-wide discussion topics, see -:ref:`Organizing_discussions`. For information about configuring these topics, -see :ref:`Configure CourseWide Discussion Topics as Private`. - -=================================================== -All Content-Specific Discussion Topics Are Divided -=================================================== - -Each of the content-specific discussion topics is divided by cohort. A student -who is assigned to one cohort group cannot read or add to the posts, responses, -or comments contributed by the members of another cohort group. - -To create content-specific discussion topics in a course, you add units that -include discussion components. In a course with the cohort feature enabled, you -do not have the option to change these topics to be unified for all students. - -For more information about content-specific discussion topics, -see :ref:`Organizing_discussions`. - -.. _Options for Assigning Students to Cohorts: - -*********************************************** -Options for Assigning Students to Cohort Groups -*********************************************** - -You can configure the cohort feature so that students are assigned to cohort -groups automatically or manually. You can also use a combination of both -assignment methods. Typically, your purpose in including the cohort feature in -your course determines which assignment option you will use for your course. - -* :ref:`All Automated Assignment` - -* :ref:`All Manual Assignment` - -* :ref:`Hybrid Assignment` - -* :ref:`Default Cohort Group` - -.. _All Automated Assignment: - -============================================================= -Making MOOC Discussions Manageable: Automated Assignment -============================================================= - -In very large courses, the number of posts made to course discussion topics can -make for a daunting amount of daily reading. In such courses, dividing the -enrollees into separate cohorts makes the volume of posts, responses, and -comments by the members of each one more manageable, and is more likely to -foster community feeling. - -To implement this assignment strategy, you enable the cohort feature and create -a set of "auto" cohort groups. The first time a student views the course -**Discussion** page or any of the content-specific discussion topics, he or she -is randomly assigned to a cohort group. Together, all of the students assigned -to a group are a cohort. - -These guidelines, which are based on the experiences of MOOC teams that have -used the cohort feature in this way, are suggested to help you determine how -many auto cohort groups to define for your course. - -* Each cohort should be large enough to inspire lively participation and - diverse points of view, but small enough to allow a sense of community to - develop. Cohorts formed by random assignment tend to be successful if they - include between 200 and 500 members. - -* For every 10,000 students who enroll, approximately 200 to 400 students - remain active in the discussions throughout the course run. - -* Divide the estimated total enrollment of the course run by 10,000. - -* Use the result as the number of auto cohort groups to create. - -For example, two days before it starts, a course has an enrollment of 80,000 -students. To create small communities within the discussions, the course team -enables the cohort feature and creates eight auto cohort groups. As they visit -the **Discussion** page and view the discussion components in the course -content, students are assigned to one of the cohorts. In divided discussion -topics, students read and respond to contributions made by other members of the -same cohort only. - -For more information, see :ref:`Implementing the Automated Assignment -Strategy`. - -.. _All Manual Assignment: - -========================================================== -Grouping by Common Characteristic: Manual Assignment -========================================================== - -In SPOCs and other courses with small- to medium-sized enrollments, known -existing commonalities can be used to identify cohorts. An example is a course -that enrolls students from different companies or with different educational -backgrounds, or members of alumni or parent groups. When students are assigned -to cohorts on the basis of a characteristic that they share, they can privately -discuss applications for what they are learning and explore resources and ideas -that are of particular interest. - -To implement this assignment strategy, you identify the "real-world" cohorts -that your students belong to already. You enable the cohort feature and create -a "manual" cohort group to represent each of those cohorts. You then assign -each student to one of the manual cohort groups. Every student who enrolls, -including those who enroll after the course starts, must be assigned to a -cohort group. - -.. note:: To ensure that every student is assigned to a cohort group, you can - set up a single auto cohort group, as described for the :ref:`hybrid - assignment strategy`. If you do not create an auto cohort - group, the system automatically creates a :ref:`default cohort group` and assignes students to it if necessary. - -For more information, see :ref:`Implementing the Manual Assignment Strategy`. - -.. _Hybrid Assignment: - -============================================================= -Accomodating Small Groups Within a Course: Hybrid Assignment -============================================================= - -For some courses, the manual assignment strategy isn't feasible to execute, and -the automated assignment strategy doesn't accommodate the existing cohorts that -exist in the student body. The enrollment may be too large to complete manual -assignments effectively, or only some of the students may have strong defining -characteristics among an otherwise diverse student body. For these courses, you -can use a hybrid of the two strategies to implement the cohort feature. - -An example is a course that enrolls members of an alumni association. The -alumni want an opportunity for private interactions, so manual assignment of -those students to a cohort group makes sense. For other students in the class, -manual assignment isn't needed: you create one or more auto cohort groups for -those students. - -Before you implement the hybrid strategy, you identify the characteristics that -define existing cohorts in the student body. You also decide whether you want -the rest of the students in the course to be divided into their own, -similarly-sized cohort groups, or if you want them all to be in just one other -group. - -After you enable the cohort feature, you create a manual cohort group for each -cohort that you identified. You manually assign students who belong to those -cohorts to the corresponding groups. You also set up auto cohort groups for -the other students in the course, or rely on the default cohort group. The -students who are not assigned to a manual cohort group are automatically -assigned to one of the auto cohort groups, or to the default cohort group if -you choose to use it, when they view the **Discussion** page or a discussion -topic in the course content. (For best results when you use this strategy, you -complete all manual assignments before the course starts and students begin -viewing discussion topics.) - -For more information, see :ref:`Implementing the Automated Assignment -Strategy` and :ref:`Implementing the Manual Assignment Strategy`. - -.. _Default Cohort Group: - -================================================================== -Assuring That All Students Are Assigned: The Default Cohort Group -================================================================== - -In a course that has the cohort feature enabled, all students must be assigned -to a cohort group. To assure that all students are assigned, the system -automatically creates a default cohort group and assigns students to it if -necessary. Creation of the default cohort group only occurs if you do not -define any auto cohort groups for your course. Any student who is not assigned -to a manual cohort group is assigned to the default cohort group automatically -when they visit the **Discussion** page or a discussion topic in the course -content. - -Students who are assigned to the default cohort group see a cohort name of -"Default Group" in discussion posts. - -.. image:: ../Images/post_visible_default.png - :alt: A discussion topic post with "This post is visible to Default Group" - above the title - -If you want students to see a different cohort name when your course starts, -you can add an auto cohort group with the name that you prefer. See -:ref:`Define Auto Cohort Groups`. (Adding an auto cohort group to your course -for this purpose is not recommended after your course starts.) - -You can check the :ref:`student profile information report` for your course to see if any students are assigned to the -default cohort group in your course, and change their group assignments. Note, -however, that in divided discussion topics students can only see posts by -members of their currently assigned cohort group: when a student is reassigned, -posts "disappear". As a result, any group assignment changes should be done as -early in the course run as possible so that students see discussion posts and -contributions that remain consistent over time. diff --git a/docs/en_us/course_authors/source/cohorts/index.rst b/docs/en_us/course_authors/source/cohorts/index.rst deleted file mode 100644 index a9288acff1..0000000000 --- a/docs/en_us/course_authors/source/cohorts/index.rst +++ /dev/null @@ -1,12 +0,0 @@ -.. _Including Student Cohorts: - -############################# -Including Student Cohorts -############################# - -.. toctree:: - :maxdepth: 2 - - cohorts_overview - cohort_config - cohorts_discussions \ No newline at end of file diff --git a/docs/en_us/course_authors/source/conf.py b/docs/en_us/course_authors/source/conf.py deleted file mode 100644 index 2c86781b5d..0000000000 --- a/docs/en_us/course_authors/source/conf.py +++ /dev/null @@ -1,46 +0,0 @@ -# -*- coding: utf-8 -*- -# - -import sys, os - -# on_rtd is whether we are on readthedocs.org, this line of code grabbed from docs.readthedocs.org -on_rtd = os.environ.get('READTHEDOCS', None) == 'True' - -if not on_rtd: # only import and set the theme if we're building docs locally - import sphinx_rtd_theme - html_theme = 'sphinx_rtd_theme' - html_theme_path = [sphinx_rtd_theme.get_html_theme_path()] - - - - - - - - -sys.path.append(os.path.abspath('../../../')) -sys.path.append(os.path.abspath('../../')) - -#from docs.shared.conf import * - -sys.path.insert(0, os.path.abspath('.')) - -master_doc = 'index' - -# Add any paths that contain templates here, relative to this directory. -#templates_path.append('source/_templates') - -# Add any paths that contain custom static files (such as style sheets) here, -# relative to this directory. They are copied after the builtin static files, -# so a file named "default.css" will overwrite the builtin "default.css". -#html_static_path.append('source/_static') - - -# General information about the project. -project = u'Building and Running an edX Course' -copyright = u'2014, edX' - -# The short X.Y version. -version = '' -# The full version, including alpha/beta/rc tags. -release = '' diff --git a/docs/en_us/course_authors/source/content_experiments/content_experiments_add.rst b/docs/en_us/course_authors/source/content_experiments/content_experiments_add.rst deleted file mode 100644 index 6e7edf4f11..0000000000 --- a/docs/en_us/course_authors/source/content_experiments/content_experiments_add.rst +++ /dev/null @@ -1,239 +0,0 @@ -.. _Add Content Experiments to Your Course: - -######################################### -Add Content Experiments to Your Course -######################################### - -After you :ref:`enable content experiments ` and -:ref:`set up group configurations in Studio ` or :ref:`in XML `, you -can add content experiments to your course. See: - -* :ref:`Add a Content Experiment in Studio` -* :ref:`Add a Content Experiment in XML` - -.. _Add a Content Experiment in Studio: - -******************************************** -Add a Content Experiment in Studio -******************************************** - -You can add a content experiment in a unit or container page. In Studio, you -create and view content for all groups in the content experiment in a container -page for the experiment, as shown in `Create Content for Groups in the Content -Experiment`_. - -When a student views the unit with the content experiment, she has no -indication there is a content experiment in the unit, and the content -experiment display name is not shown. She sees only the content that you -configure for the group she is assigned to. To the student, the unit with the -content experiment is no different than any other unit. - -To configure a content experiment in Studio, you: - -#. `Create the content experiment`_. -#. `Create content for groups in the content experiment`_. - -After you configure a content experiment, you can `change the -group configuration `_. - -=============================== -Create the Content Experiment -=============================== - -#. In the unit page, under **Add New Component**, click **Advanced**. - -#. Select **Content Experiment**. - - A new content experiment is added to the unit: - - .. image:: ../Images/content_experiment_block.png - :width: 800 - :alt: The content experiment component in a unit page - - You can work with the content experiment as you can any other component. - See :ref:`Developing Course Components` for more information. - -#. Click either **Select a Group Configuration** or **Edit** to open the content - experiment component. - - .. image:: ../Images/content_experiment_editor.png - :alt: The content experiment editor - -#. Next to **Group Configuration**, select a group configuration. - -#. In the **Display Name** field, enter the name that the component will use in Studio. The - display name is only used in Studio; students do not see this value. - -#. Click **Save**. - -The content experiment is displayed as a component that contains other -components. See :ref:`Components that Contain Other Components` for more -information. - -.. note:: You cannot duplicate a content experiment. - -You can now create content for the groups in the experiment. - -===================================================== -Create Content for Groups in the Content Experiment -===================================================== - -After you select a group configuration, in the content experiment component, -click **View**. - -The content experiment page that opens automatically includes a container for -each group that is defined in the group configuration you selected. For -example, if you select a group configuration that defines Group A and Group B, -you see the following page: - -.. image:: ../Images/content_experiment_container.png - :alt: The content experiment page with two groups - -You add content for both groups as needed, just as you would add content to any -container page. See :ref:`Components that Contain Other Components` for more -information. - -For example, you can add an HTML component and a video to Group A: - -.. image:: ../Images/a_b_test_child_expanded.png - :alt: Image of an expanded A/B test component - -.. note:: - It is valid, and can be useful, to have no content for a group in the - experiment. For example, if one group has a video and another group has no - content, you can analyze the effect of the video on student performance. - - -======================================================== -Change the Group Configuration for a Content Experiment -======================================================== - -You can change the group configuration for a content experiment. When you -change the group configuration, you must add components to any new groups that you create. You -can use the components from the previous groups, as well as create new -components. - -.. warning:: - Changing the group configuration of a student-visible experiment will affect - the experiment data. - -To change the group configuration: - -#. Open the unit page of the unit that contains the content experiment. - -#. In the content experiment component, click **Edit**. - - .. image:: ../Images/content_experiment_editor_group2.png - :alt: The content experiment editor with a group configuration selected - -#. Select a different group configuration. - -#. Click **Save**. - -#. You must now add components to the new groups in the experiment. Click - **View** to open the content experiment. - - You see that groups for the new configuration are empty, and any components - that you had added to groups in the previous configuration are now moved to - a section called **Inactive Groups**. - - .. image:: ../Images/inactive_groups.png - :alt: Components in inactive groups - -#. Drag and drop components from the **Inactive Groups** section into the new - groups. You can also create new components in the new groups. - - -.. _Add a Content Experiment in XML: - -**************************************** -Add a Content Experiment in XML -**************************************** - -If you are developing your course in XML, you work with multiple XML files to -configure a content experiment. This section steps through the files involved -in a content experiment that shows different content to two different groups of -students. - -For more information about working with your course's XML files, including -information about terminology, see the `edX XML Tutorial -`_. - -===================================================== -Define the Content Experiment in the Sequential File -===================================================== - -You reference a content experiment in the file for the subsection in the -``sequential`` directory. For example: - -.. code-block:: xml - - ... - - - - ..... - -The ```` element's ``url_name`` value references the name of the -A/B test file in the ``split_test`` directory. - - -.. _Define the Experiment Content in the Split Test File: - -===================================================== -Define the Experiment Content in the Split Test File -===================================================== - -After you define the content experiment in the sequential file, you define the -course content you want to test in the file in the ``split_test`` directory. -This is the file referenced in the ```` element in the sequential -file, as shown above. - -In the content experiment file, you add elements for the experiment content. -For this example, you add two ```` elements to compare the two -different sets of content. - -.. code-block:: xml - - - - Welcome to group A. - - - Welcome to group B. - -

A checkboxes problem presents checkbox buttons for student input. - Students can select more than one option presented.

- - - correct - incorrect - correct - - - - - - - -In this example: - -* The ``user_partition_id`` value references the ID of the experiment defined - in the ``policy.json`` file. - -* The ``group_id_to_child`` value references the IDs of the groups defined in - the ``policy.json`` file and maps the group IDs to specific content. - - For example, the value for group ``0``, ``i4x://path-to- - course/vertical/group_a``, maps to the ```` element with the - ``url_name`` equal to ``group_a``. Therefore, students in group 0 see the - content in that vertical. - -For information about the ``policy.json`` file, see :ref:`Set up Group -Configurations in an XML Course`. \ No newline at end of file diff --git a/docs/en_us/course_authors/source/content_experiments/content_experiments_configure.rst b/docs/en_us/course_authors/source/content_experiments/content_experiments_configure.rst deleted file mode 100644 index 7f58cdd297..0000000000 --- a/docs/en_us/course_authors/source/content_experiments/content_experiments_configure.rst +++ /dev/null @@ -1,408 +0,0 @@ -.. _Configure Your Course for Content Experiments: - -##################################################### -Configure Your Course for Content Experiments -##################################################### - -This chapter describes how to configure your course so that you can use content -experiments. See: - -* :ref:`Enable Content Experiments` -* :ref:`Overview of Group Configurations` -* :ref:`Set up Group Configurations in edX Studio` -* :ref:`Guidelines for Modifying Group Configurations` -* :ref:`Set up Group Configurations in an XML Course` - -.. _Enable Content Experiments: - -**************************************** -Enable Content Experiments -**************************************** - -To enable content experiments in your course, you add ``split_test`` to the -**Advanced Modules List** in Advanced Settings. - -.. note:: - ``split_test`` is the internal edX Platform name for a content experiment. - -#. From the **Settings** menu, select **Advanced Settings**. - -#. On the **Advanced Settings** page, locate **Advanced Modules List**. - -#. In the **Advanced Modules List** field, add ``"split_test"``. Be sure that - you include the double quotation marks. - - If you have multiple values, ensure that they are separated by commas - (``,``). - - For example, the text in the **Advanced Modules List** field may resemble - the following: - - .. code-block:: json - - [ - "lti", - "word_cloud", - "split_test" - ] - -#. At the bottom of the page, click **Save Changes**. - -.. _Overview of Group Configurations: - -**************************************** -Overview of Group Configurations -**************************************** - -Before you can create content experiments, you must specify at least one group -configuration for your course. - -A group configuration defines how many groups of students are in an experiment. -You can have any number of group configurations in your course. When you create -a content experiment, you select the group configuration to use. - -For example, you may want to do two different experiments at different times -during your course. In one content experiment, students either see a video or -complete a reading assignment. You can then include problems so that you can -see which group learned the material more completely. For this content -experiment, you need a group configuration that assigns your students to two -groups. - -In the other content experiment, you can present the same question using four -different types of problem. For this content experiment, you need a -group configuration that assigns your students to four groups. - -============================= -Assigning Students to Groups -============================= - -The edX Platform assigns students to each group in a group configuration. - -Group assignments are: - -* Dynamic - - The edX Platform assigns a student to a group the first time he or she views - a content experiment that uses the group configuration. - -* Random - - You cannot control which students are assigned to which group. - -* Evenly distributed - - The edX Platform keeps track of the size of groups and assigns new students - to groups evenly. For example, when there are two groups in a configuration, - each group will include 50% of the students in the course; when you have four - groups, each group will include 25%. - -* Permanent - - Students remain in their assigned groups regardless of how many content - experiments you set up that use the same group configuration. - -.. _Set up Group Configurations in edX Studio: - -************************************************ -Set up Group Configurations in edX Studio -************************************************ - -.. note:: - You must :ref:`enable content experiments` before - you can set up group configurations. - -To set up group configurations, on the **Settings** menu, select **Group -Configurations**. The **Group Configurations** page opens: - -.. image:: ../Images/group_configurations.png - :width: 800 - :alt: The Group Configurations page - -From this page you can :ref:`create`, -:ref:`edit`, and :ref:`delete` group configurations. You can also :ref:`view experiments that -use a group configuration`. - -.. _Create a Group Configuration: - -============================= -Create a Group Configuration -============================= - -You can create a group configuration at any time. - -#. On the **Group Configurations** page, click **Add Your First Group - Configuration**. The following page opens: - - .. image:: ../Images/create-group-config.png - :width: 800 - :alt: Create a New Group Configuration page - -2. Enter a name in the **Group Configuration Name** field. Use a meaningful - name, as you select from group configuration names when creating content - experiments. Students will not see the name. - -#. Optionally, enter a description for the new group configuration. -#. By default, a new configuration already contains two groups. Modify the - names of those groups or add new groups as needed: - - * Modify the group names as needed. You see group names in the unit page in - Studio; students do not see group names. - * Click **Add another group** to include another group as part of the - configuration. - * Click the **X** to the right of an existing group to remove it from the - configuration. A group configuration must have at least one group. - -5. Click **Create** to save the new group configuration. - -The group configuration is then listed in the page. You can see the number of -groups that the configuration contains, as well as whether the configuration is -in use in the course: - -.. image:: ../Images/group_configurations_one_listed.png - :width: 800 - :alt: The Group Configurations page with one group configuration - -.. _Edit a Group Configuration: - -============================= -Edit a Group Configuration -============================= - -.. important:: - You can change the name of a group configuration at any time. However, before - you modify any other characteristics of a group that is inside a group - configuration that is currently used in a running course, review `Guidelines - for Modifying Group Configurations`_. - -#. On the **Group Configurations** page, hover over the group configuration and - click **Edit**. - - .. image:: ../Images/group_configurations_edit.png - :alt: The Group Configurations page with Edit button - - The following page opens: - - .. image:: ../Images/save-group-config.png - :alt: Edit a Group Configuration page - -#. Modify the name and description as needed. - -#. Modify groups in the configuration as needed. See `Create a Group - Configuration`_ for details. - -#. Click **Save** to save your changes. - -.. _Delete a Group Configuration: - -============================= -Delete a Group Configuration -============================= - -.. note:: - You can only delete a group configuration that is not currently used in a - content experiment. You cannot delete a group configuration that is used in a - content experiment. - -#. On the **Group Configurations** page, hover over the group configuration and - click the Delete icon. - - .. image:: ../Images/group-configuration-delete.png - :alt: Edit a Group Configuration page - -2. When prompted to confirm the deletion, click **Delete**. - -.. _View Experiments that Use a Group Configuration: - -=============================================== -View Experiments that Use a Group Configuration -=============================================== - -When working with group configurations, you can view the experiments that use -each configuration. - -On the **Group Configurations** page, click the name of a group to expand the -group and see its details. You see links to experiments that use the group -configuration: - -.. image:: ../Images/group_configurations_experiments.png - :alt: A group configuration with the experiments using it circled - -Click a link to go to the unit page that contains the experiment. - -=============================================== -View a Group Configuration from an Experiment -=============================================== - -When working with a content experiment, you can view details about the group -configuration used by that experiment. - -On the unit page for a unit that contains a content experiment, click the name -of the group configuration. - -.. image:: ../Images/content_experiment_group_config_link.png - :alt: Content experiment in the unit page with the group configuration link - circled - -Or at the top of the content experiment page, click the name of the group -configuration. - -.. image:: ../Images/content_experiment_page_group_config_link.png - :alt: Content experiment page with the group configuration link circled - -In both cases, the group configuration opens: - -.. image:: ../Images/group_configurations_experiments.png - :alt: A Group Configuration with the experiments using it circled - -You can use the link in the group configuration to return to the unit that -contains the content experiment. - - -.. _Guidelines for Modifying Group Configurations: - -********************************************* -Guidelines for Modifying Group Configurations -********************************************* - -Review these guidelines if you must modify a group configuration after a course -starts. These guidelines apply for courses built in Studio or XML. - - -================================== -Modifying a Group Configuration -================================== - -After the course starts, **do not**: - -* Delete group configurations. - -* Change the ``id`` value of a group configuration. - - -================= -Modifying Groups -================= - -After the course starts, **do not** change the ``id`` value of a group. - -You can change group names at any time. - -========================================================== -Removing Groups from Group Configurations -========================================================== - -After a course has started, you may find that students in a specific group are -having difficulties or a poor experience. In this situation, you can remove the -group from the group configuration. Content that was specified for that -group is then no longer visible to students. - -Students in the removed group are reassigned evenly to one of the other groups -in the group configuration. Any problems that these students completed in the -removed group content do not count toward the students' grades. The students -must begin the problem set again and complete all the problems in the group -content to which they've been reassigned. - -Removing a group affects the course event data. Ensure that researchers -evaluating your course results are aware of the group you removed and the -date you removed it. - -.. _Set up Group Configurations in an XML Course: - -************************************************ -Set up Group Configurations in an XML Course -************************************************ - -If you are developing your course in XML, you define group configurations in -the ``policy.json`` file in the ``policies`` directory. - -See :ref:`Add a Content Experiment in XML` for more information on how the XML -for the content experiment uses these settings. - -To specify group configurations, you modify the value for the -``user_partitions`` policy key. - -.. note:: - ``user_partitions`` is the internal edX Platform name for group - configurations. - -The value for ``user_partitions`` is a JSON collection of group configurations, -each of which defines the groups of students. - -.. note:: - Use names for group configurations that are meaningful. You select from the - list of group configuration names when you add a content experiment. - -See the following examples for more information. - -============================================= -Example: One Group Configuration -============================================= - -The following is an example JSON object that defines an group configuration -with two student segments. - -.. code-block:: json - - "user_partitions": [{"id": 0, - "name": "Name of the group configuration", - "description": "Description of the group configuration.", - "version": 1, - "groups": [{"id": 0, - "name": "Group 1", - "version": 1}, - {"id": 1, - "name": "Group 2", - "version": 1}] - } - ] - -In this example: - -* The ``"id": 0`` identifies the group configuration. For XML courses, the - value is referenced in the ``user_partition`` attribute of the - ```` element in the content experiment file. -* The ``groups`` array identifies the groups to which students are randomly - assigned. For XML courses, each group ``id`` value is referenced in the - ``group_id_to_child`` attribute of the ```` element. - -========================================================== -Example: Multiple Group Configurations -========================================================== - -The following is an example JSON object that defines two group configurations. -The first group configuration divides students into two groups, and the second -divides students into three groups. - -.. code-block:: json - - "user_partitions": [{"id": 0, - "name": "Name of Group Configuration 1", - "description": "Description of Group Configuration 1.", - "version": 1, - "groups": [{"id": 0, - "name": "Group 1", - "version": 1}, - {"id": 1, - "name": "Group 2", - "version": 1}]} - {"id": 1, - "name": "Name of Group Configuration 2", - "description": "Description of Group Configuration 2.", - "version": 1, - "groups": [{"id": 0, - "name": "Group 1", - "version": 1}, - {"id": 1, - "name": "Group 2", - "version": 1} - {"id": 2, - "name": "Group 3", - "version": 1} - ]} - ] - -.. note:: - As this example shows, each group configuration is independent. Group IDs - and names must be unique within a group configuration, but not across all - group configurations in your course. \ No newline at end of file diff --git a/docs/en_us/course_authors/source/content_experiments/content_experiments_overview.rst b/docs/en_us/course_authors/source/content_experiments/content_experiments_overview.rst deleted file mode 100644 index bbf0685e4c..0000000000 --- a/docs/en_us/course_authors/source/content_experiments/content_experiments_overview.rst +++ /dev/null @@ -1,51 +0,0 @@ -.. _Overview of Content Experiments: - -################################# -Overview of Content Experiments -################################# - -You use content experiments to show different course content to different -groups of students. - -Also known as A/B or split tests, content experiments enable you to -research and compare the performance of students in different groups to gain -insight into the relative effectiveness of your course content. - -Information on analyzing events from content experiments is included in the -`edX Researcher Guide`_. - -.. _edX Researcher Guide: http://edx.readthedocs.org/projects/devdata/en/latest/internal_data_formats/tracking_logs.html#a-b-testing-events - -For more information, see: - -* :ref:`Configure Your Course for Content Experiments` -* :ref:`Add Content Experiments to Your Course` -* :ref:`Test Content Experiments` - -.. _Courses with Multiple Content Experiments: - -****************************************** -Courses with Multiple Content Experiments -****************************************** - -You can run multiple content experiments in your course. You can set up each -experiment to use the same groups of students, or you can set up each -experiment to be independent and use a different grouping. - -.. important:: - - If your course has multiple experiments, it is critical that you decide - up front if the experiments share the same groups of students or if each - experiment has its own unique grouping. If two experiments share the same - grouping, then any student that is in Group A for the first experiment will - also be in Group A for the second one. If you want the experiments to be - independent, then the experiments must use different groupings so that - students are randomly assigned for each experiment. - -To determine the available groupings of students, you :ref:`set up group -configurations in Studio ` or -:ref:`in XML `. - -You then select which grouping to use when you :ref:`add a content experiment -in Studio ` or :ref:`in XML `. \ No newline at end of file diff --git a/docs/en_us/course_authors/source/content_experiments/content_experiments_view.rst b/docs/en_us/course_authors/source/content_experiments/content_experiments_view.rst deleted file mode 100644 index e02951db46..0000000000 --- a/docs/en_us/course_authors/source/content_experiments/content_experiments_view.rst +++ /dev/null @@ -1,30 +0,0 @@ -.. _Test Content Experiments: - -########################################## -Test Content Experiments -########################################## - -You should test content experiments in your course before the course starts to -ensure that content is delivered to groups as you intended. - -When you view a unit that contains a content experiment in the LMS in the Staff -view, you select one of the groups from a drop-down list. The unit page then shows the -content for that group of students. - -For example, in the following page, Group 0 is selected, and the HTML component -and video that is part of Group 0 is displayed: - -.. image:: ../Images/a-b-test-lms-group-0.png - :alt: Image of a unit page with Group 0 selected - -You can change the group selection to view the problem that a different group of -students sees: - -.. image:: ../Images/a-b-test-lms-group-2.png - :alt: Image of a unit page with Group 1 selected - -.. note:: - The example course content in this chapter uses content experiment - terminology to make the functionality clear. Typically, you would not use - terminology in course content that would make students aware of the - experiment. \ No newline at end of file diff --git a/docs/en_us/course_authors/source/content_experiments/index.rst b/docs/en_us/course_authors/source/content_experiments/index.rst deleted file mode 100644 index 1f8d8fc35e..0000000000 --- a/docs/en_us/course_authors/source/content_experiments/index.rst +++ /dev/null @@ -1,14 +0,0 @@ -.. _Creating Content Experiments: - -############################# -Creating Content Experiments -############################# - - -.. toctree:: - :maxdepth: 2 - - content_experiments_overview - content_experiments_configure - content_experiments_add - content_experiments_view \ No newline at end of file diff --git a/docs/en_us/course_authors/source/creating_content/create_discussion.rst b/docs/en_us/course_authors/source/creating_content/create_discussion.rst deleted file mode 100644 index 8f6cdace03..0000000000 --- a/docs/en_us/course_authors/source/creating_content/create_discussion.rst +++ /dev/null @@ -1,105 +0,0 @@ -.. _Working with Discussion Components: - -################################### -Working with Discussion Components -################################### - -******************* -Overview -******************* - -You can add a Discussion component to a unit, to pose a question related to the -Unit and give students a chance to respond and interact. - -See the following topics: - -* :ref:`Create a Discussion Component` -* :ref:`A Students View of the Discussion` - - -Before you add a Discussion component, it is generally a good idea to add an -HTML component that introduces the topic to be discussed. The Discussion -component itself does not contain any text and may be easy for students to -overlook. - -Also see the following chapters: - -* :ref:`Discussions` -* :ref:`Guidance for Discussion Moderators` - -.. _Create a Discussion Component: - -***************************** -Create a Discussion Component -***************************** - -#. Under **Add New Component**, click **Discussion**. - -#. In the Discussion component that appears, click **Edit**. - - .. image:: ../Images/Disc_Create_Edit.png - :alt: Image of the discussion component with the Edit button circled - -#. When the Discussion component editor opens, follow the guidelines in the - editor to fill in the **Category**, the optional **Display Name**, and the - **Subcategory** fields. - - .. image:: ../Images/DiscussionComponentEditor.png - :alt: Image of the discussion component editor with a category of "Getting Graded" and a subcategory of "Answering More Than Once" - - The value in the **Display Name** field identifies the discussion in the - course content. The values in the **Category** and **Subcategory** fields - appear in the list of discussion topics on the **Discussion** page. To - uniquely identify the discussion in your course, each **Category** / - **Subcategory** pair that you supply must be unique. - - .. image:: ../Images/Discussion_category_subcategory.png - :alt: The list of discussions with the "Answering More Than Once" topic indented under "Getting Graded" - -#. Click **Save**. - -.. warning:: - You should always use these steps to create a discussion component. If you - create a discussion component by using the **Duplicate** button in Studio, - both discussion components will contain the same conversations, even if users - post in different discussions. - -Discussion *categories* are immediately visible on the **Discussion** tab for -your course when you create them, even if the unit that contains the Discussion -is not published. However, an individual Discussion component is not visible -until the unit is published and release dates for the section and subsection -have passed. See :ref:`Controlling Content Visibility` for more information. - -Additionally, you cannot see posts, responses, or comments in a Discussion -component when you are working in Studio. To see the discussion, go to the unit -that contains the Discussion component in Studio, and then click **Preview** or -**View Live** under **Unit Settings**. - -.. _A Students View of the Discussion: - -********************************** -A Student's View of the Discussion -********************************** - -For students, the display name for the Discussion component appears in the -course ribbon at the top of the page: - -.. image:: ../Images/DiscussionComponent_LMS_Ribbon.png - :alt: Image of a unit from a student's point of view with the component list - showing a discussion component - -The Discussion space appears under other components in the unit. It doesn't -have a label in the body of the unit. Instead, students see "Show discussion" -or "Hide discussion" on the left, and a blue **New Post** button on the right. - -In the following example, the Discussion component follows Video and HTML -components: - -.. image:: ../Images/DiscussionComponent_LMS.png - :alt: Image of a video component followed by a discussion component - -In the **Discussion** tab at the top of the page, students can find the -category and subcategory of the discussion in the left pane. - -.. image:: ../Images/Discussion_category_subcategory.png - :alt: Image of the Discussion page from a student's point of view diff --git a/docs/en_us/course_authors/source/creating_content/create_html_component.rst b/docs/en_us/course_authors/source/creating_content/create_html_component.rst deleted file mode 100644 index 9367e13ab1..0000000000 --- a/docs/en_us/course_authors/source/creating_content/create_html_component.rst +++ /dev/null @@ -1,477 +0,0 @@ -.. _Working with HTML Components: - - -############################# -Working with HTML Components -############################# - -*********************** -HTML Component Overview -*********************** - -HTML, or HyperText Markup Language, is the standard markup language used to -create web pages. Web browsers present HTML code in a more readable format. - -When students see text and images in your course, they are seeing HTML code -that is formatted and presented by their browsers. For more information about -HTML, see `Wikipedia `_. - -HTML components are the basic building blocks of your course content. You use -HTML components to add and format text, links, images, and more. You can choose -to create HTML components directly in HTML code, or using a Visual editor that -hides the HTML code details, as described below. - -For more information, see the following topics: - -* :ref:`Options for Editing HTML Components` -* :ref:`The Visual Editor` -* :ref:`The Raw HTML Editor` -* :ref:`HTML Component Templates` -* :ref:`Create an HTML Component` -* :ref:`Add a Link in an HTML Component` -* :ref:`Add an Image to an HTML Component` -* :ref:`Import LaTeX Code` - -.. note:: - Review :ref:`Developing Your Course Index` and :ref:`Best Practices for HTML - Markup` before you start working with HTML components. - -To add an instant hangout to an HTML component, see :ref:`Google Instant -Hangout`. - - -.. _Options for Editing HTML Components: - -******************************************** -Options for Editing HTML Components -******************************************** - -You can work with HTML in two ways: - -* :ref:`The Visual Editor` - - With the Visual editor you can create, edit, and format content in a word - processing-like interface, without using HTML code directly. With the Visual - editor, you can more easily format your content, and add links and images. The - Visual editor provides access to HTML code so you can make small changes to - formatting, if required. However, the HTML view in the Visual editor does not - provide the detailed control you can get with the Raw HTML editor, and does - not support custom formatting or scripts. - -* :ref:`The Raw HTML Editor` - - With the Raw HTML Editor, you work directly with HTML code. If you need to use - custom formatting or scripts in your content, you should use the Raw HTML - Editor. - - -Set the Editor for an HTML Component -************************************ - -You set the editor for an HTML component in the **Settings** tab: - -.. image:: ../Images/set_html_editor.png - :alt: The Editor selection drop-down list in the HTML Component Settings tab - -Select **Visual** or **Raw**. When you change the editor, you must click -**Save** and re-open the component to begin using the new editor. - -.. warning:: - If you work with content in the Raw HTML editor, then switch to the Visual - editor, you may lose custom HTML that you created. Therefore, it is recommended - that you start by using the Visual editor, then switch to the Raw HTML editor - when you need to create custom HTML. - -.. _The Visual Editor: - -***************************************** -The Visual Editor -***************************************** - -The Visual editor provides a “what you see is what you get” (WYSIWYG) interface -that allows you to format text by clicking the formatting buttons at the top of -the editor. - -.. image:: ../Images/HTMLEditor.png - :alt: Image of the HTML component editor - -The following image shows call-outs for the editing options and is followed by -descriptions. - -.. image:: ../Images/HTML_VisualView_Toolbar.png - :alt: Image of the HTML editor, with call-outs for formatting buttons - -#. Choose a formatting style for the selected paragraph, such as heading 1, - heading 2, or paragraph. -#. Choose a font family for selected text, such as Arial, Courier New, or Times - New Roman. -#. Format selected text in bold. -#. Format selected text in italics. -#. Underline selected text. -#. Apply a color to the selected text. -#. Format selected text as code. -#. Create a bulleted list. -#. Create a numbered list. -#. Decrease and increased the indentation of the selected paragraph. -#. Format the selected paragraph as a blockquote. -#. Create a link from the selected text. See :ref:`Add a Link in an HTML - Component`. -#. Delete the current link. -#. Insert an image at the cursor. See :ref:`Add an Image to an HTML Component`. -#. Work with HTML source code, described below. - - -.. _Work with HTML code: - - -Work with HTML code in the Visual editor -***************************************** - -To work with HTML source code for the content you create in the Visual editor, -click **HTML** in the editor toolbar. The HTML source code editor opens: - -.. image:: ../Images/HTML_source_code.png - :alt: Image of the HTML source code editor - -Edit the HTML code as needed. - -You should not add custom styles or scripts in the HTML code view in the -Visual editor. Use the Raw HTML editor instead. - -Click **OK** to close the source code editor and apply your changes in the -Visual editor. The Visual editor then attempts to ensure the underlying HTML -code is valid; for example, if you do not close a paragraph tag, the editor will -close it for you. - -.. warning:: - Clicking **OK** in the source code editor does not save your changes to the - HTML component. You return to the component editor, where your changes are - applied. You must then also click **Save** to save your changes and close the - component. If you click **Cancel**, the changes you made in the HTML source - code are lost. - -.. _The Raw HTML Editor: - -***************************** -The Raw HTML Editor -***************************** - -When you select the Raw editor for the HTML component, you edit your content in -a text editor: - -.. image:: ../Images/raw_html_editor.png - :alt: The Raw HTML editor - -You must enter valid HTML. The Raw HTML editor does not validate your HTML code. -Therefore you should thoroughly test the HTML content in your course. - - -.. _HTML Component Templates: - -***************************** -HTML Component Templates -***************************** - -When you create a new HTML component, you select from a list of templates: - -.. image:: ../Images/html_templates.png - :alt: The list of HTML Component templates - -The Raw HTML template is set to use the Raw HTML editor. All other templates use -the Visual editor. - -For any HTML component, you can change the editor, regardless of the template -used to create the component. See `Set the Editor for an HTML Component`_. - - - -.. _Create an HTML Component: - -***************************** -Create an HTML Component -***************************** - -To create an HTML component: - -1. Under **Add New Component**, click **html**. - - .. image:: ../Images/NewComponent_HTML.png - :alt: Image of adding a new HTML component - -2. Select the template. - - The rest of these instructions assume you selected - **Text**, which creates an empty component with the Visual editor selected. - - An empty component appears at the bottom of the unit. - - .. image:: ../Images/HTMLComponent_Edit.png - :alt: Image of an empty HTML component - -3. In the component, click **Edit**. - - The HTML component opens in the Visual editor. - - .. image:: ../Images/HTMLEditor_empty.png - :alt: Image of the HTML component editor - -4. Enter and format your content. You can :ref:`Work with HTML code` if needed. - -5. Enter a display name (the name that you want students to see). To do this, - click **Settings** in the upper-right corner of the component editor, and - then enter text in the **Display Name** field. - - To return to the text editor, click **Editor** in the upper-right corner. - -6. Click **Save** to save the HTML component. - -When using the Visual editor, you can also: - -* :ref:`Add a Link in an HTML Component` -* :ref:`Add an Image to an HTML Component` -* :ref:`Import LaTeX Code` - -.. _Add a Link in an HTML Component: - -*********************************** -Add a Link in an HTML Component -*********************************** - -When using the Visual editor, to add a link to a website, course unit, or file -in an HTML component, you work with the **Insert link** dialog box. - -.. image:: ../Images/HTML_Insert-EditLink_DBox.png - :alt: Image of the Insert link dialog box - -You can: - -* :ref:`Add a Link to a Website` -* :ref:`Add a Link to a Course Unit` -* :ref:`Add a Link to a File` - -.. _Add a Link to a Website: - -Add a Link to a Website -*********************************** - -To add a link to a website: - -#. Select the text that you want to make into the link. - -#. Click the link icon in the toolbar. - -#. In the **Insert link** dialog box, enter the URL of the website that you want - in the **URL** field. - - .. image:: ../Images/HTML_Insert-EditLink_Website.png - :alt: Image of the Insert link dialog box - -#. If you want the link to open in a new window, click the drop-down arrow next - to the **Target** field, and then select **New Window**. If not, you can - leave the default value. - -#. Click **OK**. - -#. Save the HTML component and test the link. - - -.. _Add a Link to a Course Unit: - - -Add a Link to a Course Unit -*********************************** - -You can add a link to a course unit in an HTML component. - -#. Obtain the unit identifier of the unit you're linking to. To do this, open - the unit page in Studio, and copy the unit ID from the **Unit Identifier** - field under **Unit Location** in the right pane. - - .. image:: ../Images/UnitIdentifier.png - :alt: Image of the unit page with the unit identifier circled - -#. Open the HTML component where you want to add the link. - -#. Select the text that you want to make into the link. - -#. Click the link icon in the toolbar. - -#. In the **Insert link** dialog box, enter the following in the **URL** field. - - ``/jump_to_id/`` - - Make sure to replace (including the brackets) with the unit - identifier that you copied in step 2, and make sure to include both forward slashes (/). - - .. image:: ../Images/HTML_Insert-EditLink_CourseUnit.png - :alt: Image of the Insert link dialog box with a link to a unit identifier - -#. If you want the link to open in a new window, click the drop-down arrow next - to the **Target** field, and then select **New Window**. If not, you can - leave the default value. - -#. Click **Insert**. - -#. Save the HTML component and test the link. - -.. _Add a Link to a File: - - -Add a Link to a File -*********************************** - -You can add a link in an HTML component to any file you've uploaded for the -course. For more information about uploading files, see :ref:`Add Files to a -Course`. - -#. On the **Files & Uploads** page, copy the **Embed URL** of the file. - - - .. image:: ../Images/HTML_Link_File.png - :alt: Image of Files and Uploads page with the URL field circled - - .. note:: - You must use the **Embed URL** to link to the file, not the **External URL**. - -2. Select the text that you want to make into the link. - -#. Click the link icon in the toolbar. - -#. In the **Insert link** dialog box, enter the following in the **URL** field. - - ``/static/FileName.type`` - - Make sure to include both forward slashes (/). - - .. image:: ../Images/HTML_Insert-EditLink_File.png - :alt: Image of the Insert link dialog box with a link to a file - -#. If you want the link to open in a new window, click the drop-down arrow next - to the **Target** field, and then select **New Window**. If not, you can - leave the default value. - -#. Click **Insert**. - -#. Save the HTML component and test the link. - -.. _Add an Image to an HTML Component: - -*********************************** -Add an Image to an HTML Component -*********************************** - -When using the Visual editor, you can add any image that you have uploaded for -the course to an HTML component. For more information about uploading images, -see :ref:`Add Files to a Course`. - -.. note:: - Review :ref:`Best Practices for Describing Images` before you add images to - HTML components. - -To add an image, you'll need the URL of the image that you uploaded to the -course. You'll then create a link to the image in the HTML component. - -#. On the **Files & Uploads** page, copy the **Embed URL** of the image that you - want. - - .. image:: ../Images/image_link.png - :alt: Image of the Files & Upload page with the Embed URL for the image - circled - - .. note:: - You must use the **Embed URL** to add the image, not the **External URL**. - -2. Click the image icon in the toolbar. - -#. In the **Insert image** dialog box, enter the following in the **Source** - field. - - ``/static/FileName.type`` - - Make sure to include both forward slashes (/). - - .. image:: ../Images/HTML_Insert-Edit_Image.png - :alt: Image of the Insert image dialog box with a reference to a file - -4. Enter alternative text in the **Image description** field. This text becomes - the value of the ``alt`` attribute in HTML and is required for your course to - be fully accessible. See :ref:`Best Practices for Describing Images` for more - information. - -#. As needed, customize the image dimensions. Keep **Constrain proportions** - checked to ensure the image keeps the same width and height proportions. - -#. To change the spacing and border of the image, click the **Advanced** tab. - - .. image:: ../Images/HTML_Insert-Edit_Image_Advanced.png - :alt: Image of the Insert image dialog box Advanced tab - -#. Enter the **Vertical space**, **Horizontal space**, and **Border** as needed. - The values you enter are automatically added to the **Style** field. - -#. Click **OK** to insert the image in the HTML component. - -#. Save the HTML component and test the image. - - -.. _Import LaTeX Code: - -**************************************** -Import LaTeX Code into an HTML Component -**************************************** - -You can import LaTeX code into an HTML component. You might do this, for -example, if you want to create "beautiful math" such as the following. - -.. image:: ../Images/HTML_LaTeX_LMS.png - :alt: Image of math formulas created with LaTeX - -.. warning:: - The LaTeX processor that Studio uses to convert LaTeX code to XML is a third- - party tool. We recommend that you use this feature with caution. If you do use - it, make sure to work with your Program Manager. - -This feature is not enabled by default. To enable it, you have to change the -advanced settings in your course. - -To create an HTML component that contains LaTeX code: - -#. Enable the policy key in your course. - - #. In Studio, click **Settings**, and then click **Advanced Settings**. - #. In the field for the **Enable LaTeX Compiler** policy key, change - **false** to **true**. - #. At the bottom of the page, click **Save Changes**. - -#. In the unit where you want to create the component, click **html** under - **Add New Component**, and then click **E-text Written in LaTeX**. The new - component is added to the unit. - -#. Click **Edit** to open the new component. The component editor opens. - - .. image:: ../Images/latex_component.png - :alt: Image of the HTML component editor with the LaTeX compiler. - -4. In the component editor, click **Launch Latex Source Compiler**. The LaTeX - editor opens. - - .. image:: ../Images/HTML_LaTeXEditor.png - :alt: Image of the HTML component editor with the LaTeX compiler - -#. Write LaTeX code as needed. You can also upload a LaTeX file into the editor - from your computer by clicking **Upload** in the bottom right corner. - -#. When you have written or uploaded the LaTeX code you need, click **Save & - Compile to edX XML** in the lower-left corner. - - The component editor closes. You can see the way your LaTeX content looks. - - .. image:: ../Images/HTML_LaTeX_CompEditor.png - :alt: Image of the LaTeX component - -#. On the unit page, click **Preview** to verify that your content looks the way - you want it to in the LMS. - - If you see errors, go back to the unit page. Click **Edit** to open the - component again, and then click **Launch Latex Source Compiler** in the - lower-left corner of the component editor to edit the LaTeX code. diff --git a/docs/en_us/course_authors/source/creating_content/create_problem.rst b/docs/en_us/course_authors/source/creating_content/create_problem.rst deleted file mode 100644 index c8e27a53d4..0000000000 --- a/docs/en_us/course_authors/source/creating_content/create_problem.rst +++ /dev/null @@ -1,723 +0,0 @@ -.. _Working with Problem Components: - -################################ -Working with Problem Components -################################ - -****************************** -Overview of Problem Components -****************************** - -The problem component allows you to add interactive, automatically -graded exercises to your course content. You can create many different -types of problems in Studio. - -All problems receive a point score, but, by default, problems do not count -toward a student's grade. If you want the problems to count toward the -student's grade, change the assignment type of the subsection that contains the -problems. - -This section covers the basics of Problem components: what they look like to -you and your students, and the options that every problem component has. For -more information about individual problem types, see :ref:`Create Exercises`. - -For more information, see the following topics. - -* :ref:`Problem Student View` -* :ref:`Problem Studio View` -* :ref:`Problem Settings` -* :ref:`Modifying a Released Problem` -* :ref:`Additional Work with Problems` -* :ref:`Multiple Problems in One Component` -* :ref:`Problem Randomization` - -.. _Problem Student View: - -************************************ -The Student View of a Problem -************************************ - -All problems on the edX platform have several component parts. - -.. image:: ../Images/AnatomyOfExercise1.png - :alt: Image of a problem from a student's point of view, with callouts for - elements of the problem - -#. **Problem text.** The problem text can contain any standard HTML formatting. - -#. **Response field with the student’s answer.** Students enter answers - in *response fields*. The appearance of the response field depends on - the type of the problem. - -#. **Rendered answer.** For some problem types, Studio uses MathJax to - render plain text as “beautiful math.” - -#. **Check button.** The student clicks **Check** to submit a response - or find out if his answer is correct. If the answer is correct, a green - check mark appears. If it is incorrect, a red X appears. When the - student clicks the **Check button**, Studio saves the grade and current - state of the problem. - -#. **Save button.** The student can click **Save** to save his current - response without submitting it for a grade. This allows the student to - stop working on a problem and come back to it later. - -#. **Show Answer button.** This button is optional. When the student - clicks **Show Answer**, the student sees both the correct answer (see 2 - above) and the explanation (see 10 below). The instructor sets whether - the **Show Answer** button is visible. - -#. **Attempts.** The instructor may set a specific number of attempts or allow - unlimited attempts for a problem. By default, the course-wide **Maximum - Attempts** advanced setting is null, meaning that the maximum number of - attempts for problems is unlimited. If the course-wide **Maximum Attempts** - setting is changed to a specific number, the **Maximum Attempts** setting - for individual problems defaults to that number, and cannot be set to - unlimited. - - .. image:: ../Images//AnatomyOfExercise2.png - :alt: Image of a problem from a student's point of view, with callouts for - attempts and showing the answer - -#. **Feedback.** After a student clicks **Check**, all problems return a - green check mark or a red X. - - .. image:: ../Images//AnatomyofaProblem_Feedback.png - :alt: Image of feedback checkmark and x from a student's point of view - -#. **Correct answer.** Most problems require that the instructor specify - a single correct answer. - -#. **Explanation.** The instructor may include an explanation that - appears when a student clicks **Show Answer**. - -#. **Reset button.** Students can click **Reset** to clear any input that has - not yet been submitted, and try again to answer the question. If the student - has already submitted an answer, clicking **Reset** clears the submission - and, if the problem contains randomized variables and randomization is set - to **On Reset**, changes the values the student sees in the problem. If the - number of Maximum Attempts that was set for this problem has been reached, - the **Reset** button is not visible. - -#. **Hide Answer button.** - - .. image:: ../Images//AnatomyOfExercise3.png - :alt: Image of a problem in the course accordian - -#. **Grading.** The instructor may specify whether a group of problems - is graded. If a group of problems is graded, a clock icon appears for - that assignment in the course accordion. - - .. image:: ../Images//clock_icon.png - -#. **Due date.** The date that the problem is due. A problem that is - past due does not have a **Check** button. It also does not accept - answers or provide feedback. - -.. note:: Problems can be **open** or **closed.** Closed problems do not - have a **Check** button. Students can still see questions, solutions, - and revealed explanations, but they cannot check their work, submit - responses, or change an earlier score. - -There are also some attributes of problems that are not immediately -visible. You can set these attributes in Studio. - -* **Randomization.** For some problems, the instructor can specify - whether a problem will use randomly generated numbers that vary from - student to student. - -* **Weight.** Different problems in a particular problem set may be - given different weights. - -* **Label.** To improve accessibility for students who have disabilities, each - problem needs a descriptive label. The label typically contains part or all - of the text of the question in the problem. Most templates include a space - for a label. You can find example labels in the documentation for each - problem or tool type. - -.. _Problem Studio View: - -************************************ -The Studio View of a Problem -************************************ - -All problems are written in XML. However, Studio offers two interfaces for -editing problem components: the Simple Editor and the Advanced Editor. - -* The **Simple Editor** allows you to edit problems visually, without - having to work with XML. - -* The **Advanced Editor** converts the problem to edX’s XML standard and - allows you to edit that XML directly. - -You can switch at any time from the Simple Editor to the Advanced Editor by -clicking **Advanced Editor** in the top right corner of the Simple Editor -interface. However, it is not possible to switch from the Advanced Editor to -the Simple Editor. - -.. _Simple Editor: - -================= -The Simple Editor -================= - -Several problem templates, including multiple choice and text input problem -templates, open in the Simple Editor. The following image shows a multiple -choice problem in the Simple Editor. - -.. image:: ../Images//MultipleChoice_SimpleEditor.png - :alt: Image of a problem in the simple editor - -The Simple Editor includes a toolbar that helps you format the text of your -problem. When you select text and then click the formatting buttons, the Simple -Editor formats the text for you automatically. The toolbar buttons are the -following: - -1. Create a level 1 heading. -2. Create multiple choice options. -3. Create checkbox options. -4. Create text input options. -5. Create numerical input options. -6. Create dropdown options. -7. Create an explanation that appears when students click **Show Answer**. -8. Open the problem in the Advanced Editor. -9. Open a list of formatting hints. - -The following problem templates open in the Simple Editor. - -* :ref:`Checkbox` In checkbox problems, students select one or more options - from a list of possible answers. - -* :ref:`Dropdown` In dropdown problems, students select one answer from a - dropdown list. - -* :ref:`Multiple Choice` Multiple choice problems require students to - select one answer from a list of choices that appear directly below - the question. - -* :ref:`Numerical Input` Numerical input problems require answers that - include only integers, fractions, and a few common constants and - operators. - -* :ref:`Text Input` In text input problems, students enter a short text - answer to a question. - - -.. _Advanced Editor: - -=================== -The Advanced Editor -=================== -The **Advanced Editor** opens a problem in XML. Templates for problems such as -such as drag and drop and math expression input open directly in the Advanced -Editor. - -The following image shows the multiple choice problem above in the Advanced -Editor instead of the Simple Editor. - -.. image:: ../Images//MultipleChoice_AdvancedEditor.png - :alt: Image of a problem in the advanced editor - -The following problem templates open in the Advanced Editor. - -* :ref:`Circuit Schematic Builder` In circuit schematic problems, students - create and modify circuits on an interactive grid and submit computer- - generated analyses of the circuits for grading. - -* :ref:`Custom JavaScript` With custom JavaScript display and grading problems, - you can incorporate problem types that you've created in HTML into Studio via - an IFrame. - -* :ref:`Drag and Drop` Drag and drop problems require students to drag text or - objects to a specific location on an image. - -* :ref:`Image Mapped Input` Image mapped input problems require students to - click a specific location on an image. - -* :ref:`Math Expression Input` Math expression input problems require students - to enter a mathematical expression as text, such as e=m\*c^2. - -* :ref:`Problem with Adaptive Hint` These problems can give students feedback - or hints based on their responses. Problems with adaptive hints can be text - input or multiple choice problems. - -* :ref:`Problem Written in LaTeX` This problem type allows you to convert - problems that you’ve already written in LaTeX into the edX format. Note that - this problem type is still a prototype, however, and may not be supported in - the future. - -* :ref:`Write Your Own Grader` Custom Python-evaluated input (also called - "write-your-own-grader" problems evaluate students' responses using an - embedded Python script that you create. These problems can be any type. - -.. _Problem Settings: - -****************** -Problem Settings -****************** - -In addition to the text of the problem, problems that you create using a -Problem component have the following settings. These settings appear on the -**Settings** tab in the component editor. - -* **Display Name** -* **Maximum Attempts** -* **Problem Weight** -* **Randomization** -* **Show Answer** -* **Show Reset Button** - -.. image:: ../Images/ProbComponent_Attributes.png - :alt: Image of the Settings tab in a Problem component - -=============== -Display Name -=============== - -This setting indicates the name of your problem. The display name -appears as a heading over the problem in the LMS and in the course -ribbon at the top of the page. - -.. image:: ../Images/ProbComponent_LMS_DisplayName.png - :alt: Image of the problem in a unit page from a student's point of view - -============================== -Maximum Attempts -============================== - -This setting specifies the number of times a student is allowed to attempt -answering the problem. By default, the course-wide **Maximum Attempts** -advanced setting is null, meaning that the maximum number of attempts for -problems is unlimited. If the course-wide **Maximum Attempts** setting is -changed to a specific number, the **Maximum Attempts** setting for individual -problems defaults to that number, and cannot be set to unlimited. - -.. note:: Only questions that have a **Maximum Attempts** setting of 1 or - higher are included on the Student Answer Distribution report that you can - download during your course. - -.. _Problem Weight: - -============================== -Problem Weight -============================== - -.. note:: Studio stores scores for all problems, but scores only count - toward a student’s final grade if they are in a subsection that is - graded. - -This setting specifies the maximum number of points possible for the -problem. The problem weight appears next to the problem title. - -.. image:: ../Images/ProblemWeight_DD.png - :alt: Image of a problem from a student's point of view, with the possible - points circled - -By default, each response field, or “answer space,” in a Problem -component is worth one point. Any Problem component can have multiple -response fields. For example, the Problem component above -contains one dropdown problem that has three separate questions for students -to answer, and thus has three response fields. - -The following Problem component contains one text input problem, -and has just one response field. - -.. image:: ../Images/ProblemWeight_TI.png - :alt: Image of a text input problem from a student's point of view - -Computing Scores -**************** - -The score that a student earns for a problem is the result of the -following formula: - -**Score = Weight × (Correct answers / Response fields)** - -* **Score** is the point score that the student receives. - -* **Weight** is the problem’s maximum possible point score. - -* **Correct answers** is the number of response fields that contain correct - answers. - -* **Response fields** is the total number of response fields in the problem. - -**Examples** - -The following are some examples of computing scores. - -*Example 1* - -A problem’s **Weight** setting is left blank. The problem has two -response fields. Because the problem has two response fields, the -maximum score is 2.0 points. - -If one response field contains a correct answer and the other response -field contains an incorrect answer, the student’s score is 1.0 out of 2 -points. - -*Example 2* - -A problem’s weight is set to 12. The problem has three response fields. - -If a student’s response includes two correct answers and one incorrect -answer, the student’s score is 8.0 out of 12 points. - -*Example 3* - -A problem’s weight is set to 2. The problem has four response fields. - -If a student’s response contains one correct answer and three incorrect -answers, the student’s score is 0.5 out of 2 points. - -.. _Randomization: - -=============== -Randomization -=============== - -This setting specifies whether certain values in your problem change each time -a different student accesses the problem, or each time a single student tries -to answer the problem. For example, the highlighted values in the problem below -change each time a student submits an answer to the problem. - -.. image:: ../Images/Rerandomize.png - :alt: The same problem shown twice, with color highlighting on values that - can change - -If you want to change, or "randomize," specific values in your problem, you -have to do both the following: - -* Make sure that your problem contains a Python script that randomizes the - values that you want. - -* Enable randomization in the Problem component. - -.. note:: Note that specifying this **Randomization** setting is different - from *problem randomization*. The **Randomization** setting randomizes - variables within a single problem. Problem randomization offers different - problems or problem versions to different students. For more information, see - :ref:`Problem Randomization`. - -To enable randomization, select an option for the **Randomization** setting. -This setting has the following options. - -+-------------------+--------------------------------------+ -| **Always** | Students see a different version of | -| | the problem each time they click | -| | **Check**. | -+-------------------+--------------------------------------+ -| **On Reset** | Students see a different version of | -| | the problem each time they click | -| | **Reset**. | -+-------------------+--------------------------------------+ -| **Never** | All students see the same version | -| | of the problem. This is the default. | -+-------------------+--------------------------------------+ -| **Per Student** | Individual students see the same | -| | version of the problem each time | -| | they look at it, but that version | -| | is different from the version that | -| | other students see. | -+-------------------+--------------------------------------+ - -.. note:: The edX Platform has a 20-seed limit for randomization. - -=============== -Show Answer -=============== - -This setting defines when the problem shows the answer to the student. -This setting has the following options. - -+-------------------+--------------------------------------+ -| **Always** | Always show the answer when the | -| | student clicks the **Show Answer** | -| | button. | -+-------------------+--------------------------------------+ -| **Answered** | Show the answer after the student | -| | has submitted her final answer. | -+-------------------+--------------------------------------+ -| **Attempted** | Show the answer after the student | -| | has tried to answer the problem one | -| | time, whether or not the student | -| | answered the problem correctly. | -+-------------------+--------------------------------------+ -| **Closed** | Show the answer after the student | -| | has used up all his attempts to | -| | answer the problem or the due date | -| | has passed. | -+-------------------+--------------------------------------+ -| **Finished** | Show the answer after the student | -| | has answered the problem correctly, | -| | the student has no attempts left, or | -| | the problem due date has passed. | -+-------------------+--------------------------------------+ -| **Correct or | Show the answer after the student | -| Past Due** | has answered the problem correctly | -| | or the problem due date has passed. | -+-------------------+--------------------------------------+ -| **Past Due** | Show the answer after the due date | -| | for the problem has passed. | -+-------------------+--------------------------------------+ -| **Never** | Never show the answer. In this case, | -| | the **Show Answer** button does not | -| | appear next to the problem in Studio | -| | or in the LMS. | -+-------------------+--------------------------------------+ - -.. _Show Reset Button: - -================= -Show Reset Button -================= - -This setting defines whether a **Reset** button is visible on the problem. -Students can click **Reset** to clear any input that has not yet been submitted, -and try again to answer the problem. If the student has already submitted an -answer, clicking **Reset** clears the submission and, if the problem contains -randomized variables and randomization is set to **On Reset**, changes the -values the student sees in the problem. If the number of Maximum Attempts that -was set for this problem has been reached, the **Reset** button is not visible. - -This problem-level settimg overrides the course-level **Show Reset Button for Problems** setting. - -.. _Modifying a Released Problem: - -********************************* -Modifying a Released Problem -********************************* - -.. warning:: Be careful when you modify problems after they have been - released! Changes that you make to published problems can affect the student - experience in the course and analysis of course data. - -After a student submits a response to a problem, the edX Learning Management -System (LMS) stores the student’s response, the score that the student -received, and the maximum score for the problem. For problems with a **Maximum -Attempts** setting greater than 1, the LMS updates these values each time the -student submits a new response to a problem. However, if an instructor changes -a problem or its attributes, existing student information for that problem is -not automatically updated. - -For example, you may release a problem and specify that its answer is 3. -After some students have submitted responses, you notice that the answer -should be 2 instead of 3. When you update the problem with the correct -answer, the LMS doesn’t update scores for students who answered 2 for the -original problem and thus received the wrong score. - -For another example, you may change the number of response fields to -three. Students who submitted answers before the change have a score of -0, 1, or 2 out of 2.0 for that problem. Students who submitted answers -after the change have scores of 0, 1, 2, or 3 out of 3.0 for the same -problem. - -If you change the weight setting for the problem in Studio, however, existing -student scores update when the student's **Progress** page is refreshed. In a -live section, students will see the effect of these changes. - -=============== -Workarounds -=============== - -If you have to modify a released problem in a way that affects grading, you -have two options within Studio to assure that every student has the opportunity -to submit a new response and be regraded. Note that both options require you to -ask your students to go back and resubmit answers to a problem. - -* In the Problem component that you changed, increase the number of attempts - for the problem. Then ask all your students to redo the problem. - -* Delete the entire Problem component in Studio and create a new Problem - component with the content and settings that you want. (If the revisions you - must make are minor, duplicate the Problem component before you delete it - and revise the copy.) Then ask all your students to complete the new - problem. - -For information about how to review and adjust student grades in the LMS, see -:ref:`Grades`. - -.. _Additional Work with Problems: - -************************************ -Additional Work with Problems -************************************ - -You have some further options when you work with problems. You can include more -than one problem in a single problem component, or you can set up a problem -that presents different versions to different students. - -.. _Multiple Problems in One Component: - -==================================== -Multiple Problems in One Component -==================================== - -You may want to create a problem that has more than one response type. For -example, you may want to create a numerical input problem, and then include a -multiple choice question about the numerical input problem. Or, you may want a -student to be able to check the answers to many problems at one time. To do -this, you can include multiple problems inside a single Problem component. The -problems can be different types. - -To create multiple problems in one component, create a new Blank Advanced -Problem component, and then add the XML for each problem in the component -editor. You only need to include the XML for the problem and its answers. You -don’t have to include the code for other elements, such as the **Check** -button. - -Elements such as the **Check**, **Show Answer**, and **Reset** buttons, as well -as the settings that you select for the Problem component, apply to all of the -problems in that component. Thus, if you set the maximum number of attempts to -3, the student has three attempts to answer the entire set of problems in the -component as a whole rather than three attempts to answer each problem -individually. If a student clicks **Check**, the LMS scores all of the problems -in the component at once. If a student clicks **Show Answer**, the answers for -all the problems in the component appear. - -.. _Problem Randomization: - -=========================== -Problem Randomization -=========================== - -You may want to present different students with different problems, or -different versions of the same problem. To do this, you'll create a Problem -component for each problem or version in Studio, and then edit your course -outside of Studio to randomize the problem that students see. - -Note that *problem randomization* is different from the **Randomization** -setting in Studio. The **Randomization** setting randomizes variables within a -single problem. Problem randomization offers different problems or problem -versions to different students. - -.. note:: Creating problems with versions that can be randomized requires you - to export your course, edit some of your course's XML files in a text editor, - and then re-import your course. We recommend that you create a backup copy of - your course before you do this. We also recommend that you only edit your - course files in the text editor if you're very familiar with editing XML. - -Terminology -************ - -Sections, subsections, units, and components have different names in the -**Course Outline** view and in the list of files that you'll see after you -export your course and open the .xml files for editing. The following table -lists the names of these elements in the **Course Outline** view and in a list -of files. - -.. list-table:: - :widths: 15 15 - :header-rows: 0 - - * - Course Outline View - - File List - * - Section - - Chapter - * - Subsection - - Sequential - * - Unit - - Vertical - * - Component - - Discussion, HTML, problem, or video - -For example, when you want to find a specific section in your course, you'll -look in the **Chapter** folder when you open the list of files that your course -contains. To find a unit, you'll look in the **Vertical** folder. - -.. _Create Randomized Problems: - -Create Randomized Problems -**************************** - -#. In the unit where you want to create a randomized problem, create a separate - Problem component for each version or problem that you want to randomize. - For example, if you want to offer four versions or problems, you'll create - four separate Problem components. Make a note of the 32-digit unit ID that - appears in the **Unit Identifier** field under **Unit Location**. - -#. Export your course. For information about how to do this, see - :ref:`Exporting and Importing a Course`. Save the .tar.gz file that contains - your course in a memorable location so that you can find it easily. - -#. Locate the .tar.gz file that contains your course, and then unpack the - .tar.gz file so that you can see its contents in a list of folders and - files. - - To do this on a Windows computer, you'll need to download a third-party - program. For more information, see `How to Unpack a tar File in Windows - `_, - `How to Extract a Gz File `_, `The - gzip Home Page `_, or the `Windows - `_ - section of the `How to Open .tar.gz Files `_ page. - - For information about how to do this on a Mac, see the `Mac OS X - `_ - section of the `How to Open .tar.gz Files `_ page. - -#. In the list of folders and files, open the **Vertical** folder. - - .. note:: If your unit is not published, open the **Drafts** folder, and - then open the **Vertical** folder in the **Drafts** folder. - -#. In the **Vertical** folder, locate the .xml file that has the same name as - the unit ID that you noted in step 1, and then open the file in a text - editor such as Sublime 2. For example, if the unit ID is - e461de7fe2b84ebeabe1a97683360d31, you'll open the - e461de7fe2b84ebeabe1a97683360d31.xml file. - - The file contains a list of all the components in the unit, together with - the URL names of the components. For example, the following file contains - four Problem components. - - .. code-block:: xml - - - - - - - - -#. Add `` `` tags around the components for the problems - that you want to randomize. - - .. code-block:: xml - - - - - - - - - - -#. After you add the `` `` tags, save and close the .xml - file. - -#. Re-package your course as a .tar.gz file. - - For information about how to do this on a Mac, see `How to Create a Tar GZip - File from the Command Line `_. - - For information about how to do this on a Windows computer, see `How to Make - a .tar.gz on Windows `_. - -#. In Studio, re-import your course. - -.. note:: - - * Once you've implemented randomization, you can only see one of the versions - or problems in Studio. You can edit that single problem directly in Studio, - but to edit any of the other problems, you'll have to export your course, - edit the problems in a text editor, and then re-import the course. This is - true for instructors as well as course teams. - - * A .csv file for student responses contains the responses to each of the - problems in the problem bank. diff --git a/docs/en_us/course_authors/source/creating_content/create_video.rst b/docs/en_us/course_authors/source/creating_content/create_video.rst deleted file mode 100644 index f418d31c8b..0000000000 --- a/docs/en_us/course_authors/source/creating_content/create_video.rst +++ /dev/null @@ -1,430 +0,0 @@ -.. _Working with Video Components: - -############################# -Working with Video Components -############################# - - -********************** -Introduction to Videos -********************** -You can create a video of your lecture and add it to your course with other -components—such as discussions and problems—to promote active learning. Adding a video to your course has several steps. - -#. :ref:`Create the Video`. -#. :ref:`Create Transcript`. -#. :ref:`Post the Video Online`. -#. :ref:`Create a Video Component`. - -Also see: - -* :ref:`Video TOC` -* :ref:`Additional Transcripts` -* :ref:`Steps for sjson files` - -.. note:: Review :ref:`Best Practices for Accessible Media` before adding videos - to your course. - -note:: To help course teams protect video assets, the edX video player hides video URLs from students by default. This functionality is in effect for all video files, including YouTube videos and videos that you have posted in other locations. Students can still download videos if you select the **Video Download Allowed** option for your Video components. For more information about posting non-YouTube videos online, see :ref:`Post the Video Online`. For more information about options that you can set when you create a video component, see :ref:`Video Advanced Options` under :ref:`Create a Video Component`. - -.. _Create the Video: - -************************ -Step 1. Create the Video -************************ - -Your video can contain whatever content you want. The `Producing Videos `_ section of our -`edX101 -`_ -course has some helpful pointers for creating good video content. - -.. _Compression Specifications: - -==================================== -Compression Specifications -==================================== - -When you create your video, edX recommends the following compression specs. -(Note that these are recommended but not required.) - -.. list-table:: - :widths: 10 20 20 20 - :header-rows: 0 - :stub-columns: 1 - - * - Output - - Edited Files - - Publish to YouTube - - Publish downloadable file to AWS S3 - * - Codec - - H.264 .mp4 - - H.264 "main concept" .mp4 - - H.264 "x264" .mp4 - * - Resolution and Frame Rate - - 1920x1080, progressive, 29.97 fps - - 1920x1080, progressive, 29.97 fps - - 1280x720, progressive, 29.97 fps - * - Aspect - - 1.0 - - 1.0 - - 1.0 - * - Bit Rate - - VBR, 2 pass - - VBR, 2 pass - - VBR, 2 pass - * - Target VBR - - 32 mbps - - 5 mbps - - 1 mbps - * - Max VBR - - 40 mbps - - 7.5 mbps - - 1.5 mbps - * - Audio - - Linear AAC 48kHz / 256 kbps - - AAC 44.1 / 192 kbps - - AAC 44.1 / 192 kbps - -.. _Video Formats: - -================== -Video Formats -================== - -The edX video player supports videos in .mp4, .webm, .mpeg, and .ogg format. **However, to help make sure all standard browsers can play your video, we strongly recommend that you use the .mp4 or .webm format.** - -.. _Create Transcript: - -********************************************* -Step 2. Create or Obtain a Video Transcript -********************************************* - -We strongly recommend that you associate a timed transcript with your video. -Transcripts can be helpful for students whose first language isn't English, who -can't watch the video, or who want to review the video's content. The transcript -scrolls automatically while your video plays. When a student clicks a word in -the transcript, the video opens to that word. You can also allow your students -to download the transcript so that they can read it offline. You'll associate -the transcript with the video when you create the Video component. - -**To play automatically with the video, your transcript file must be an .srt -file.** To create or obtain a transcript in .srt format, you can work with a -company that provides captioning services. EdX works with `3Play Media -`_. `YouTube `_ also -provides captioning services. - -When you upload an .srt file, a .txt file is created automatically. You can allow students to download either the .srt file or the .txt file. You can also provide transcripts in different formats, such as .pdf, and you can provide transcripts in different languages. For more information, see :ref:`Additional Transcripts`. - -If you allow your students to download transcripts, a **Download transcript** -button appears under the video. Students can then select either **SubRip (.srt) -file** or **Text (.txt) file** to download the .srt or .txt transcript. - -.. image:: /Images/Video_DownTrans_srt-txt.png - :width: 500 - :alt: Video status bar showing srt and txt transcript download options - -.. note:: Some past courses have used .sjson files for video transcripts. If - transcripts in your course uses this format, see :ref:`Steps for sjson - files`. We don't recommend that you use .sjson files. - -.. _Post the Video Online: - -***************************** -Step 3. Post the Video Online -***************************** - -All course videos should be posted to YouTube. By default, the edX video player -accesses your YouTube videos. - -Because YouTube is not available in all locations, however, we recommend that -you also post copies of your videos on a third-party site such as `Amazon S3 -`_. When a student views a video in your course, if -YouTube is not available in that student’s location or if the YouTube video -doesn’t play, the video on the backup site starts playing automatically. You can also allow the -student to download the video from the backup site. - -After you post your video online, make sure you have the URL for the video. If -you host copies of your video in more than one place, make sure you have the URL -for each video location. - -================== -YouTube -================== - -After you've created your video, upload the video to `YouTube -`_. - -.. note:: YouTube only hosts videos of up to 15 minutes. If you create a - 0.75-speed option, you must make sure that your 1.0-speed video segments are - only 11.25 minutes long so that YouTube can host all speeds. YouTube offers - paid accounts that relax this restriction. - -================== -Other Sites -================== - -You can use any video backup site that you want. However, keep in mind that the -site where you post the videos may have to handle a lot of traffic. - -.. note:: The URL for the video that you post on a third-party site must end in - .mp4, .webm, .mpeg, or .ogg. (To help make sure all standard browsers can play your video, we **strongly** recommend that you use .mp4 or .webm format.) EdX can't support videos that you post on sites - such as Vimeo. - -.. _Create a Video Component: - -******************************** -Step 4. Create a Video Component -******************************** - -#. Under **Add New Component**, click **Video**. - -#. When the new video component appears, click **Edit**. The video editor opens - to the **Basic** tab. - - .. image:: ../Images/VideoComponentEditor.png - :alt: Image of the video component editor - :width: 500 - - You'll replace the default values with your own. - -#. In the **Component Display Name** field, enter the name you want students to see when - they hover the mouse over the unit in the course ribbon. This text also - appears as a header for the video. - -#. In the **Default Video URL** field, enter the URL of the video. For example, the URL - may resemble one of the following. - - :: - - http://youtu.be/OEoXaMPEzfM - http://www.youtube.com/watch?v=OEoXaMPEzfM - https://s3.amazonaws.com/edx-course-videos/edx-edx101/EDXSPCPJSP13-G030300.mp4 - https://s3.amazonaws.com/edx-videos/edx101/video4.webm - - .. note:: To be sure all students can access the video, we recommend providing both an .mp4 and a .webm version of your video. To do this, you can post additional versions of your videos on the Internet, then add the URLs for these versions below the default video URL. **These URLs cannot be YouTube URLs**. To add a URL for another version, click **Add URLs for additional versions**. The first listed video that's compatible with the student's computer will play. - -#. Next to **Default Timed Transcript**, select an option. - - - If edX already has a transcript for your video--for example, if you're - using a video from an existing course--Studio automatically finds the - transcript and associates the transcript with the video. - - If you want to modify the transcript, click **Download Transcript for Editing**. You can then make your changes and upload the new file by clicking **Upload New Transcript**. - - - If edX doesn't have a transcript for the video, but YouTube has a transcript, Studio automatically finds the YouTube - transcript and asks if you want to import it. To use this YouTube - transcript, click **Import YouTube Transcript**. (If you want to modify the - YouTube transcript, import the YouTube transcript into Studio, and then click **Download Transcript for Editing**. You can then make your changes and upload the new file by - clicking **Upload New Transcript**.) - - - If both edX and YouTube have a transcript for your video, but the edX transcript is out of date, you'll receive a message asking if you want to replace the edX transcript with the YouTube transcript. To use the YouTube transcript, click **Yes, replace the edX transcript with the YouTube transcript**. - - - If neither edX nor YouTube has a transcript for your video, and your - transcript uses the .srt format, click **Upload New Transcript** to - upload the transcript file from your computer. - - .. note:: - - * If your transcript uses the .sjson format, do not use this setting. - For more information, see :ref:`Steps for sjson files`. - - * If you want to provide a transcript in a format such as .pdf, - do not use this setting to upload the transcript. For more - information, see :ref:`Additional Transcripts`. - - -#. Optionally, click **Advanced** to set more options for the video. For a - description of each option, see :ref:`Video Advanced Options`. - -#. Click **Save.** - -.. _Video Advanced Options: - -================== -Advanced Options -================== - -The following options appear on the **Advanced** tab in the Video component. - -.. list-table:: - :widths: 30 70 - - * - **Component Display Name** - - The name that you want your students to see. This is the same as the **Display Name** field on the **Basic** tab. - * - **Default Timed Transcript** - - The name of the transcript file that's used in the **Default Timed Transcript** field on the **Basic** tab. This field is auto-populated. You don't have to change this setting. - * - **Download Transcript Allowed** - - Specifies whether you want to allow students to download the timed transcript. If you set this value to **True**, a link to download the file appears below the video. - - By default, Studio creates a .txt transcript when you upload an .srt transcript. Students can download the .srt or .txt versions of the transcript when you set **Download Transcript Allowed** to **True**. If you want to provide the transcript for download in a different format as well, such as .pdf, upload a file to Studio by using the **Upload Handout** field. - - * - **Downloadable Transcript URL** - - The URL for a non-.srt version of the transcript file posted on the **Files & Uploads** page or on the Internet. Students see a link to download the non-.srt transcript below the video. - - .. note:: When you add a transcript to this field, only the transcript that you add is available for download. The .srt and .txt transcripts become unavailable. If you want to provide a downloadable transcript in a format other than .srt, we recommend that you upload a handout for students by using the **Upload Handout** field. For more information, see :ref:`Additional Transcripts`. - - * - **Show Transcript** - - Specifies whether the transcript plays along with the video by default. - * - **Transcript Languages** - - The transcript files for any additional languages. For more information, see :ref:`Transcripts in Additional Languages`. - * - **Upload Handout** - - Allows you to upload a handout to accompany this video. Your handout can be in any format. Students can download the handout by clicking **Download Handout** under the video. - * - **Video Download Allowed** - - Specifies whether students can download versions of this video in different formats if they cannot use the edX video player or do not have access to YouTube. If you set this value to **True**, you must add at least one non-YouTube URL in the **Video File URLs** field. - * - **Video File URLs** - - The URL or URLs where you've posted non-YouTube versions of the video. Every URL should end in .mpeg, .webm, .mp4, or .ogg and cannot be a YouTube URL. Each student will be able to view the first listed video that's compatible with the student's computer. To allow students to download these videos, you must set **Video Download Allowed** to **True**. - - .. note:: To help make sure all standard browsers can play your video, we **strongly** recommend that you use the .mp4 or .webm format. - - * - **Video Start Time** - - The time you want the video to start if you don't want the entire video to play. Formatted as HH:MM:SS. The maximum value is 23:59:59. - * - **Video Stop Time** - - The time you want the video to stop if you don't want the entire video to play. Formatted as HH:MM:SS. The maximum value is 23:59:59. - * - **YouTube ID, YouTube ID for .75x speed, YouTube ID for 1.25x speed, YouTube ID for 1.5x speed** - - If you have uploaded separate videos to YouTube for different speeds of your video, enter the YouTube IDs for these videos in these fields. These settings are optional, for older browsers. - - -.. _Video TOC: - -*************************** -Video Table of Contents -*************************** - -You can add a table of contents for your video by adding an .srt transcript file that contains clickable links to different parts of the video. When your students view the video, they can click the **CC** button at the bottom of the video player to switch between the main transcript for the video and the table of contents. - -To add a table of contents, you'll work with a third-party service to create the .srt transcript file. Then, you'll use the **Transcript Languages** setting in the Video component to associate the .srt file with the video. - -.. image:: /Images/VideoTOC.png - :alt: Image of a video with a transcript that has links to different parts of the video - :width: 500 - -#. After you've obtained the .srt transcript file that will function as the table of contents, open the Video component for the video. - -#. On the **Advanced** tab, scroll down to **Transcript Languages**, and then - click **Add**. - -#. In the drop-down list that appears, select **Table of Contents**. - - An **Upload** button appears. - -#. Click **Upload**, browse to the .srt file for the transcript, and then click **Open**. - -#. In the **Upload translation** dialog box, click **Upload**. - - - - -.. _Additional Transcripts: - -********************** -Additional Transcripts -********************** - -By default, a .txt file is created when you upload an .srt file, and students can download an .srt or .txt transcript when you set **Download Transcript Allowed** to **True**. The **Download Transcript** button appears below the video, and students see the .srt and .txt options when they hover over the button. - -.. image:: /Images/Video_DownTrans_srt-txt.png - :width: 500 - :alt: Video status bar showing srt and txt transcript download options - -If you want to provide a downloadable transcript in a format such as .pdf along with the .srt and .txt transcripts, we recommend that you use the **Upload Handout** field. When you do this, a **Download Handout** button appears to the right of the **Download Transcript** button, and students can download the .srt, .txt, or handout version of the transcript. - -.. image:: /Images/Video_DownTrans_srt-handout.png - :width: 500 - :alt: Video status bar showing srt, txt, and handout transcript download options - -To add a downloadable transcript by using the **Upload Handout** field: - -#. Create or obtain your transcript as a .pdf or in another format. -#. In the Video component, click the **Advanced** tab. -#. Locate **Upload Handout**, and then click **Upload**. -#. In the **Upload File** dialog box, click **Choose File**. -#. In the dialog box, select the file on your computer, and then click **Open**. -#. In the **Upload File** dialog box, click **Upload**. - -Before Studio added the **Upload Handout** feature, some courses posted transcript files on the **Files & Uploads** page or on the Internet, and then added a link to those files in the Video component. **We no longer recommend this method.** When you use this method, the **Download Transcript** button appears, but only the transcript that you add is available for download. The .srt and .txt transcripts become unavailable. - -.. image:: /Images/Video_DownTrans_other.png - :width: 500 - :alt: Video status bar showing Download Transcript button without srt and txt options - -If you want to use this method, you can post your transcript online, and then add the URL to the transcript in the **Downloadable Transcript URL** field. However, bear in mind that students will not be able to download .srt or .txt transcripts. - -.. _Transcripts in Additional Languages: - -==================================== -Transcripts in Additional Languages -==================================== - -You can provide transcripts for your video in other languages. To do this, -you'll work with a third-party service to obtain an .srt transcript file for -each language, and then associate the .srt file with the video in Studio. - -#. After you've obtained the .srt files for additional languages, open the Video component for the video. - -#. On the **Advanced** tab, scroll down to **Transcript Languages**, and then - click **Add**. - -#. In the drop-down list that appears, select the language for the transcript that you want to add. - - An **Upload** button appears below the language. - -#. Click **Upload**, browse to the .srt file for the language that you want, and then click **Open**. - -#. In the **Upload translation** dialog box, click **Upload**. - -#. Repeat steps 2 - 5 for any additional languages. - -.. note:: Make sure that all your transcript file names are unique to each video - and language. If you use the same transcript name in more than one Video - component, the same transcript will play for each video. To avoid this - problem, you could name your foreign language transcript files according to - the video's file name and the transcript language. - - For example, you have two videos, named video1.mp4 and video2.mp4. Each video has a Russian transcript and a Spanish transcript. You can name the transcripts for the first video video1_RU.srt and video1_ES.srt, and name the transcripts for the second video video2_RU.srt and video2_ES.srt. - -When your students view the video, they can click the **CC** button at the bottom of the video player to select a language. - -.. image:: ../Images/Video_LanguageTranscripts_LMS.png - :alt: Video playing with language options visible - -.. _Steps for sjson files: - -********************** -Steps for .sjson Files -********************** - -If your course uses .sjson files, you'll upload the .sjson file for the video to -the **Files & Uploads** page, and then specify the name of the .sjson file in -the Video component. - -.. note:: Only older courses that have used .sjson files in the past should use - .sjson files. All new courses should use .srt files. - -#. Obtain the .sjson file from a media company such as 3Play. -#. Change the name of the .sjson file to use the following format: - - ``subs_FILENAME.srt.sjson`` - - For example, if the name of your video is **Lecture1a**, the name of your - .sjson file must be **subs_Lecture1a.srt.sjson**. -#. Upload the .sjson file for your video to the **Files & Uploads** page. -#. Create a new video component. -#. On the **Basic** tab, enter the name that you want students to see in the - **Component Display Name** field. -#. In the **Video URL** field, enter the URL of the video. For example, the URL - may resemble one of the following. - - :: - - http://youtu.be/OEoXaMPEzfM - http://www.youtube.com/watch?v=OEoXaMPEzfM - https://s3.amazonaws.com/edx-course-videos/edx-edx101/EDXSPCPJSP13-G030300.mp4 - -#. Click the **Advanced** tab. -#. In the **Default Timed Transcript** field, enter the file name of your video. Do - not include `subs_` or `.sjson`. For the example in step 2, you would only - enter **Lecture1a**. -#. Set the other options that you want. -#. Click **Save**. diff --git a/docs/en_us/course_authors/source/creating_content/index.rst b/docs/en_us/course_authors/source/creating_content/index.rst deleted file mode 100644 index 6a3cafea0b..0000000000 --- a/docs/en_us/course_authors/source/creating_content/index.rst +++ /dev/null @@ -1,22 +0,0 @@ -.. _Creating Course Content Index: - -############################ -Creating Course Content -############################ - -Use the chapters in this section to understand how to create course content of -different types. - -For information on how to develop your course content in the Studio Outline -page, see :ref:`Developing Your Course Index`. - -For information on creating exercises and tools, see :ref:`Exercises and Tools -Index`. - -.. toctree:: - :maxdepth: 2 - - create_html_component - create_video - create_discussion - create_problem diff --git a/docs/en_us/course_authors/source/developing_course/controlling_content_visibility.rst b/docs/en_us/course_authors/source/developing_course/controlling_content_visibility.rst deleted file mode 100644 index 72616376a1..0000000000 --- a/docs/en_us/course_authors/source/developing_course/controlling_content_visibility.rst +++ /dev/null @@ -1,95 +0,0 @@ -.. _Controlling Content Visibility: - -################################### -Controlling Content Visibility -################################### - -As course staff, you must carefully control which content is visible to -students and when. - -You control content visibility through these features in Studio: - -* `Release Dates`_ -* `Unit Publishing Status`_ -* `Content Hidden from Students`_ - -These features work together to control content visibility for students. - -.. _Release Dates: - -*********************** -Release Dates -*********************** - -You schedule release dates for sections and subsections. By default, a -subsection inherits the release date of the section it is in, though you can -change it to another date. - -By defining release dates, you can ensure that content is available to students -as planned without requiring manual intervention at that future time. - -Published units are not visible to students until the scheduled release date. -When the section and subsection have different release dates, published units -are not visible until both dates have passed. - -Prior to the release date, content is visible to course staff -:ref:`previewing the course ` or :ref:`viewing the live -course as staff`. - -See: - -* :ref:`Set a Section Release Date` -* :ref:`Set a Subsection Release Date` - -*********************** -Unit Publishing Status -*********************** - -You publish units to make them visible to students. Students see the last -published version of a unit if the section and subsection it is in are -released. - -Students do not see units that have never been published, and they do not see -unpublished changes to units or components within units. Therefore, you can -make changes to units in released subsections without disrupting the student -experience. - -For more information, see :ref:`Unit Publishing Status`. - -You can publish all changes in a section or subsection at once, or publish -changes to individual units. See: - -* :ref:`Publish all Units in a Section` -* :ref:`Publish all Units in a Subsection` -* :ref:`Publish a Unit` - - -.. _Content Hidden from Students: - -***************************** -Content Hidden from Students -***************************** - -You can hide content from students. Such content is never visible to students, -regardless of the release and publishing status. - -You might hide a unit from students, for example, when that unit contains an -answer to a problem in another unit of that subsection. After the problem's due -date, you could make the unit with the answer visible. - -You could also hide a unit from students if you wanted to use that unit to -provide instructions or guidance meant only for course staff. Only course staff -would see that unit in the course. - -You can hide content at different levels: - -* :ref:`Sections` -* :ref:`Subsections` -* :ref:`Units` - -.. warning:: - When you make a previously hidden section or subsection visible to students, - not all content in the section or subsection is necessarily made visible to - students. If you also explicitly set a child subsection or unit to be hidden - from students, it remains hidden from students. Unpublished units remain - unpublished, and changes to published units remain unpublished. diff --git a/docs/en_us/course_authors/source/developing_course/course_components.rst b/docs/en_us/course_authors/source/developing_course/course_components.rst deleted file mode 100644 index aa6428bbe0..0000000000 --- a/docs/en_us/course_authors/source/developing_course/course_components.rst +++ /dev/null @@ -1,330 +0,0 @@ -.. _Developing Course Components: - -################################### -Developing Course Components -################################### - -This chapter describes how you develop course components. See: - -* `What is a Component?`_ -* `Add a Component`_ -* `Edit a Component`_ -* `Duplicate a Component`_ -* `Delete a Component`_ -* `Components that Contain Other Components`_ - -For more information about specific component types, see: - -* :ref:`Creating Course Content Index` -* :ref:`Exercises and Tools Index` - -******************** -What is a Component? -******************** - -A component is the part of a unit that contains your actual course content. A -unit can contain one or more components. - -A student can view the name of all components in a unit by hovering over the -unit in the ribbon at the top of the page. - -.. image:: ../Images/ComponentNames_CourseRibbon.png - :alt: Image of the component list for a unit - -By default, Studio includes four types of components. - -* **Discussion components** provide discussion spaces in the body of your - course. Students can explore ideas about a lesson with their peers in a - discussion space. -* **HTML components** allow you to add text, images, and some types of learning - tools to your course. Content in HTML components is formatted as HTML. -* **Problem components** enable you to add many different types of exercises - and problems to you course, from simple multiple choice problems to complex - circuit schematic exercises. -* **Video components** contain the videos that you want to include in your - course. - -.. _Add a Component: - -******************** -Add a Component -******************** - -To add a component to the unit, click the component type that you want under -**Add New Component**. - -.. image:: ../Images/AddNewComponent.png - :alt: Image of adding a new component - -For more information, see the documentation for the specific component type -that you want: - -- :ref:`Working with Discussion Components` -- :ref:`Working with HTML Components` -- :ref:`Working with Problem Components` -- :ref:`Working with Video Components` - -After you add a component, it is not visible to students until you -:ref:`publish the unit`. - -.. _Edit a Component: - -******************** -Edit a Component -******************** - -To edit a component, click **Edit**: - -.. image:: ../Images/unit-edit.png - :alt: Image of a unit with Edit icon circled - -Then follow instructions for the type of component you are editing. - -After you edit a component, the changes are not visible to students until you -:ref:`publish the unit`. - -===================================== -Set the Display Name for a Component -===================================== - -Each component has a display name that shows in the component header when you -can edit the component. The display name also shows to students when they hover -the cursor over the unit icon in the course ribbon. - -To set the display name for a component: - -#. Edit the component. -#. Click **Settings**. -#. Edit the **Display Name** field. - - .. image:: ../Images/display-name.png - :alt: Image of the Display Name field for a component. - -4. Click **Save**. - -Different types of components have different fields in the Settings dialog box, -but all have the **Display Name** field. - -.. _Duplicate a Component: - -********************** -Duplicate a Component -********************** - -When you duplicate a component, a new copy of that component is added directly -beneath the first component. You can then modify the duplicate. In many cases, -duplicating a component and editing a copy is a faster way to create new -content. - -To duplicate a component, click the Duplicate icon in the component header: - -.. image:: ../Images/unit-dup.png - :alt: Image of a unit with Duplicate icon circled - -Then follow instructions for the type of component you are editing. - -After you duplicate a component, the new component is not visible to students -until you :ref:`publish the unit`. - -.. note:: You cannot duplicate a content experiment. - -.. _Delete a Component: - -********************** -Delete a Component -********************** - -.. caution:: - Be sure you want to delete the component. You can not undo the deletion. - -To delete a component: - -#. Click the Delete icon in the component header: - -.. image:: ../Images/unit-delete.png - :alt: Image of a unit with Delete icon circled - -2. When you receive the confirmation prompt, click **Yes, delete this - component**. - -After you delete a component, the component remians visible to students until you :ref:`publish the unit`. - -.. _Components that Contain Other Components: - -****************************************** -Components that Contain Other Components -****************************************** - -For specific use cases, you configure course content so that components contain -other components. For example, if you want to include conditional components -or content experiments, you have to create components inside components. See -:ref:`Creating Content Experiments` for more information. - -The component that contains other components is referred to as the *parent*; -the contained components are referred to as *children*. - -In the unit page, a parent component appears with the display name and a -**View** link. For example: - -.. image:: ../Images/component_container.png - :alt: Image of a unit page with a parent component - - -================================================== -Edit a Parent Component -================================================== - -A parent component does not directly contain content. Content such as HTML, -videos, or problems are in the child components. - -A parent component has a display name. When the unit is private or in draft, -click **Edit** in the parent component to change the display name. - -.. note:: - Parent components of a specific type, such as content experiments, have - additional attributes that you edit. - - -====================================== -View Child Components -====================================== - -When you click **View** in the parent component, the parent component page -opens, showing all child components. In this example, Child Component A -contains an HTML component and a video: - -.. image:: ../Images/child-components-a.png - :alt: Image of an expanded child component - -Click the arrow next to a child component name to collapse it and hide the -component's contents: - -.. image:: ../Images/child-components.png - :alt: Image of a child component page - -Click the arrow again to expand the component. - -See: - -* `Edit a Component`_ -* `Set the Display Name for a Component`_ -* `Duplicate a Component`_ -* `Delete a Component`_ - -====================================== -Add a Child Component -====================================== - -If the containing unit is private or in draft, you can add a child component in -its parent component. - -To add a child component, open and expand the parent component. Then click the -component type that you want under **Add New Component** within the parent -component. - -.. image:: ../Images/AddNewComponent.png - :alt: Image of adding a new component - -For more information, see the documentation for the specific component type -that you want: - -- :ref:`Working with Discussion Components` -- :ref:`Working with HTML Components` -- :ref:`Working with Problem Components` -- :ref:`Working with Video Components` - - -====================================== -XML for Parent and Child Components -====================================== - -You develop parent and child components in XML, then import the XML course into -Studio to verify that the structure is as you intended. - -For more information about working with your course's XML files, including -information about terminology, see the `edX XML Tutorial `_. - -The following examples show the XML used to create the unit and components -shown in Studio above. - -The XML for the unit is: - -.. code-block:: xml - - - - - - -The ```` element above -references the parent component file that contains the child components: - -.. code-block:: xml - - - - - - -The two verticals referenced by the parent component refer to the child -components, which contain the actual content of your course: - -.. code-block:: xml - - - - - -.. code-block:: xml - - - - - - -Theoretically, there is no limit to the levels of component nesting you can use -in your course. - - -====================================== -The Student View of Nested Components -====================================== - -For students, all parent and child components are displayed on the unit page. -The following example shows the student view of the unit described above: - -.. image:: ../Images/nested_components_student_view.png - :alt: Image of the student's view of nested components - -.. note:: The visibility of nested components depends on the visibility of - the parent unit. The parent unit must be public for students to see nested - components. For more information, see :ref:`Unit Publishing Status`. - - -******************************* -Reorganizing Child Components -******************************* - -You can reorganize child components through the same drag and drop process you -use for other objects in your course outline. You hover over the element handle -on the right side of the screen until the mouse pointer changes to a four- -headed arrow. Then, click and drag the element to the location that you want. - -Furthermore, when you have multiple levels of nesting, you can drag a child -component into a different parent component, if both parents are expanded. For -example, you can select the video component that is in Child Component A and -drag it into Child Component B. Select the video component, and as you drag it -into Child Component B, release the mouse button when a dashed outline of the -component you are moving appears in the new location: - -.. image:: ../Images/drag_child_component.png - :alt: Image of dragging a child component to a new location - -You can also drag a child component outside of a parent, so that the child -moves to the same level as the parent. - -.. note:: - For content experiments, you cannot drag a child component outside of a test - group. \ No newline at end of file diff --git a/docs/en_us/course_authors/source/developing_course/course_outline.rst b/docs/en_us/course_authors/source/developing_course/course_outline.rst deleted file mode 100644 index a065fa99ad..0000000000 --- a/docs/en_us/course_authors/source/developing_course/course_outline.rst +++ /dev/null @@ -1,246 +0,0 @@ -.. _Developing Your Course Outline: - -################################### -Developing Your Course Outline -################################### - -As you develop your course, you work primarily in the edX Studio course -outline. This chapter includes the following information about working with -the course outline: - -* `Open the Course Outline`_ -* `Example of a Developed Course in the Outline`_ -* `View the Course Organization as a Student`_ -* `Navigate the Course Outline`_ -* `Add Content in the Course Outline`_ -* `Modify Settings for Objects in the Course Outline`_ -* `Publish Content from the Course Outline`_ -* `Reorganize the Course Outline`_ -* `Delete Content in the Course Outline`_ - -See the following chapters for information about working with the course -building blocks in the course outline: - -* :ref:`Developing Course Sections` -* :ref:`Developing Course Subsections` -* :ref:`Developing Course Units` -* :ref:`Developing Course Components` - -**************************** -Open the Course Outline -**************************** - -To view the course outline: - -#. Log in to edX Studio. -#. In the **My Courses** page, select the course you want to develop. - - The course outline opens by default when you open a course. - -When working in a course, to open the outline, from the **Content** menu, -select **Outline**. - -The first time you view an outline for a course, it contains no content. - -.. image:: ../Images/outline_empty.png - :alt: An empty course outline - -You must :ref:`create the first section`. - -******************************************************** -Example of a Developed Course in the Outline -******************************************************** - -The following example shows a sample course in the outline, with indications -for sections, subsections, and units. As you develop your course, it will begin -to look like this example: - -.. image:: ../Images/outline-callouts.png - :alt: An outline with callouts for sections, subsections, and units - -As this example shows, the course is organized into the following levels: - -#. :ref:`Sections` -#. :ref:`Subsections` -#. :ref:`Units` - -:ref:`Components` are not shown in the outline. You add or access components by clicking on the units that contain them. - -Use the links above for more information and instructions on working with each -type of object in the course. The rest of this chapter provides more detail -about the course outline. - -******************************************************** -View the Course Organization as a Student -******************************************************** - -The content you see in the outline in Studio is displayed to students in the -Courseware tab in the LMS. The following image shows how a student sees your -course content: - -.. image:: ../Images/Course_Outline_LMS.png - :alt: Image of course conent from student's point of view - -.. _Navigating the Course Outline: - -******************************* -Navigate the Course Outline -******************************* - -In Studio, you navigate the course outline by expanding and collapsing sections -and subsections. Use the drop-down icon next to a section or subsection name -to expand or collapse its contents: - -.. image:: ../Images/outline-expand-collapse.png - :alt: The outline with expand and collapse icons circled - -When you expand a subsection, all units in the subsection are visible: - -.. image:: ../Images/outline-with-units.png - :alt: The outline with an expanded subsection - -Click the name of a unit to open the :ref:`unit page`. - -.. _Add Content in the Course Outline: - -************************************************ -Add Content in the Course Outline -************************************************ - -You add sections, subsections, and units directly in the outline. - -To add a section to the end of the outline, click **New Section** at the top of -the outline page or at the bottom of the outline: - -.. image:: ../Images/outline-create-section.png - :alt: The outline with the New Section buttons circled - -To add a subsection to the end of the section, expand the section and click -**New Subsection**: - -.. image:: ../Images/outline-new-subsection.png - :alt: The outline with the New Subsection button circled - -To add a unit to the end of a subsection, expand the subsection and click **New -Unit**: - -.. image:: ../Images/outline-new-unit.png - :alt: The outline with the New Subsection button circled - -The :ref:`unit` page opens. - - -.. _Modify Settings for Objects in the Course Outline: - -*************************************************** -Modify Settings for Objects in the Course Outline -*************************************************** - -You modify settings for sections, subsections, and units in the course outline. -Specifically, you can complete the following tasks: - -* :ref:`Set a Section Release Date` -* :ref:`Hide a Section from Students` -* :ref:`Set a Subsection Release Date` -* :ref:`Set the Assignment Type and Due Date for a Subsection` -* :ref:`Hide a Subsection from Students` -* :ref:`Hide a Unit from Students` - -To modify settings for a section, subsection, or unit, click the settings icon -for that object. In the following example, the settings icon is circled for a -section, a subsection, and two units: - -.. image:: ../Images/settings-icons.png - :alt: Settings icons in the course outline - -For more information, see the links above. - - -.. _Publish Content from the Course Outline: - -************************************************ -Publish Content from the Course Outline -************************************************ - -You can publish new and changed units for an entire section or subsection. You -can also publish individual units. - -To publish new and changed units, click the publish icon for a section, -subsection, or unit. In the following example, the publish icon is circled for -a section, subsection, and unit: - -.. image:: ../Images/outline-publish-icons.png - :alt: Publishing icons in the course outline - -.. note:: - The publish icon only appears when there is new or changed content within the - object. - -For more information, see: - -* :ref:`Unit Publishing Status` -* :ref:`Publish all Units in a Section` -* :ref:`Publish all Units in a Subsection` -* :ref:`Publish a Unit` - -.. _Reorganize the Course Outline: - -************************************************ -Reorganize the Course Outline -************************************************ - -You can reorganize your course content by dragging and dropping sections, -subsections, and units to new locations in the outline. - -To move a section, subsection, or unit, hover over the handle on the right of -the object's box until the cursor changes to a four-headed arrow. For example, -in the image below, the handle for the subsection Lesson 1 - Getting Started is -selected: - -.. image:: ../Images/outline-drag-select.png - :alt: A subsection handle selected to drag it - -Then, click and drag the object to the location that you want. - -If you expanded the section or subsection you are moving the object to, when -you move the object, a blue line indicates where the object will land when you -release the mouse button. For example, in the image below, the subsection -Lesson 1 - Getting Started is being moved to the end of the section -Introduction: - -.. image:: ../Images/outline-drag-new-location.png - :alt: A subsection being dragged to a new section - -If you did not expand the section or subsection you are moving the object to, -the outline of that section or subsection turns blue when you have moved the -object to a valid location. You can then release the mouse button. For example, -in the image below, the subsection Lesson 1 - Getting Started is being moved to -the collapsed section Introduction: - -.. image:: ../Images/outline-drag-new-location-collapsed.png - :alt: A subsection being dragged to a new section - -.. _Delete Content in the Course Outline: - -************************************************ -Delete Content in the Course Outline -************************************************ - -You delete sections, subsections, and units from the course outline. - -.. warning:: - You cannot restore course content after you delete it. To ensure you do not - delete content you may need later, you can move any unused content to a - section in your course that you set to never release. - -Click the delete icon in the box for the object you want to delete: - -.. image:: ../Images/outline-delete.png - :alt: The outline with Delete icons circled - -You are prompted to confirm the deletion. - -.. note:: - When you delete an object, all objects that it contains are deleted. For - example, when you delete a subsection, all units in that subsection are - deleted. \ No newline at end of file diff --git a/docs/en_us/course_authors/source/developing_course/course_sections.rst b/docs/en_us/course_authors/source/developing_course/course_sections.rst deleted file mode 100644 index 0417ad3808..0000000000 --- a/docs/en_us/course_authors/source/developing_course/course_sections.rst +++ /dev/null @@ -1,313 +0,0 @@ -.. _Developing Course Sections: - -################################### -Developing Course Sections -################################### - -To develop sections in your course, you must first understand the following: - -* `What is a Section?`_ -* `Viewing Sections in the Outline`_ -* `The Student View of a Section`_ -* `Sections and Visibility to Students`_ -* `Release Statuses of Sections`_ - - -Section tasks: - -* `Create a Section`_ -* `Change a Section Name`_ -* `Set a Section Release Date`_ -* `Publish all Units in a Section`_ -* `Hide a Section from Students`_ -* `Delete a Section`_ - - -**************************** -What Is a Section? -**************************** - -A section is the topmost category in your course. A section can represent a -time period in your course, a chapter, or another organizing principle. A -section contains one or more subsections. - -******************************** -Viewing Sections in the Outline -******************************** - -The follow example shows four sections, all collapsed, in the course outline: - -.. image:: ../Images/sections-outline.png - :alt: Four sections in the outline - -****************************** -The Student View of a Section -****************************** - -Students see sections in the **Courseware** tab. Students can expand one -section at a time to see its contents. In the following example, three sections -are circled, and the third one is expanded to show its subsections: - -.. image:: ../Images/sections_student.png - :alt: The students view of the course with two sections circled - -************************************************ -Sections and Visibility to Students -************************************************ - -Students cannot see any content in the section if the section's release date is -unscheduled or has not passed. - -If a section's release date has passed, students can see content in the section -if: - -* The release date for the subsection that contains that content has passed. -* The unit has been published. -* The unit is not hidden from students. - -************************************************ -Release Statuses of Sections -************************************************ - -As an course author, you control the release status of sections. For the -content of a section to be visible to students, the section must be released. -See the following for more information about the possible releases statuses of -sections: - -* `Unscheduled`_ -* `Scheduled`_ -* `Released`_ -* `Released with Unpublished Changes`_ -* `Staff Only Content`_ - -======================== -Unscheduled -======================== - -If you do not change the :ref:`course start date` -default value, ``1/1/2030 00:00:00 UTC``, when you create a new section, its -release date will appear as ``Unscheduled``. When the section release date is -unscheduled, students cannot see any content in that section, regardless of -the publishing status of that content. - -If you have modified the course start date, when you create a new section, the -default release date is the course start date. - -The following example shows how an unscheduled section is displayed in the -outline, summarized with a gray bar: - -.. image:: ../Images/section-unscheduled.png - :alt: An unscheduled section - -To make the content available to students, you must schedule the release date. - -========== -Scheduled -========== - -A section that is scheduled for release on a future date will not be visible to -students until after the release date. Regardless of the publishing status of -content within the section, the entire section will not visible to students. - -The following example shows how a section that is scheduled for release is -displayed in the outline, summarized with a green bar: - -.. image:: ../Images/section-future.png - :alt: An section scheduled to release in the future - -The scheduled date must pass for the section to be visible to students. - -=========================== -Released -=========================== - -A section that is released is visible to students; however, students see only -subsections within the section that are also released, and units that are -published. - -The following example shows how a released section is displayed in the outline, -summarized with a blue bar: - -.. image:: ../Images/section-released.png - :alt: An unscheduled section - -================================== -Released with Unpublished Changes -================================== - -If you change a unit in a released section but do not publish the changes, -students see the last published version of the modified unit. - -The following example shows how a released section with unpublished changes is -displayed in the outline, with a yellow bar. The section is expanded to show -the unit with unpublished changes: - -.. image:: ../Images/section-unpublished-changes.png - :alt: A section with unpublished changes - -You must publish the unit for students to see the updates. - -=========================== -Staff Only Content -=========================== - -A section can contain a unit that is hidden from students and available to -staff only. That unit is not visible to students, regardless of the release -date of the section or subsection. - -The following example shows how a section that contains a unit that is hidden -from students is displayed in the outline, summarized with a black bar: - -.. image:: ../Images/section-hidden-unit.png - :alt: A section with a hidden unit - - -.. _Create a Section: - -**************************** -Create a Section -**************************** - -If you do not change the :ref:`course start date` -default value, ``1/1/2030``, when you create a new section, its release date -will be ``Unscheduled``. - -If you have modified the course start date, when you create a new section, the -default release date is the course start date. - -.. caution:: - If the course start date is in the past, newly created sections are - immediately visible to students. - -To create a new section: - -#. Click **New Section** at the top or bottom of the outline: - - .. image:: ../Images/outline-create-section.png - :alt: The outline with the New Section buttons circled - - A new section is added at the end of the course content, with the section - name selected. - -#. Enter the name for the new section. Remember that students see the section - name in the courseware. - -#. :ref:`Add subsections` to the new section as needed. - -It is recommended that you :ref:`test course content ` as you create new sections. - -******************************** -Change a Section Name -******************************** - -To edit a section name, hover over the section name to show the Edit icon: - -.. image:: ../Images/section-edit-icon.png - :alt: The Edit Section Name icon - -Click the Edit icon next to the section name. The name field becomes editable. -Enter the new name and tab or click out of the field to save the name. - -.. _Set a Section Release Date: - -******************************** -Set a Section Release Date -******************************** - -To set the section release date: - -#. Click the Settings icon in the section box: - - .. image:: ../Images/section-settings-box.png - :alt: The section settings icon circled - - The **Settings** dialog box opens. - -#. Enter the release date and time for the section: - - .. image:: ../Images/section-settings-release-date.png - :alt: The section release date settings - -#. Click **Save**. - -For more information, see :ref:`Release Dates`. - -.. _Publish all Units in a Section: - -******************************** -Publish all Units in a Section -******************************** - -To publish all new and changed units in a section, click the publish icon in -the box for the section: - -.. image:: ../Images/outline-publish-icon-section.png - :alt: Publishing icon for a section - -.. note:: - The publish icon only appears when there is new or changed content within the - section. - -See :ref:`Unit Publishing Status` for information about statuses and visibility -to students. - - -.. _Hide a Section from Students: - -******************************** -Hide a Section from Students -******************************** - -You can hide all content in a section from students, regardless of the status -of subsections and units within the section. - -To hide a section from students: - -#. Click the Settings icon in the section box: - - .. image:: ../Images/section-settings-box.png - :alt: The section settings icon circled - - The **Settings** dialog box opens. - -#. Check **Hide from students**. - - .. image:: ../Images/section-settings-hide.png - :alt: The section hide from students setting - -#. Click **Save**. - -Now, no content in the section is visible to students. - -To make the section visible to students, repeat these steps and clear the -**Hide from students** checkbox. - -.. warning:: - When you clear the **Hide from students** checkbox for a section, not all - content in the section is necessarily made visible to students. If you - explicitly set a subsection or unit to be hidden from students, it remains - hidden from students. Unpublished units remain unpublished, and changes to - published units remain unpublished. - -******************************** -Delete a Section -******************************** - -When you delete a section, you delete all subsections and units within the -section. - -.. warning:: - You cannot restore course content after you delete it. To ensure you do not - delete content you may need later, you can move any unused content to a - section in your course that you set to never release. - -To delete a section: - -#. Click the delete icon in the section that you want to delete: - - .. image:: ../Images/section-delete.png - :alt: The section with Delete icon circled - -2. When you receive the confirmation prompt, click **Yes, delete this - section**. \ No newline at end of file diff --git a/docs/en_us/course_authors/source/developing_course/course_subsections.rst b/docs/en_us/course_authors/source/developing_course/course_subsections.rst deleted file mode 100644 index c8e1ad864b..0000000000 --- a/docs/en_us/course_authors/source/developing_course/course_subsections.rst +++ /dev/null @@ -1,361 +0,0 @@ -.. _Developing Course Subsections: - -################################### -Developing Course Subsections -################################### - -To develop subsections in your course, you must first understand the -following: - -* `What is a Subsection?`_ -* `Viewing Subsections in the Outline`_ -* `The Student View of a Subsection`_ -* `Subsections and Visibility to Students`_ -* `Release Statuses of Subsections`_ - -Subsection tasks: - -* `Create a Subsection`_ -* `Change a Subsection Name`_ -* `Set a Subsection Release Date`_ -* `Set the Assignment Type and Due Date for a Subsection`_ -* `Publish all Units in a Subsection`_ -* `Hide a Subsection from Students`_ -* `Delete a Subsection`_ - - -**************************** -What Is a Subsection? -**************************** - -Sections are divided into subsections, which in turn contain one or more units. -A subsection may represent a topic in your course, or another organizing -principle. Subsections are sometimes called “lessons” or “learning sequences.” - - -*********************************** -Viewing Subsections in the Outline -*********************************** - -The following example shows three subsections in a section, all collapsed, in -the course outline: - -.. image:: ../Images/subsections.png - :alt: Three collapsed subsections in the outline - - -********************************* -The Student View of a Subsection -********************************* - -Students see subsections in the Courseware tab, listed beneath the expanded -section. In the following example, seven subsections are circled, and the first -is open. - -.. image:: ../Images/subsections_student.png - :alt: The student view of the outline - - -************************************************ -Subsections and Visibility to Students -************************************************ - -Students cannot see any content in a subsection if the subsection's release -date is unscheduled or has not passed. - -If a subsection's release date has passed, students can see content in the -subsection if the following three conditions are met: - -* The release date of the parent section has passed. -* The units have been published. -* The units are not hidden from students. - -************************************************ -Release Statuses of Subsections -************************************************ - -As a course author, you control the release status of subsections. For the -content of a subsection to be visible to students, the subsection must be -released. See the following for more information about the possible releases -statuses of subsections: - -* `Scheduled with the Section`_ -* `Unscheduled`_ -* `Scheduled Later than the Section`_ -* `Scheduled with Unpublished Changes`_ -* `Released with Unpublished Changes`_ -* `Released`_ - -========================== -Scheduled with the Section -========================== - -When you create a subsection, it is set by default to release at the same time -as the section it is in. Therefore, published content in the subsection is -visible to students at the date and time the section is released. - -The following example shows how an subsection in the Scheduled with Section -state is displayed in the outline, summarized with a green bar: - -.. image:: ../Images/subsection-scheduled.png - :alt: A subsection scheduled to release with the section - - -======================== -Unscheduled -======================== - -If the parent section is unscheduled, when you create a new subsection it -will also be unscheduled. - -Regardless of the publishing status of units within the subsection, no content -in an unscheduled subsection is visible to students. - -The following example shows how an unscheduled subsection is displayed in the -outline, summarized with a gray bar: - -.. image:: ../Images/subsection-unscheduled.png - :alt: An unscheduled subsection - -Content in the subsection is not visible to students until you set a release -date and the date passes. - - -=================================== -Scheduled Later than the Section -=================================== - -You can set a subsection to release on a date after the section releases. - -Content in a subsection that is scheduled for release on a future date is not -visible to students, even if some or all of the units in the subsection are -published. - -The following example shows the way that a subsection that will release after -its parent subsection appears in the course outline: - -.. image:: ../Images/subsection-scheduled-different.png - :alt: A subsection scheduled to release later than the section - -The scheduled date must pass for the subsection to be visible to students. - -================================== -Scheduled with Unpublished Changes -================================== - -You can make changes to a published unit before its parent subsection -is released. - -In this situation, when the release date for the subsection passes, the last -published version of units within the subsection are made visible to students. -The changes in units are not visible to students until you publish them. - -The following example shows how a scheduled subsection with unpublished changes -is displayed in the outline, summarized with a yellow bar: - -.. image:: ../Images/section-scheduled-with-changes.png - :alt: A scheduled subsection with unpublished changes - - -================================== -Released with Unpublished Changes -================================== - -If you modify a unit within a released subsection, those modifications are not -visible to students until you publish them. - -The following example shows how a released section that has unpublished changes -appears in the outline, summarized with a yellow bar: - -.. image:: ../Images/section-released-with-changes.png - :alt: A released subsection with unpublished changes - -=========================== -Released -=========================== - -A subsection that is released is visible to students; however, students see -only units within the subsection that are published. - -The following example shows how a released subsection is displayed in the -outline, summarized with a blue bar: - -.. image:: ../Images/subsection-released.png - :alt: A released subsection - -=========================== -Staff Only Content -=========================== - -A subsection can contain a unit that is hidden from students and available to -staff only. That unit is not visible to students, even if the subsection has -been released. - -The following example shows how an subsection that contains a unit that is -hidden from students is displayed in the outline, summarized with a black bar: - -.. image:: ../Images/section-hidden-unit.png - :alt: A section with a hidden unit - -.. _Create a Subsection: - -**************************** -Create a Subsection -**************************** - -To create a new subsection: - -#. In the outline, expand the section in which you want to create a new - subsection. -#. Click **New Subsection** at the bottom of the expanded section. A new - subsection is added at the end of the section, with the subsection name - selected. -#. Enter the name for the new subsection. Remember that students see the - subsection name in the courseware. -#. :ref:`Add units` to the new subsection as needed. - -It is recommended that you :ref:`test course content ` as you create new subsections. - -******************************** -Change a Subsection Name -******************************** - -To change a subsection name, click the Edit icon next to the subsection name. -The name field becomes editable. Enter the new name and tab or click out of the -field to save the name. - -.. _Set a Subsection Release Date: - -******************************** -Set a Subsection Release Date -******************************** - -To set the subsection release date: - -#. Click the Settings icon in the subsection box: - - .. image:: ../Images/subsections-settings-icon.png - :alt: The subsection settings icon circled - - The **Settings** dialog box opens. - -#. Enter the release date and time for the section: - - .. image:: ../Images/subsection-settings-release.png - :alt: The subsection release date settings - -#. Click **Save**. - -For more information, see :ref:`Release Dates`. - -.. _Set the Assignment Type and Due Date for a Subsection: - -******************************************************** -Set the Assignment Type and Due Date for a Subsection -******************************************************** - -You set the assignment type for problems at the subsection level. - -When you set the assignment type for a subsection, all problems within the -subsection are graded and weighted as a single type. For example, if you -designate the assignment type for a subsection as **Homework**, then all -problem types in that subsection are graded as homework. - -To set the assignment type and due date for a subsection: - -#. Click the Settings icon in the subsection box: - - .. image:: ../Images/subsections-settings-icon.png - :alt: The subsection settings icon circled - - The Settings dialog box opens. - -#. Select the assignment type for this subsection in the **Grade as** field: - - .. image:: ../Images/subsection-settings-grading.png - :alt: The subsection settings with the assignment type and due date circled - -#. Enter or select a due date and time for problems in this subsection. -#. Click **Save**. - -For more information, see :ref:`Establish a Grading Policy`. - -.. _Publish all Units in a Subsection: - -********************************** -Publish all Units in a Subsection -********************************** - -To publish all new and changed units in a subsection, click the publish icon in -the box for the subsection: - -.. image:: ../Images/outline-publish-icon-subsection.png - :alt: Publishing icon for a subsection - -.. note:: - The publish icon only appears when there is new or changed content within the - subsection. - -See :ref:`Unit Publishing Status` for information about statuses and visibility -to students. - -.. _Hide a Subsection from Students: - -******************************** -Hide a Subsection from Students -******************************** - -You can hide all content in a subsection from students, regardless of the -status of units within the section. - -To hide a subsection from students: - -#. Click the Settings icon in the subsection box: - - .. image:: ../Images/subsections-settings-icon.png - :alt: The subsection settings icon circled - - The **Settings** dialog box opens. - -#. Check **Hide from students**. - - .. image:: ../Images/subsection-settings-hidden.png - :alt: The subsection hide from students setting - -#. Click **Save**. - -Now, no content in the subsection is visible to students. - -To make the subection visible to students, repeat these steps and clear the -**Hide from students** checkbox. - -.. warning:: - When you clear the **Hide from students** checkbox for a subsection, not all - content in the subsection is necessarily made visible to students. If you - explicitly set a unit to be hidden from students, it remains hidden from - students. Unpublished units remain unpublished, and changes to published units - remain unpublished. - -.. _Delete a Subsection: - -******************************** -Delete a Subsection -******************************** - -When you delete a subsection, you delete all units within the subsection. - -.. warning:: - You cannot restore course content after you delete it. To ensure you do not - delete content you may need later, you can move any unused content to a - section in your course that you set to never release. - -To delete a subsection: - -#. Click the delete icon in the subsection that you want to delete: - - .. image:: ../Images/subsection-delete.png - :alt: The subsection with Delete icon circled - -2. When you receive the confirmation prompt, click **Yes, delete this - subsection**. \ No newline at end of file diff --git a/docs/en_us/course_authors/source/developing_course/course_units.rst b/docs/en_us/course_authors/source/developing_course/course_units.rst deleted file mode 100644 index 9909a9887e..0000000000 --- a/docs/en_us/course_authors/source/developing_course/course_units.rst +++ /dev/null @@ -1,523 +0,0 @@ -.. _Developing Course Units: - -################################### -Developing Course Units -################################### - -When working with units in the course outline, ensure you understand the -following: - -* `What is a Unit?`_ -* `Viewing Units in the Outline`_ -* `Viewing the Unit Page`_ -* `Viewing Units as a Student`_ -* `Unit Publishing Status and Visibility to Students`_ -* `Unit Publishing Status`_ - -When developing your course, you perform the following tasks with units: - -* `Create a Unit`_ -* `Edit a Unit`_ -* `Preview a Unit`_ -* `Publish a Unit`_ -* `Discard Changes to a Unit`_ -* `View a Published Unit`_ -* `Hide a Unit from Students`_ -* `Delete a Unit`_ - -You add content to units with :ref:`course components`. - -.. _What is a Unit?: - -**************************** -What is a Unit? -**************************** - -A unit is a part of a :ref:`subsection` that -students view as a single page. - -A unit contains one or more :ref:`components`, -such as :ref:`HTML content`, -:ref:`problems`, :ref:`discussions`, and -:ref:`videos`. - -**************************** -Viewing Units in the Outline -**************************** - -To view units in the outline, you :ref:`expand` -the parent section and subsection: - -.. image:: ../Images/outline-callouts.png - :alt: An outline with callouts for sections, subsections, and units - -**************************** -Viewing the Unit Page -**************************** - -When you click on a unit name in the outline, the **Unit** page opens. - -The following example shows a unit page with two components, with circles and -text to show different areas and controls in the page. - -.. image:: ../Images/unit-page.png - :alt: The Unit page - -**************************** -Viewing Units as a Student -**************************** - -To a student using the edX Learning Management System, each unit in the -subsection appears as a link on the course ribbon at the top of the page. The -active unit is open beneath the course ribbon. - -The following image shows a subsection that has five units, which are circled -in the ribbon above the video, with the first unit open: - -.. image:: ../Images/Units_LMS.png - :alt: Image of units from the student's point of view - -.. _The Unit Workflow: - -************************************************ -The Unit Workflow -************************************************ - -When you have set up the :ref:`section` and -:ref:`subsection` in the course outline, you -then work with units. - -The typical workflow is: - -#. :ref:`Create a new unit`. -#. :ref:`Add components to the unit`. -#. :ref:`Publish the unit`. - -After you publish the unit, you can: - -#. :ref:`Modify components in the unit`. -#. :ref:`Publish the changes to the unit`. - -The following diagram shows the typical unit development workflow: - -.. image:: ../Images/workflow-create-unit.png - :alt: Diagram of the unit development workflow - -As you work through these steps, the **publishing status** of the unit changes. -The publishing status controls the content available to students, along with -:ref:`release dates`. See the next section for more information. - -.. _Unit States and Visibility to Students: - -************************************************* -Unit Publishing Status and Visibility to Students -************************************************* - -The following information summarizes whether or not students can see a unit. - -* Students never see a unit with the publishing status `Draft (Never - Published)`_. - -* Students never see a unit with the publishing status `Visible to Staff - Only`_. See `Hide a Unit from Students`_ for more information. - -* Students do not see a unit with the publishing status `Published Not Yet - Released`_ until the :ref:`release date `. On the release - date, the status changes to `Published and Live`_. - -* If the publishing status is `Published and Live`_, students see the current - version of the unit. - -* If the publishing status is `Draft (Unpublished Changes)`_, students see the - last published version of the unit if the :ref:`release date ` - for the containing section and subsection has passed. - -For more information, see :ref:`Controlling Content Visibility`. - -.. _Unit Publishing Status: - -************************************************ -Unit Publishing Status -************************************************ - -As an course author, you work with units with the following statuses: - -* `Draft (Never published)`_ -* `Published and Live`_ -* `Published (not yet released)`_ -* `Draft (Unpublished changes)`_ -* `Visible to Staff Only`_ - -.. _Draft (Never Published): - -======================== -Draft (Never published) -======================== - -When you create a new unit and add components to it, the unit's publishing -status is **Draft (Never Published)**, as shown in the status panel: - -.. image:: ../Images/unit-never-published.png - :alt: Status panel of a unit that has never been published - -In Studio, you see the version of the content that you're working on. Students -never see a unit with this status, even if the release date has passed. - -Though you do not see the unit in the LMS, you can :ref:`preview the -unit`. - -You must :ref:`publish the unit` for it to be included in the -LMS. - -.. _Published and Live: - -==================== -Published and Live -==================== - -The release date for the section and subsection have passed. You've published -the unit and haven't made any changes to it. You and students both see the -current version of the unit. - -.. image:: ../Images/unit-published.png - :alt: Status panel of a unit that is published - -.. _Published Not Yet Released: - -==================================== -Published (not yet released) -==================================== - -You've published the unit, but the release date hasn't passed. Students cannot -see this unit until the release date passes. - -.. image:: ../Images/unit-published_unreleased.png - :alt: Status panel of a unit that is published but not released - -.. _Draft (Unpublished Changes): - -=========================== -Draft (Unpublished changes) -=========================== - -When you edit a published unit, whether or not it is released, the unit's -publishing status changes to **Draft (Unpublished Changes)**, as shown in the -status panel: - -.. image:: ../Images/unit-pending-changes.png - :alt: Status panel of a unit that has pending changes - -In Studio, you see the draft of the content that you're working on. If the -release date has passed, students see the last published version of the unit. -If the release date hasn't passed, students can't see your content. - -You must :ref:`publish the unit` for students to see your -changes. - -You can :ref:`preview the changes to a unit` to test -how your changes will appear to students after you publish the unit. - -.. _Visible to Staff Only: - -=========================== -Visible to Staff Only -=========================== - -When you :ref:`hide a unit from students`, the -unit's publishing status changes to **Visible to Staff Only**. - -The publishing status of a unit can be **Visible to Staff Only** if you hid the -parent :ref:`section` or :ref:`subsection` from students. - -Students never see a unit with this status, even if it has been published and -the release date has passed. - -.. image:: ../Images/unit-unpublished.png - :alt: Status panel of a unit that has pending changes - -.. _Create a Unit: - -**************************** -Create a Unit -**************************** - -You can create a unit from the outline or create a unit in the same subsection -from the unit page. - -To create a unit from the outline: - -#. In the outline, expand the subsection in which you want to create a new - unit. -#. Click **New Unit** at the bottom of the expanded subsection. A new - unit is added at the end of the subsection. -#. On the unit page, the unit name is selected. Edit the name as needed. -#. :ref:`Add components` to the new unit as needed. - -To create a new unit from a unit page: - -#. In the **Unit Location** panel, click **New Unit**. - - .. image:: ../Images/unit_location.png - :alt: The Unit Location panel in the Unit page - - The unit page for the new unit opens automatically. - -#. On the unit page, the unit name is selected. Edit the name as needed. - -#. :ref:`Add components` to the new unit as needed. - -You must then :ref:`publish the unit` to make it visible to -students. - - -.. _Edit a Unit: - -************** -Edit a Unit -************** - -You can edit a unit in the following ways: - -* `Edit the unit name`_ -* :ref:`Develop components` -* `Reorganize Components in Units`_ - -When you make any of these changes, if you previously published the unit, the -state changes to `Draft (Unpublished Changes)`_. You must then :ref:`publish -the unit` to make your edits visible to students. - - -============================== -Edit the Unit Name -============================== - -To edit a unit name, hover over the name to show the Edit icon: - -.. image:: ../Images/unit-edit-icon.png - :alt: The Edit Unit Name icon - -Click the Edit icon next to the unit name. The name field becomes editable. -Enter the new name and tab or click out of the field to save the name. - -============================== -Reorganize Components in Units -============================== - -You can reorganize components within a unit by dragging and dropping them to -new locations. - -To move a component, hover over the handle on the right of the component's box -until the cursor changes to a four-headed arrow. For example, in the image -below, the handle for the discussion component is selected: - -.. image:: ../Images/unit-drag-selected.png - :alt: A discussion component selected to drag it - -Then, click and drag the component to the location that you want. - -A dashed outline indicates where the component will land when you release the -mouse button. For example, in the image below, the discussion component is -being moved to the top of the unit: - -.. image:: ../Images/unit-drag-moved.png - :alt: A component being dragged to a new location - -.. _Preview a Unit: - -**************************** -Preview a Unit -**************************** - -You preview a unit to review and test the content before it is visible to -students. - -You can preview a unit before it is published and when there are unpublished -changes. When the unit is published and there are no pending changes, you -cannot preview the unit; you must view the live version of the unit. - -To preview the unit, in the unit page, click **Preview Changes**. - -.. image:: ../Images/preview_changes.png - :alt: The Unit page with Preview Changes button circled - -The unit opens in preview mode: - -.. image:: ../Images/preview_mode.png - :alt: The unit in preview mode - -When you are revising a previously published unit, it is helpful to preview -your changes in one window and :ref:`view the published unit` in a second window. - -.. _Publish a Unit: - -**************************** -Publish a Unit -**************************** - -Publishing a unit makes the current version of the unit in Studio available to -students, if the release date for the section and subsection have passed. - -You publish a unit that has a status of `Draft (Never Published)`_ or `Draft -(Unpublished Changes)`_. When you publish a unit, the status changes to -`Published and Live`_ or `Published Not Yet Released`_. - -You can publish a unit from the unit page or the course outline. - -======================================= -Use the Unit Page to Publish a Unit -======================================= - -To publish the unit, click **Publish** in the status panel: - -.. image:: ../Images/unit-publish-button.png - :alt: Unit status panel with Publish button circled - - -======================================= -Use the Outline to Publish a Unit -======================================= - -To publish a unit from the outline, click the publish icon in the box for the -unit: - -.. image:: ../Images/outline-publish-icon-unit.png - :alt: Publishing icon for a unit - -.. note:: - The publish icon only appears when there is new or changed content in the - unit. - -.. _Discard Changes to a Unit: - -**************************** -Discard Changes to a Unit -**************************** - -When you modify a published unit, your changes are saved in Studio, though the -changes aren't visible to students until you publish the unit again. - -In certain situations, you may decide that you never want to publish your -changes. You can discard the changes so that Studio reverts to the last -published version of the unit. - -To discard changes and revert the Studio version of the unit to the last -published version, click **Discard Changes** in the status panel: - -.. image:: ../Images/unit-discard-changes.png - :alt: Unit status panel with Discard Changes circled - -.. caution:: - When you discard changes to a unit, the changes are permanently deleted. You - cannot retrieve discarded changes or undo the action. - - -.. _View a Published Unit: - -**************************** -View a Published Unit -**************************** - -To view the last published version of a unit in the LMS, click **View Published -Version**. - -.. image:: ../Images/unit_view_live_button.png - :alt: Unit page with View Published Version button circled - -The unit page opens in the LMS in Staff view. You may be prompted to log in to -the LMS. - -If the unit status is `Draft (Unpublished Changes)`_, you do not see your -changes in the LMS until you publish the unit again. - -If the unit status is `Draft (Never Published)`_, the **View Published -Version** button is not enabled. - -.. _Hide a Unit from Students: - -**************************** -Hide a Unit from Students -**************************** - -You can prevent students from seeing a unit regardless of the unit status or -the release schedules of the section and subsection. - -For more information, see :ref:`Controlling Content Visibility`. - -You can hide a unit from students using the course outline or the unit page. - -======================================= -Use the Unit Page to Hide a Unit -======================================= - -Select the **Hide from students** checkbox in the status panel: - -.. image:: ../Images/unit-hide.png - :alt: Unit status panel with Hide from Students checked - -For more information, see :ref:`Controlling Content Visibility`. - -======================================= -Use the Outline to Hide a Unit -======================================= - -#. Click the Settings icon in the unit box: - - .. image:: ../Images/outline-unit-settings.png - :alt: The unit settings icon circled - - The **Settings** dialog box opens. - -#. Check **Hide from students**. - - .. image:: ../Images/outline-unit-settings-dialog.png - :alt: The unit hide from students setting - -#. Click **Save**. - -======================================= -Make a Hidden Unit Visible to Students -======================================= - -Before you make a hidden unit visible to students, be aware that course content -will immediately be visible to students, as follows: - -* For a hidden unit that previously was published, clearing the check box - publishes the current content for the unit. If you made changes to the unit - while is was hidden, those draft changes are published. - -* When you make a section or subsection that was previously hidden visible to - students, draft content in units is *not* published. Changes you made since - last publishing units are not made visible to students. - -You can make a hidden unit visible to students from the unit page or the course -outline. Follow the instructions above and clear the **Hide from students** -checkbox. - -You are prompted to confirm that you want to make the unit visible to students. - -******************************** -Delete a Unit -******************************** - -You delete a unit from the course outline. - -When you delete a unit, you delete all components within the unit. - -.. warning:: - You cannot restore course content after you delete it. To ensure you do not - delete content you may need later, you can move any unused content to a - section in you - -To delete a unit: - -#. Click the delete icon in the box for the unit you want to delete: - -.. image:: ../Images/section-delete.png - :alt: The section with Delete icon circled - -2. When you receive the confirmation prompt, click **Yes, delete this - unit**. \ No newline at end of file diff --git a/docs/en_us/course_authors/source/developing_course/index.rst b/docs/en_us/course_authors/source/developing_course/index.rst deleted file mode 100644 index 8962d4b966..0000000000 --- a/docs/en_us/course_authors/source/developing_course/index.rst +++ /dev/null @@ -1,26 +0,0 @@ -.. _Developing Your Course Index: - -########################## -Developing Your Course -########################## - -Use the chapters in this section to understand how to develop your course -content in the Studio Outline page. - -For information on building specific course component types, see :ref:`Creating -Course Content Index`. - -For information on creating exercises and tools, see :ref:`Exercises and Tools -Index`. - -.. toctree:: - :maxdepth: 2 - - workflow - course_outline - course_sections - course_subsections - course_units - course_components - controlling_content_visibility - testing_courseware \ No newline at end of file diff --git a/docs/en_us/course_authors/source/developing_course/testing_courseware.rst b/docs/en_us/course_authors/source/developing_course/testing_courseware.rst deleted file mode 100644 index 520c7f75ba..0000000000 --- a/docs/en_us/course_authors/source/developing_course/testing_courseware.rst +++ /dev/null @@ -1,188 +0,0 @@ -.. _Testing Your Course Content: - -########################### -Testing Your Course Content -########################### - -The way your course looks in Studio is not the way that students will see and -experience it when it is live. - -It is recommended that you test your content continually as you build your -course, so you can interact with your course from a student's point of view. - -To test your content, you can: - -* `Preview Course Content`_ -* `View Your Live Course`_ - -For information about setting up a beta test for your course, see -:ref:`Beta_Testing`. - -.. _Preview Course Content: - -************************* -Preview Course Content -************************* - -You preview course content before you publish it to test how it will look to -students. - -When you preview course content, you see the latest course content as -configured in Studio. You see content in units with the publishing status -:ref:`Draft (Never Published)`, :ref:`Draft (Unpublished Changes)`, or -:ref:`Visible to Staff Only`. - -For example, you :ref:`publish a unit` with a video and -discussion: - -.. image:: ../Images/test-unit-studio.png - :alt: A unit in Studio with a video and discussion - -Students see the same content in the LMS: - -.. image:: ../Images/test-unit-lms.png - :alt: A unit in the LMS with a video and discussion - -You later decide to add a multiple choice problem to the unit, before the -discussion: - -.. image:: ../Images/test-unit-studio-added-comp.png - :alt: A unit in Studio with a video, problem, and discussion - -Before you publish this change, you can see what the question will look to -students. - -When you click **Preview Changes**, you see the unit in the LMS with -the multiple choice question: - -.. image:: ../Images/test-unit-lms-added-comp.png - :alt: A unit in the LMS with a video, problem, and discussion - -This preview shows how students will experience the unit after you -:ref:`publish the change`. - -In the live course, students continue to see the same content, without the -multiple choice question, until you :ref:`publish the change`. - -.. note:: - **Preview Changes** in not available when the unit's state is :ref:`Published - and Live`, because in this case the preview and live version are exactly the - same. You can view the live course to see the published content. - - -.. _View Your Live Course: - -****************************************** -View Your Live Course -****************************************** - -When you are working in Studio, you can test your course by viewing it in the -LMS. In the LMS, you can see your course as a student sees it. You can see your -course in `Staff View`_ or `Student View`_ - -While you work in Studio, you can switch to your live course to see how your -course appears to students in two ways. - -* From the outline page, click **View Live**. - - .. image:: ../Images/test-outline-view-live.png - :alt: View live button on the outline - -* In a unit page, click **View Live Version**. - - .. image:: ../Images/test-unit-view-live.png - :alt: View Live Version button on the unit page - -================= -Staff View -================= - -You see the course in the **Staff View**. - -.. image:: ../Images/Live_Course_Staff_View.png - :alt: Image of the Courseware page in a live course with Staff View indicated - at top right and a View Unit in Studio button - -In **Staff View**: - -* You see all units that are :ref:`Published and Live`. For units that are - :ref:`Draft (Unpublished Changes)` or :ref:`Visible to Staff Only`, you - see the last published version of the unit. You see these units - regardless of the release dates of the containing section or subsection. - -* You do not see units that are :ref:`Draft (Never Published)`. To - see these units, you must use Preview mode as described in :ref:`Preview - Course Content`. - -* You can access the Instructor Dashboard, which has features and reports that - help you :ref:`run your course`. - -When you view your course in **Staff View**, you can execute tests to make sure -that your course works the way you intend. For example, before the release -date of a subsection, members of the course team can work through the problems -to verify that the correct answer gets a green check for correct, and that any -answer other than the correct one gets a red X for incorrect. - -================= -Student View -================= - -When viewing your course in the LMS, you can switch to student view to see the -content exactly how students will see it. - -To switch from **Staff View** to **Student View** and back again, click **Staff -View** or **Student View** in the upper right corner. - -.. image:: ../Images/Live_Course_Student_View.png - :alt: Image of the Courseware page in a live course with Student View - indicated at top right - -In **Student View**: - -* You do not see sections or subsections that have not yet been released. - -* If the section and subsection are released, you see units that are - :ref:`Published and Live`. For units that are - :ref:`Draft (Unpublished Changes)`, you see the last published version of the - unit. - -* You do not see units that are :ref:`Draft (Never Published)` or - :ref:`Visible to Staff Only`. To see these units, you must switch back to Instructor view or use Preview mode as described in :ref:`Preview Course Content`. - -* You can access the Instructor Dashboard, which has features and reports that - help you run your course. - - -************************************* -Open Studio from Your Live Course -************************************* - -When you are viewing your course in the LMS as **Staff View**, you can open -Studio directly. - -* In a unit page, click **View Unit in Studio**. - - .. image:: ../Images/Live_Studio_from_LMS_Unit.png - :alt: The View Unit in Studio button in an LMS unit - - The unit page opens in Studio. - -* In the Instructor Dashboard, click **View Course in Studio** to open the - course outline. - - .. image:: ../Images/Live_Course_Instructor_Dashboard.png - :alt: Image of the Instructor Dashboard in a live course with a View Course - in Studio button - - For information about the tasks you can complete on the Instructor Dashboard, - see :ref:`Running Your Course Index`. - -* In the **Course Progress** page, click **View Grading in Studio** to open the - Grading page. - - .. image:: ../Images/Student_Progress.png - :alt: Image of the Course Progress page for a student with a View Grading - in Studio button - - For information about checking a student's progress, see - :ref:`Review_grades`. \ No newline at end of file diff --git a/docs/en_us/course_authors/source/developing_course/workflow.rst b/docs/en_us/course_authors/source/developing_course/workflow.rst deleted file mode 100644 index da69f0a9e2..0000000000 --- a/docs/en_us/course_authors/source/developing_course/workflow.rst +++ /dev/null @@ -1,110 +0,0 @@ -.. _Getting Started with Course Content Development: - -############################################### -Getting Started with Course Content Development -############################################### - -When you are done :ref:`setting up your course`, -you are ready to build your course content. - -This chapter provides an outline of the steps involved in developing your -course content, with links to more details. See: - -* `Understanding Course Building Blocks`_ -* `Creating New Course Content`_ -* `Making Course Content Visible to Students`_ -* `Revising Content`_ - -.. _Understanding Course Building Blocks: - -************************************************ -Understanding Course Building Blocks -************************************************ - -Before you begin, you should understand the building blocks of an edX course. - -* :ref:`The course outline` is the container - for all of your course content. The outline contains one or more sections. -* :ref:`Course sections` are at the top level of - your course and typically represent a time period. A section contains one or - more subsections. -* :ref:`Course subsections` are parts of a - section, and usually represent a topic or other organizing principle. A - subsection contains one or more units. -* :ref:`Course units ` are lessons in a subsection - that students view as single pages. A unit contains one or more components. -* :ref:`Course components` are objects within - units that contain your actual course content. - -.. _Creating New Course Content: - -**************************************** -Creating New Course Content -**************************************** - -Once you understand the way edX courses are structured, you can start -organizing your content and entering it into Studio. - -You create :ref:`sections`, :ref:`subsections`, and :ref:`units` in the :ref:`course -outline`. - -For graded subsections, you also -:ref:`set the assignment type and due date`. - -You :ref:`create components` in the unit -page. - -In addition, you :ref:`control content visibility` by setting release dates on the outline and publishing units. - -The following diagram summarizes the content creation workflow: - -.. image:: ../Images/workflow-create-content.png - :alt: Diagram of the content creation process - -It is recommended that you :ref:`test course content ` throughout the creation process. - -.. _Making Course Content Visible to Students: - -****************************************************** -Making Course Content Visible to Students -****************************************************** - -When you create your content, you'll also specify if and when students will be -able to see it. Content visibility depends on several factors: - -* The :ref:`course start date` -* The release dates of the :ref:`section` and - :ref:`subsection` -* The :ref:`publishing status` of the unit -* The :ref:`Hide content from students` setting - -For more information, see :ref:`Controlling Content Visibility`. - -.. _Revising Content: - -**************************** -Revising Content -**************************** - -You can revise your course content at any time. - -* When you :ref:`reorganize sections, subsections, and units` in the outline, the new order is immediately visible to - students if the section and subsection are released. - -* When you :ref:`edit a unit`, or :ref:`components` within a unit, you must :ref:`publish` those - changes to make them visible to students. - -The following diagram summarizes the content revision workflow and content -visibility: - -.. image:: ../Images/workflow-revise-content.png - :alt: Diagram of the content creation process - -It is recommended that you :ref:`test course content ` during the revision process. \ No newline at end of file diff --git a/docs/en_us/course_authors/source/exercises_tools/annotation.rst b/docs/en_us/course_authors/source/exercises_tools/annotation.rst deleted file mode 100644 index 1b12d13415..0000000000 --- a/docs/en_us/course_authors/source/exercises_tools/annotation.rst +++ /dev/null @@ -1 +0,0 @@ -.. include:: ../../../shared/exercises_tools/annotation.rst \ No newline at end of file diff --git a/docs/en_us/course_authors/source/exercises_tools/checkbox.rst b/docs/en_us/course_authors/source/exercises_tools/checkbox.rst deleted file mode 100644 index a7834d27b5..0000000000 --- a/docs/en_us/course_authors/source/exercises_tools/checkbox.rst +++ /dev/null @@ -1,2 +0,0 @@ -.. include:: ../../../shared/exercises_tools/checkbox.rst - diff --git a/docs/en_us/course_authors/source/exercises_tools/chemical_equation.rst b/docs/en_us/course_authors/source/exercises_tools/chemical_equation.rst deleted file mode 100644 index 57c97cfcc7..0000000000 --- a/docs/en_us/course_authors/source/exercises_tools/chemical_equation.rst +++ /dev/null @@ -1,2 +0,0 @@ -.. include:: ../../../shared/exercises_tools/chemical_equation.rst - diff --git a/docs/en_us/course_authors/source/exercises_tools/circuit_schematic_builder.rst b/docs/en_us/course_authors/source/exercises_tools/circuit_schematic_builder.rst deleted file mode 100644 index ba60f15ca4..0000000000 --- a/docs/en_us/course_authors/source/exercises_tools/circuit_schematic_builder.rst +++ /dev/null @@ -1,2 +0,0 @@ -.. include:: ../../../shared/exercises_tools/circuit_schematic_builder.rst - diff --git a/docs/en_us/course_authors/source/exercises_tools/conditional_module.rst b/docs/en_us/course_authors/source/exercises_tools/conditional_module.rst deleted file mode 100644 index 66d16c3485..0000000000 --- a/docs/en_us/course_authors/source/exercises_tools/conditional_module.rst +++ /dev/null @@ -1 +0,0 @@ -.. include:: ../../../shared/exercises_tools/conditional_module.rst \ No newline at end of file diff --git a/docs/en_us/course_authors/source/exercises_tools/create_exercises_and_tools.rst b/docs/en_us/course_authors/source/exercises_tools/create_exercises_and_tools.rst deleted file mode 100644 index eac4e4cc55..0000000000 --- a/docs/en_us/course_authors/source/exercises_tools/create_exercises_and_tools.rst +++ /dev/null @@ -1 +0,0 @@ -.. include:: ../../../shared/exercises_tools/create_exercises_and_tools.rst \ No newline at end of file diff --git a/docs/en_us/course_authors/source/exercises_tools/custom_javascript.rst b/docs/en_us/course_authors/source/exercises_tools/custom_javascript.rst deleted file mode 100644 index 8505fae2f5..0000000000 --- a/docs/en_us/course_authors/source/exercises_tools/custom_javascript.rst +++ /dev/null @@ -1,2 +0,0 @@ -.. include:: ../../../shared/exercises_tools/custom_javascript.rst - diff --git a/docs/en_us/course_authors/source/exercises_tools/custom_python.rst b/docs/en_us/course_authors/source/exercises_tools/custom_python.rst deleted file mode 100644 index 8fc6ebdfb6..0000000000 --- a/docs/en_us/course_authors/source/exercises_tools/custom_python.rst +++ /dev/null @@ -1 +0,0 @@ -.. include:: ../../../shared/exercises_tools/custom_python.rst diff --git a/docs/en_us/course_authors/source/exercises_tools/drag_and_drop.rst b/docs/en_us/course_authors/source/exercises_tools/drag_and_drop.rst deleted file mode 100644 index b9e39d47a7..0000000000 --- a/docs/en_us/course_authors/source/exercises_tools/drag_and_drop.rst +++ /dev/null @@ -1 +0,0 @@ -.. include:: ../../../shared/exercises_tools/drag_and_drop.rst diff --git a/docs/en_us/course_authors/source/exercises_tools/dropdown.rst b/docs/en_us/course_authors/source/exercises_tools/dropdown.rst deleted file mode 100644 index 238b31a4c1..0000000000 --- a/docs/en_us/course_authors/source/exercises_tools/dropdown.rst +++ /dev/null @@ -1,2 +0,0 @@ -.. include:: ../../../shared/exercises_tools/dropdown.rst - diff --git a/docs/en_us/course_authors/source/exercises_tools/external_graders.rst b/docs/en_us/course_authors/source/exercises_tools/external_graders.rst deleted file mode 100644 index de17bbaa03..0000000000 --- a/docs/en_us/course_authors/source/exercises_tools/external_graders.rst +++ /dev/null @@ -1 +0,0 @@ -.. include:: ../../../shared/exercises_tools/external_graders.rst \ No newline at end of file diff --git a/docs/en_us/course_authors/source/exercises_tools/full_screen_image.rst b/docs/en_us/course_authors/source/exercises_tools/full_screen_image.rst deleted file mode 100644 index a97913598a..0000000000 --- a/docs/en_us/course_authors/source/exercises_tools/full_screen_image.rst +++ /dev/null @@ -1 +0,0 @@ -.. include:: ../../../shared/exercises_tools/full_screen_image.rst \ No newline at end of file diff --git a/docs/en_us/course_authors/source/exercises_tools/gene_explorer.rst b/docs/en_us/course_authors/source/exercises_tools/gene_explorer.rst deleted file mode 100644 index 66e2180708..0000000000 --- a/docs/en_us/course_authors/source/exercises_tools/gene_explorer.rst +++ /dev/null @@ -1,2 +0,0 @@ -.. include:: ../../../shared/exercises_tools/gene_explorer.rst - diff --git a/docs/en_us/course_authors/source/exercises_tools/google_hangouts.rst b/docs/en_us/course_authors/source/exercises_tools/google_hangouts.rst deleted file mode 100644 index d6433f7153..0000000000 --- a/docs/en_us/course_authors/source/exercises_tools/google_hangouts.rst +++ /dev/null @@ -1 +0,0 @@ -.. include:: ../../../shared/exercises_tools/google_hangouts.rst \ No newline at end of file diff --git a/docs/en_us/course_authors/source/exercises_tools/iframe.rst b/docs/en_us/course_authors/source/exercises_tools/iframe.rst deleted file mode 100644 index 61af9d5428..0000000000 --- a/docs/en_us/course_authors/source/exercises_tools/iframe.rst +++ /dev/null @@ -1 +0,0 @@ -.. include:: ../../../shared/exercises_tools/iframe.rst \ No newline at end of file diff --git a/docs/en_us/course_authors/source/exercises_tools/image_mapped_input.rst b/docs/en_us/course_authors/source/exercises_tools/image_mapped_input.rst deleted file mode 100644 index fd92ea8c58..0000000000 --- a/docs/en_us/course_authors/source/exercises_tools/image_mapped_input.rst +++ /dev/null @@ -1,2 +0,0 @@ -.. include:: ../../../shared/exercises_tools/image_mapped_input.rst - diff --git a/docs/en_us/course_authors/source/exercises_tools/index.rst b/docs/en_us/course_authors/source/exercises_tools/index.rst deleted file mode 100644 index e55b6cd5e9..0000000000 --- a/docs/en_us/course_authors/source/exercises_tools/index.rst +++ /dev/null @@ -1,52 +0,0 @@ -.. _Exercises and Tools Index: - -############################ -Creating Exercises and Tools -############################ - -Use the chapters in this section to understand how to create exercises and -tools in your course. - -For information on how to develop your course content in the Studio Outline -page, see :ref:`Developing Your Course Index`. - -For information on building specific course component types, see :ref:`Creating -Course Content Index`. - - -.. toctree:: - :maxdepth: 2 - - create_exercises_and_tools - annotation - checkbox - chemical_equation - circuit_schematic_builder - conditional_module - custom_javascript - drag_and_drop - dropdown - external_graders - full_screen_image - gene_explorer - google_hangouts - iframe - image_mapped_input - lti_component - math_expression_input - molecule_editor - molecule_viewer - multiple_choice - mult_choice_num_input - numerical_input - open_response_assessment - periodic_table - poll - problem_with_hint - problem_in_latex - protein_builder - text_input - word_cloud - custom_python - zooming_image - mathjax \ No newline at end of file diff --git a/docs/en_us/course_authors/source/exercises_tools/lti_component.rst b/docs/en_us/course_authors/source/exercises_tools/lti_component.rst deleted file mode 100644 index ac29f52320..0000000000 --- a/docs/en_us/course_authors/source/exercises_tools/lti_component.rst +++ /dev/null @@ -1 +0,0 @@ -.. include:: ../../../shared/exercises_tools/lti_component.rst \ No newline at end of file diff --git a/docs/en_us/course_authors/source/exercises_tools/math_expression_input.rst b/docs/en_us/course_authors/source/exercises_tools/math_expression_input.rst deleted file mode 100644 index 7d70c40186..0000000000 --- a/docs/en_us/course_authors/source/exercises_tools/math_expression_input.rst +++ /dev/null @@ -1,2 +0,0 @@ -.. include:: ../../../shared/exercises_tools/math_expression_input.rst - diff --git a/docs/en_us/course_authors/source/exercises_tools/mathjax.rst b/docs/en_us/course_authors/source/exercises_tools/mathjax.rst deleted file mode 100644 index fe6cbba43c..0000000000 --- a/docs/en_us/course_authors/source/exercises_tools/mathjax.rst +++ /dev/null @@ -1,2 +0,0 @@ -.. include:: ../../../shared/exercises_tools/mathjax.rst - diff --git a/docs/en_us/course_authors/source/exercises_tools/molecule_editor.rst b/docs/en_us/course_authors/source/exercises_tools/molecule_editor.rst deleted file mode 100644 index acef0143e3..0000000000 --- a/docs/en_us/course_authors/source/exercises_tools/molecule_editor.rst +++ /dev/null @@ -1,2 +0,0 @@ -.. include:: ../../../shared/exercises_tools/molecule_editor.rst - diff --git a/docs/en_us/course_authors/source/exercises_tools/molecule_viewer.rst b/docs/en_us/course_authors/source/exercises_tools/molecule_viewer.rst deleted file mode 100644 index 946b7a59f7..0000000000 --- a/docs/en_us/course_authors/source/exercises_tools/molecule_viewer.rst +++ /dev/null @@ -1,2 +0,0 @@ -.. include:: ../../../shared/exercises_tools/molecule_viewer.rst - diff --git a/docs/en_us/course_authors/source/exercises_tools/mult_choice_num_input.rst b/docs/en_us/course_authors/source/exercises_tools/mult_choice_num_input.rst deleted file mode 100644 index 61c58afb97..0000000000 --- a/docs/en_us/course_authors/source/exercises_tools/mult_choice_num_input.rst +++ /dev/null @@ -1,2 +0,0 @@ -.. include:: ../../../shared/exercises_tools/mult_choice_num_input.rst - diff --git a/docs/en_us/course_authors/source/exercises_tools/multiple_choice.rst b/docs/en_us/course_authors/source/exercises_tools/multiple_choice.rst deleted file mode 100644 index eedf132103..0000000000 --- a/docs/en_us/course_authors/source/exercises_tools/multiple_choice.rst +++ /dev/null @@ -1,2 +0,0 @@ -.. include:: ../../../shared/exercises_tools/multiple_choice.rst - diff --git a/docs/en_us/course_authors/source/exercises_tools/numerical_input.rst b/docs/en_us/course_authors/source/exercises_tools/numerical_input.rst deleted file mode 100644 index 804214f369..0000000000 --- a/docs/en_us/course_authors/source/exercises_tools/numerical_input.rst +++ /dev/null @@ -1,2 +0,0 @@ -.. include:: ../../../shared/exercises_tools/numerical_input.rst - diff --git a/docs/en_us/course_authors/source/exercises_tools/open_response_assessment.rst b/docs/en_us/course_authors/source/exercises_tools/open_response_assessment.rst deleted file mode 100644 index d9e353aeec..0000000000 --- a/docs/en_us/course_authors/source/exercises_tools/open_response_assessment.rst +++ /dev/null @@ -1,2 +0,0 @@ -.. include:: ../../../shared/exercises_tools/open_response_assessment.rst - diff --git a/docs/en_us/course_authors/source/exercises_tools/periodic_table.rst b/docs/en_us/course_authors/source/exercises_tools/periodic_table.rst deleted file mode 100644 index 2dad6a862a..0000000000 --- a/docs/en_us/course_authors/source/exercises_tools/periodic_table.rst +++ /dev/null @@ -1,2 +0,0 @@ -.. include:: ../../../shared/exercises_tools/periodic_table.rst - diff --git a/docs/en_us/course_authors/source/exercises_tools/poll.rst b/docs/en_us/course_authors/source/exercises_tools/poll.rst deleted file mode 100644 index 7ec89efa11..0000000000 --- a/docs/en_us/course_authors/source/exercises_tools/poll.rst +++ /dev/null @@ -1,2 +0,0 @@ -.. include:: ../../../shared/exercises_tools/poll.rst - diff --git a/docs/en_us/course_authors/source/exercises_tools/problem_in_latex.rst b/docs/en_us/course_authors/source/exercises_tools/problem_in_latex.rst deleted file mode 100644 index 9b49e09dc2..0000000000 --- a/docs/en_us/course_authors/source/exercises_tools/problem_in_latex.rst +++ /dev/null @@ -1,2 +0,0 @@ -.. include:: ../../../shared/exercises_tools/problem_in_latex.rst - diff --git a/docs/en_us/course_authors/source/exercises_tools/problem_with_hint.rst b/docs/en_us/course_authors/source/exercises_tools/problem_with_hint.rst deleted file mode 100644 index 2e6263694c..0000000000 --- a/docs/en_us/course_authors/source/exercises_tools/problem_with_hint.rst +++ /dev/null @@ -1,2 +0,0 @@ -.. include:: ../../../shared/exercises_tools/problem_with_hint.rst - diff --git a/docs/en_us/course_authors/source/exercises_tools/protein_builder.rst b/docs/en_us/course_authors/source/exercises_tools/protein_builder.rst deleted file mode 100644 index ee1e76ad9d..0000000000 --- a/docs/en_us/course_authors/source/exercises_tools/protein_builder.rst +++ /dev/null @@ -1,2 +0,0 @@ -.. include:: ../../../shared/exercises_tools/protein_builder.rst - diff --git a/docs/en_us/course_authors/source/exercises_tools/symbolic_response.rst b/docs/en_us/course_authors/source/exercises_tools/symbolic_response.rst deleted file mode 100644 index 01e1b550c2..0000000000 --- a/docs/en_us/course_authors/source/exercises_tools/symbolic_response.rst +++ /dev/null @@ -1,42 +0,0 @@ -.. _Symbolic Response: - -################# -Symbolic Response -################# - -This document plans to document features that the current symbolic response -supports. In general it allows the input and validation of math expressions, -up to commutativity and some identities. - - -******** -Features -******** - -This is a partial list of features, to be revised as we go along: - * sub and superscripts: an expression following the ``^`` character - indicates exponentiation. To use superscripts in variables, the syntax - is ``b_x__d`` for the variable ``b`` with subscript ``x`` and super - ``d``. - - An example of a problem:: - - - - - - It's a bit of a pain to enter that. - - * The script-style math variant. What would be outputted in latex if you - entered ``\mathcal{N}``. This is used in some variables. - - An example:: - - - - - - There is no fancy preprocessing needed, but if you had superscripts or - something, you would need to include that part. diff --git a/docs/en_us/course_authors/source/exercises_tools/text_input.rst b/docs/en_us/course_authors/source/exercises_tools/text_input.rst deleted file mode 100644 index d8580dbbbd..0000000000 --- a/docs/en_us/course_authors/source/exercises_tools/text_input.rst +++ /dev/null @@ -1,2 +0,0 @@ -.. include:: ../../../shared/exercises_tools/text_input.rst - diff --git a/docs/en_us/course_authors/source/exercises_tools/word_cloud.rst b/docs/en_us/course_authors/source/exercises_tools/word_cloud.rst deleted file mode 100644 index 11ec1a53d6..0000000000 --- a/docs/en_us/course_authors/source/exercises_tools/word_cloud.rst +++ /dev/null @@ -1,2 +0,0 @@ -.. include:: ../../../shared/exercises_tools/word_cloud.rst - diff --git a/docs/en_us/course_authors/source/exercises_tools/zooming_image.rst b/docs/en_us/course_authors/source/exercises_tools/zooming_image.rst deleted file mode 100644 index 0980b687ee..0000000000 --- a/docs/en_us/course_authors/source/exercises_tools/zooming_image.rst +++ /dev/null @@ -1,2 +0,0 @@ -.. include:: ../../../shared/exercises_tools/zooming_image.rst - diff --git a/docs/en_us/course_authors/source/getting_started/accessibility.rst b/docs/en_us/course_authors/source/getting_started/accessibility.rst deleted file mode 100644 index 81824dc4f0..0000000000 --- a/docs/en_us/course_authors/source/getting_started/accessibility.rst +++ /dev/null @@ -1,542 +0,0 @@ -.. _Guidelines for Creating Accessible Content: - -################################################### -Guidelines for Creating Accessible Content -################################################### - - -EdX strives to create an innovative, online-learning platform that promotes accessibility for everyone, including learners with disabilities. -We intend for these guidelines to help the course teams understand the importance of considering accessibility when designing courses and provide guidance so that they can serve the widest possible audience. -*Accessibility* in online instruction refers to the degree to which information and activities are available to all students equally, regardless of physical or other disabilities. - -Our guidance is based on international standards and principles for web accessibility (W3C WCAG 2.0) and universal design (usable by all, to the greatest extent possible, without the need for adaptation or specialized design). -Instructors who build courses based on these principles promote the opportunity to create an inclusive experience that considers the diverse set of learning styles and needs of all learners—including learners with disabilities, learners who speak English as a second language, learners with technical issues such as low bandwidth internet or no access to audio, and learners with age-related capability issues. For purposes of these guidelines, we have assumed that end users will be equipped with the appropriate adaptive technology and compatible software. - -Occasionally, unanticipated accessibility barriers will arise. -To supplement the accessibility you can achieve within the edX platform, we recommend that you engage the resources available at your institution to support learners with disabilities. -Most institutions offer disability support services and information technology resources that provide accessibility advice and support. These professionals are trained in making disability accommodation decisions and can advise you on what accommodations may be appropriate in light of the goals of the course and the inherent instructional methodologies employed. - -As technology and accessibility improvements are constantly emerging, we plan to update these guidelines periodically. - -See the following sections for more information: - -* :ref:`Supporting Learners with Diverse Needs` -* :ref:`Accessibility Best Practices` -* :ref:`Conclusion` - - -.. _Supporting Learners with Diverse Needs: - -************************************************************ -Supporting Learners with Diverse Needs -************************************************************ - -Almost one-fifth of the world's population has some kind of disability. -Online courses can reduce many barriers to education for these learners by providing access to courses from any location, at any time, and through the use of assistive technologies. - -EdX is dedicated to creating a platform that is not only itself accessible, but also enables course creators to create accessible content. -If you encounter platform issues that you believe may affect your ability to provide accessible course content, please contact us at accessibility@edx.org. -We also welcome your comments and questions. - -In the following sections, we outline guidelines for creating and delivering course content that allows students to use built-in accessibility functionality (such as magnification and zoom features), assistive technologies, and alternative formats. -These practices consider learners such as the following: - -* Blind learners who use a screen reader, which reads page text aloud, or a Braille display device, which renders page text in Braille. - -* Low-vision learners who use screen magnification software to enlarge text and other onscreen content. - -* Learners with vision impairments, such as difficulty seeing in low-light conditions, who modify their browser or operating system to change background colors and text settings to make text easier to read. - -* Learners with learning disabilities, such as dyslexia, who use text-to-speech technology that reads page content aloud. - -* Physically disabled learners who use switching devices, voice recognition software, or eye-gaze activated technology instead of a standard mouse or keyboard to control their computer. - -* Learners who modify their operating system settings to make the mouse or keyboard easier to use. - -* Learners with hearing impairments who cannot access audio content and need the equivalent information in an alternative format, such as captions or a transcript. - -We highly recommend that you implement the best practices shared with you in this document and other widely available resources (some of which are referred to herein). -As mentioned above, if you cannot easily address these barriers, we recommend that you consult with any disability-related resources at your institution -(Disability Services, Assistive Technology, or Accessibility). -While your ability to support students in the MOOC context may be different from supporting on-campus students, -we encourage you to develop a plan to respond to students who inform you of accessibility barriers to learning. -However, given the large numbers of learners enrolling in many of the courses, you will quickly see how important it is to address accessibility concerns when creating a course. - - -.. _Accessibility Best Practices: - -************************************************************ -Accessibility Best Practices -************************************************************ - -* :ref:`Best Practices for Universal Design for Learning` -* :ref:`Best Practices for Readability` -* :ref:`Best Practices for Accessible PDFs` -* :ref:`Best Practices for Custom Content Types` -* :ref:`Best Practices for Describing Images` -* :ref:`Best Practices for Accessible Media` -* :ref:`Best Practices for HTML Markup` - - -.. _Best Practices for Universal Design for Learning: - -==================================================== -Best Practices for Universal Design for Learning -==================================================== - -Universal Design for Learning focuses on delivering courses in a format so that as many of your learners as possible can -successfully interact with the learning resources and activities you provide them, without compromising on pedagogic rigor and quality. - -The principles of Universal Design for Learning can be summarized as: - -#. Present information and content in different ways. -#. Differentiate the ways that students can express what they know. -#. Stimulate interest and motivation for learning. - -Instructors can apply these principles in course design by: - -* Designing resources and activities that can be accessed by learners in different ways - (for example, providing text that allows a student to enlarge it or change color, a diagram with an equivalent text description, or a video with audio and text captions). - -* Providing multiple ways for learners to engage with information and demonstrate their knowledge. - This is particularly important when developing exercises and assessments. - -* Identifying activities that require specific sensory or physical capability, such as activities that require color identification, - for which accommodating the specific accessibility needs of students will be difficult or impossible. - In these cases, consider whether there is a pedagogical justification for these requirements. - If there is a justification, consider communicating these requirements to prospective students in the course description and establish a - plan for responding to students who encounter barriers that can be addressed without fundamental alteration. - If there is no justification for the requirements, we recommend that you modify the learning activities to be more flexible and broadly accessible. - -**Resources** - -* Delivering Accessible Digital Learning (JISC Techdis) provides a useful overview of an inclusive approach to course design: - http://www.jisctechdis.ac.uk/techdis/resources/accessiblecontent - -* The National Center on Universal Design for Learning provides a helpful overview on Universal Design for Learning: - http://www.udlcenter.org/implementation/postsecondary - - -.. _Best Practices for Readability: - -==================================================== -Best Practices for Readability -==================================================== - -EdX courses have a global and diverse audience. -Learners will be better positioned to access the concepts of your content if it is written in clear, straightforward language and the content is well structured. -Use appropriate terminology to your subject area, but keep it as clear and unambiguous as possible to help learners who: - -* Are not native English speakers; or -* Have a disability that affects reading, such as dyslexia or a visual impairment. - -To produce content that is more readable by all students: - -* Make the names of elements such as course sections, subsections, units, components, and discussion topics descriptive - and easy to skim by putting the important information first in the name. - These names are used in navigation menus, page headings, and section headings and are signposts that help learners navigate your course and read course content. - “Front-loading” menus and headings particularly helps screen reader users, who can more quickly assess the relevance of a link or heading. - -* When creating written learning resources, break text into sections by using HTML elements, such as headings, paragraphs, and lists. - Long blocks of unbroken text are a barrier to most readers. Segmented content is more inviting and is easier to navigate and search. - See :ref:`Best Practices for HTML Markup` for guidance on creating accessible HTML. - -* Avoid jargon. If unfamiliar words or phrases are relevant to the subject, explain them when they are first used, and include a glossary with your course materials. - When using an abbreviation or acronym, write out the phrase the first time it appears: for example, “National Aeronautics and Space Administration (NASA).” - -* Use link text that clearly explains the link destination (for example, “Review the Course Syllabus”). - Avoid using constructs like “You can review the Course Syllabus here.” For links that point to documents rather than web pages, - include the document type in the link (e.g., “Course Syllabus (PDF)”). - -**Resources** - -* The Center for Plain Language provides detailed resources on writing clearly and concisely, in language appropriate for your content and target audience: - http://centerforplainlanguage.org/about-plain-language/checklist/ - -.. _Best Practices for Accessible PDFs: - -==================================================== -Best Practices for Accessible PDFs -==================================================== - -PDF is a common format for course materials, including textbooks supplied by publishers. -However, converting materials to PDFs can create accessibility barriers, particularly for learners with visual impairments. -To improve the accessibility of your PDFs, review the guidance below about preparing documents for conversion, using Adobe Acrobat Professional, -and working with third-party suppliers. - -+++++++++++++++++++++++++++++++++++++++++++++ -Converting Microsoft Office documents to PDF -+++++++++++++++++++++++++++++++++++++++++++++ -The teaching materials that you will convert to PDFs may use different formats—for example, your syllabus may be in Word, -your presentation slides in PowerPoint, and your textbooks in publisher-supplied PDF. -Use the tools available in the applicable software to create well-structured source documents. -This early step helps minimize issues that may be difficult or impossible to address later in the conversion process. - -**Preparing Word documents** - -* Keep formatting simple. Use headings, paragraphs, lists, images, and captions, and tables for tabular data. - Don’t add unnecessary indents, rules, columns, blank lines, and typographic variation. The simpler the formatting, the easier it will be to make an accessible PDF document. - -* Use styles for formatting your text, such as Normal, Heading 1, and Heading 2, rather than manually formatting text using bold and indents. - Add alternative text to images (see :ref:`Best Practices for Describing Images`) using Word’s picture formatting options. - -**Preparing PowerPoint documents** - -* To help make your content accessible and comprehensible to learners who use screen reading software, start in Outline view and include all of your content as text. - Add design elements and images after completing the outline, and use PowerPoint’s picture formatting options to include detailed descriptions of images that convey information. Avoid adding animations or transitions, as they will not be saved with the PDF format. - -* Use the Home > Drawing > Arrange > Selection Pane option to view the reading order of objects on each slide. If the reading order is not logical, reorder the objects. - -* Use the Home > Slides > Reset option to give each slide a unique and informative title. The title can be hidden if preferred. - -* Identify column headers for any data table using PowerPoint’s table formatting options (Tables > Table Options > Header Row), - and ensure that each header contains informative text describing the data in that column. - -**Preparing Excel spreadsheets** - -* Use a unique and informative title for each worksheet tab. - -* Include text alternatives for images (see :ref:`Best Practices for Describing Images`) using Excel’s picture formatting options. - -* Identify column headers using Excel’s table formatting options (Table > Table Options > Header Row), and include in each header cell informative text describing the data in that column. - -* Do not use blank cells for formatting. - -* Use descriptive link text rather than URLs in data cells. - -**Converting Word, PowerPoint, and Excel documents to PDF** - -To generate PDFs from Microsoft Office documents, use the **Save as PDF** option. -Make sure the **Document Structure Tags for Accessibility** option is selected (consult your software documentation for more details). -Note that PDFs generated from Windows versions of Office will be more accessible than those generated from Mac OS. - -+++++++++++++++++++++++++++++++++++++++++++++ -Working with third-party supplied PDFs -+++++++++++++++++++++++++++++++++++++++++++++ - -When you control the creation of a PDF, you have greater control over the document’s accessibility. -If you use PDFs provided by third parties, including textbooks supplied by publishers, the document’s accessibility may be unknown. - -**Asking the right questions about accessible PDFs** - -Where possible, ask the supplier of the PDF if the PDF is accessible. If it isn’t, ask whether the supplier can provide an accessible version. Questions to ask include: - -* Can screen readers read the document text? -* Do images in the document include text descriptions? -* Are all tables, charts, and math provided in an accessible format? -* Does all media include text equivalents? -* Does the document have navigational aids, such as a table of contents, index, headings, and bookmarks? - -+++++++++++++++++++++++++++++++++++++++++++++ -Updating PDFs for accessibility -+++++++++++++++++++++++++++++++++++++++++++++ - -You may need to update your existing teaching materials in PDF format to improve accessibility. This might include PDFs that were: - -* Created by scanning a hard-copy document; -* Generated from a document that was not created with accessibility in mind; or -* Generated by a process that does not preserve source accessibility information. - -In such cases, you need special software, such as Adobe Acrobat Professional, to enhance the accessibility of the PDF. -PDFs that are created from scanned documents require a preliminary Optical Character Recognition (OCR) step to generate a text version of the document. -The procedure checks documents for accessibility barriers, adds properties and tags for document structure, sets the document’s language, and adds alternative text for images. - -**Resources** - -* Microsoft provides detailed guidance on generating accessible PDFs from Microsoft Office applications, including Word, Excel, and PowerPoint: - http://office.microsoft.com/en-gb/word-help/create-accessible-pdfs-HA102478227.aspx - -* Adobe provides a detailed accessibility PDF repair workflow using Acrobat XI: - http://www.adobe.com/content/dam/Adobe/en/accessibility/products/acroba t/pdfs/acrobat-xi-pdf-accessibility-repair-workflow.pdf - -* Adobe Accessibility (Adobe) is a comprehensive collection of resources on PDF authoring and repair, using Adobe’s products: - http://www.adobe.com/accessibility.html - -* PDF Accessibility (University of Washington) provides a step-by-step guide to creating accessible PDFs from different sources and using different applications: - http://www.washington.edu/accessibility/pdf/ - -* PDF Accessibility (WebAIM) provides a detailed and illustrated guide on creating accessible PDFs: - http://webaim.org/techniques/acrobat/ - -* The National Center of Disability and Access to Education has a collection of one- page “cheat sheets” on accessible document authoring: - http://ncdae.org/resources/cheatsheets/ - -* The Accessible Digital Office Document (ADOD) Project provides guidance on creating accessible Office documents: - http://adod.idrc.ocad.ca/ - -.. _Best Practices for Custom Content Types: - -==================================================== -Best Practices for Custom Content Types -==================================================== -Using different content types can significantly add to the learning experience. -We discuss below how to design several custom content types to be accessible to students with disabilities. - -++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ -Information graphics (charts, diagrams, illustrations) -++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ - -Although images can be helpful for communicating concepts and information, they present challenges for people with visual impairments. -For example, a chart that requires color perception or a diagram with tiny labels and annotations will likely be difficult to comprehend for learners with color blindness or low vision. -All images present a barrier to learners who are blind. - -The following are best practices for making information graphics accessible to visually impaired students: - -* Avoid using only color to distinguish important features of the image. For example, on a line graph, use a different symbol as well as color to distinguish the data elements. -* Whenever possible, use an image format, such as SVG, that supports scaling. Consider providing a high-resolution version of complex graphics that have small but essential details. -* Provide a text alternative that describes the information in the graphic. For charts and graphs, a text alternative could be a table displaying the same data. - See :ref:`Best Practices for Describing Images` for details about providing text alternatives for images. - -+++++++++++++++++++++++++++++++++++++++++++ -Math content -+++++++++++++++++++++++++++++++++++++++++++ - -Math in online courses has been challenging to deliver in a way that is accessible to people with vision impairments. -Instructors frequently create images of equations rather than including text equations. -Math images cannot be modified by people who need a high-contrast display and cannot be read by screen reader software. -EdX uses MathJax to render math content in a format that is clear, readable, and accessible to people who use screen readers. -MathJax works together with math notation, like LaTeX and MathML, to render mathematical equations as text instead of images. -We recommend that you use MathJax to display your math content. -You can learn more about using MathJax in the MathJax documentation on accessibility (see the link in “Resources” below). -We will update these guidelines as improvements to MathJax are developed. - -++++++++++++++++++++++++++++++++++++++++++++ -Simulations and interactive modules -++++++++++++++++++++++++++++++++++++++++++++ - -Simulations, including animated or gamified content, can enhance the learning experience. -In particular, they benefit learners who may have difficulty acquiring knowledge from reading and processing textual content alone. -However, simulations can also present some groups of learners with difficulties. -To minimize barriers, consider the intended learning outcome of the simulation. -Is it to reinforce understanding that can also come from textual content or a video lecture, or is it to convey new knowledge that other course resources can’t cover? -Providing alternative resources will help mitigate the impact of any barriers. - -Although you can design simulations to avoid many accessibility barriers, some barriers, particularly in simulations supplied by third parties, -may be difficult or impossible to address for technical or pedagogic reasons. -Understanding the nature of these barriers can help you provide workarounds for learners who are affected. -Keep in mind that attempted workarounds for simulations supplied by third parties may require the supplier’s consent if copyrighted material is involved. - -Consider the following questions when creating simulations, keeping in mind that as the course instructor, -you enjoy considerable freedom in selecting course objectives and outcomes. -Additionally, if the visual components of a simulation are so central to your course design, -providing alternate text description and other accommodations may not be practical or feasible: - -* Does the simulation require vision to understand? If so, provide text describing the concepts that the simulation conveys. -* Is the mouse necessary to operate the simulation? If so, provide text describing the concepts that the simulation conveys. -* Does the simulation include flashing or flickering content that could trigger seizures? If so and this content is critical to the nature of the simulation: - - * do not require learners to use the simulation for a required assessment - activity; and - * provide a warning that the simulation contains flickering or flashing content. - -As best practices continue to emerge in this area, we will update these guidelines. - -++++++++++++++++++++++++++++++++++++++++++++ -Online exercises and assessments -++++++++++++++++++++++++++++++++++++++++++++ - -For activities and assessments, consider difficulties students may have in completing an activity and consider using multiple assessment options, -keeping in mind that some of the end users have disabilities. -Focus on activities that allow students to complete the activity and submit their work without difficulties. - -Some students take longer to read information and input responses, such as students with visual or mobility impairments and students who need time to comprehend the information. -If an exercise has a time limit, consider whether it’s long enough to allow students to respond. Advanced planning may help cut down on the number of students requesting -time extensions. - -Some online exercise question types may be difficult for students who have vision or mobility impairments. For example: - -* Exercises requiring fine hand-eye coordination, such as image mapped input or drag and drop exercises, - may present difficulties to students who have limited mobility. Consider alternatives that do not require fine motor skills, unless, of course, - such skills are necessary for effective participation in the course. For example, for a drag-and-drop exercise mapping atoms to compounds, provide a - checkbox or multiple-choice exercise. - -* Highly visual stimuli, such as word clouds, may not be accessible to students - who have visual impairments. Provide a text alternative that conveys the same information, such as an ordered list of words in the word cloud. - -++++++++++++++++++++++++++++++++++++++++++++ -Third-party content -++++++++++++++++++++++++++++++++++++++++++++ - -When including links to third-party content in your course, be mindful as to the accessibility of such third party resources, -which may not be readily accessible to learners with disabilities. We recommend that you test any links prior to sharing them with users. - -You can use the eReader tool or :ref:`Add Files to a Course` to incorporate third-party textbooks and other -publications in PDF format into your course. You can also incorporate such materials into your course in HTML format. -See :ref:`Best Practices for Accessible PDFs` for guidance on working with third- party supplied PDFs, and :ref:`Best Practices for HTML Markup` -for guidance on creating accessible HTML. - - -**Resources** - -* Effective Practices for Description of Science Content within Digital Talking Books, from the National Center for Accessible Media, provides best practices for describing graphs, - charts, diagrams, and illustrations: - http://ncam.wgbh.org/experience_learn/educational_media/stemdx - -* The University of Washington’s DO-IT project provides guidance on creating accessible math content: - http://www.washington.edu/doit/Faculty/articles?465 - -* AccessSTEM provides guidance on creating accessible science, technology, engineering and math educational content: - http://www.washington.edu/doit/Stem/ - -* The National Center on Educational Outcomes (NCEO) provides Principles and Characteristics of Inclusive Assessment and Accountability Systems: - http://www.cehd.umn.edu/nceo/onlinepubs/Synthesis40.html - -* MathJax provides guidance on creating accessible pages with the display engine: - http://www.mathjax.org/resources/articles-and-presentations/accessible-pages-with-mathjax/ - -.. _Best Practices for Describing Images: - -==================================================== -Best Practices for Describing Images -==================================================== - -Pictures, diagrams, maps, charts, and icons can present information very effectively. -However, some visually impaired students, including people who use screen reader software, need text alternatives to understand the information conveyed by these images. -The text alternative for an image depends on the image’s context and purpose, and may not be a straight description of the image’s visual characteristics. - -Use the following guidelines when you include images in your course: - -* Provide a short text description that conveys the purpose of the image, unless the image conveys a concept or is the only source for the information it presents, - in which case a long text description is appropriate. Note that you don’t need to provide a long description if the information appears elsewhere on the page. - For example, you don’t need to describe a chart if the same data appears as text in a data table. - - * For a representative image, such as a photograph of Ponte Vecchio, a short - description could be “Photo of Ponte Vecchio.” If the photograph’s purpose is to provide detailed information about the location, the long description should be more specific: “Photo of Ponte Vecchio showing its three stone arches and the Arno River.” - - * For a chart, diagram, or illustration, the short description might be “Diagram of Ponte Vecchio.” The long description should include the details conveyed visually, such as dimensions and materials used. - - * For a map, a short description might be “Map showing location of Ponte Vecchio.” If the map is intended to provide directions to the bridge, the long description should provide text directions. - - * For icons, the short description should be the equivalent to the information that the icon provides. For example, for a Course Syllabus link containing a PDF icon, the text equivalent for the icon would be “PDF,” which would be read as “Course Syllabus PDF.” - - * For an image that serves primarily as a link to another web page, the short description should describe the link’s destination, not the image. For example, an image of a question mark that serves as a link to a Help page should be described as “help,” not “question mark.” - - * Images that don’t provide information don’t need text descriptions. For example, a PDF icon that is followed by link text reading “Course Syllabus (PDF)” does not need a description. Another example is a banner graphic whose function is purely aesthetic. - -* Include the short description in the alt attribute of the HTML image element, as follows (see :ref:`Add an Image to an HTML Component` for more information about adding images): - - ``Photo of Ponte Vecchio`` - -* Include an empty alt attribute for non-informative images. When image elements do not include an alt attribute, screen reader software may skip the image, announce the image filename, or, in the case of a linked image, announce the link URL. An empty alt attribute tells screen reader software to skip the image. - - ```` - -* Consider using a caption to display long descriptions so that the information is available to all users. In the following example, the image element includes the short description as the alt attribute and the paragraph element includes the long description. - - ``Photo of Ponte Vecchio

Photo of Ponte Vecchio showing its three stone arches and the Arno river

`` - -* Alternatively, provide long descriptions by creating an additional unit or downloadable file that contains the descriptive text and providing a link to the unit or file below the image. - - ``Diagram of Ponte Vecchio

Description of Ponte Vecchio Diagram

`` - -**Resources** - -* A decision tree for choosing appropriate alternative text for images (Dey Alexander): - http://www.4syllables.com.au/2010/12/text-alternatives-decision- tree/ -* General guidance on appropriate use of alternative text for images (WebAim): - http://webaim.org/techniques/alttext/ -* HTML5: A more detailed description of techniques for providing useful alternative text for images: - http://dev.w3.org/html5/alt-techniques/ -* The DIAGRAM Center, established by the US Department of Education (Office of Special Education Programs), provides guidance on ways to make it easier, faster, and more cost effective to create and use accessible images: - http://www.diagramcenter.org/webinars.html - -.. _Best Practices for Accessible Media: - -==================================================== -Best Practices for Accessible Media -==================================================== - -Media-based course materials help convey concepts and bring course information to life. -We require all edX courses to use videos with interactive, screen-reader- accessible transcripts. -This built-in universal design mechanism helps enhance your course’s accessibility. -When you create your course, you need to factor in time and resources for creating these transcripts. - -++++++++++++++++++++++++++++++++++++++++++++ -Audio transcription -++++++++++++++++++++++++++++++++++++++++++++ - -Audio transcripts are essential for presenting audible content to students who can’t hear and are helpful to students who are not native English speakers. -Synchronized transcripts allow students who can’t hear to follow along with the video and navigate to a specific section of the video by clicking the transcript text. -Additionally, all students can use transcripts of media-based learning materials for study and review. - -A transcript starts with a text version of the video’s spoken content. -If you created your video using a script, you have a great start on creating the transcript. -Just review the recorded video and update the script as needed. -Otherwise, you’ll need to transcribe the video yourself or engage someone to do it. -There are many companies that will create timed video transcripts (i.e., transcripts that synchronize the text with the video using time codes) for a fee. - -The edX platform supports the use of transcripts in .srt format. -When you integrate a video file into the platform, you should also upload the .srt file of the timed transcript for such video. -See :ref:`Working with Video Components` for details on how to add timed transcripts. - - -++++++++++++++++++++++++++++++++++++++++++++ -Video description -++++++++++++++++++++++++++++++++++++++++++++ - -When creating video segments, consider how to convey information to learners who can’t see. -For many topics, you can fully cover concepts in the spoken presentation. -If practical, you might also describe visual information, for example, by speaking as you are writing on a tablet. - -++++++++++++++++++++++++++++++++++++++++++++ -Downloadable transcripts -++++++++++++++++++++++++++++++++++++++++++++ - -For both audio and video transcripts, consider including a text file that students can download and review using tools such as word processing, screen reader, or literacy software. -The downloadable transcript should be text only, without time codes. - -**Resources** - -* Accessible Digital Media Guidelines provides detailed advice on creating online video and audio with accessibility in mind: - http://ncam.wgbh.org/invent_build/web_multimedia/accessible-digital-media-guide - - -.. _Best Practices for HTML Markup: - -==================================================== -Best Practices for HTML Markup -==================================================== - -HTML is the best format for creating accessible content. It is well supported and adaptable across browsers and devices, -the information in the markup helps assistive technologies, such as screen reader software, provide information and functionality to people with vision impairments. - -To make it easier for our course teams to create content with good HTML markup, we are working to make all templates in edX Studio conform to the best practices set forth below. -In the interim, we recommend that you manually add the appropriate HTML tagging. -Depending on the type of component you are adding to your course in edX Studio, the raw HTML data will be available either automatically or by selecting the “Advanced Editor” or “HTML” views. - -Keep the following guidelines in mind when you create HTML content: - -* Use HTML to describe your content’s *meaning* rather than its *appearance*. A phrase marked as a level 1 heading (

) clearly indicates the topic of the page, - while a phrase marked as bold text ( or ) may be a heading or may just be text that the instructor wants to emphasize. - A group of items marked up as a list are related in the code, without relying on visual cues such as bullets and indents. - Coding meaning into content is particularly useful for students using screen readers, which, for example, can read through headings or announce the number of items in a list. - -* Use HTML heading levels in sequential order to represent the structure of the document. Well-structured headings help students navigate a page and find what they are looking for. - -* Use HTML list elements to group related items and make content easier to skim and read. HTML offers three kinds of lists: - - #. Unordered lists, where each item is marked with a bullet. - #. Ordered lists, where each item is listed with a number. - #. Definition lists, where each item is represented using term and description pairs (like a dictionary). - -* Use table elements to mark up data sets—that is, information that works best in a grid format—with descriptive rows and columns. - Mark up row and column headers using the element so screen readers can effectively describe the content in the table. - -**Resources** - -* Creating Semantic Structure provides guidance on reflecting the semantic structure of a web page in the underlying markup (WebAIM): - http://webaim.org/techniques/semanticstructure/ - -* Creating Accessible Tables provides specific guidance on creating data tables with the appropriate semantic structure so that screen readers can correctly present the information (WebAIM): - http://webaim.org/techniques/tables/data - -.. _Conclusion: - -************************************************************ -Conclusion -************************************************************ - -At edX, the heart of our mission is to provide global access to higher-level learning with only a computer and the Internet. -We have designed a platform that enables course creators to reach thousands of learners, some of whom will lack the typical backgrounds and resources of resident students taking traditional courses on college campuses. -We hope that these guidelines prove useful to you as you work with your institution’s disability support services and information technology resources to comply with applicable accessibility laws. -As we are all on this learning venture together, we encourage you to share your thoughts with us at accessibility@edx.org. \ No newline at end of file diff --git a/docs/en_us/course_authors/source/getting_started/accounts.rst b/docs/en_us/course_authors/source/getting_started/accounts.rst deleted file mode 100644 index 385fb1867a..0000000000 --- a/docs/en_us/course_authors/source/getting_started/accounts.rst +++ /dev/null @@ -1,151 +0,0 @@ -.. _Getting Started with edX: - -############################# -Getting Started with edX -############################# - -The following sections provide an introduction to edX and instructions for getting started on edX websites: - -* :ref:`edX.org and edX Edge` -* :ref:`Register Your Account` -* :ref:`edX101_section` -* :ref:`Reset Your Password` - -This information is intended for course staff. You may want to include the details about the registration process and password policies in your communications with your prospective students. - -Also see :ref:`enroll_student` for information about enrolling students in a course, and for an example of the email students receive. - -.. _edX.org and edX Edge: - -************************* -edX.org and edX Edge -************************* - -When you want to explore edX courses, you can register on edX.org_, edX Edge_, or both. These sites are visually and functionally the same, but the content and purpose are different. - -* edX.org_ hosts massive open online courses (MOOCs) from edX institutional partners. To publish courses on edX.org, you must have an agreement with edX and specific approval from your university. Courses on edX.org are publicly listed in the edX course catalog and are open to students from around the world. - -* EdX Edge_ is edX's more private site. Courses on Edge are not published on edX.org. Any member of a partner course team can create and publish courses, including test courses, on Edge without receiving approval from edX or an affiliated university. However, Edge does not have a course catalog, and courses cannot be found through search engines such as Google. Only students whom you explicitly invite or who have the URL for your course can participate in your course on Edge. - -* EdX Edge_ also hosts small private online courses (SPOCs). - -.. note:: All course data and accounts on Edge_ and edX.org_ are separate. If you want to use both edX.org and Edge, you must go through the registration process on both sites. - - -.. _Edge: http://edge.edx.org -.. _edX.org: http://edx.org - - - -.. _Register Your Account: - -************************* -Register Your Account -************************* - -To get started, you register your account on edX.org_ and Edge_. - -#. On the registration page, enter your account information. - - * For edX.org, go to the `registration page `_: - - .. image:: ../Images/edx_registration.png - :alt: Image of the edX.org registration page - - - * For Edge, go to https://edge.edx.org and click **Register**: - - .. image:: ../Images/edge_register.png - :alt: Image of the Edge registration page - - Make sure to check both **I agree to the Terms of Service** and **I agree to the Honor Code**. - - .. note:: Students will see your **Public Username**, not your **Full Name**. - - If you are at an edX consortium university, you should use your institutional e-mail address. - - Your password can be any string. - -2. When you complete the form, click **Create my edX Account**. - - After you submit the registration, you receive an activation email message. The email content is:: - - Thank you for signing up for edX! - To activate your account, please copy and paste this address into your web - browser's address bar: - - https://courses.edx.org/activate/unique-registration-code - - If you didn't request this, you don't need to do anything; - you won't receive any more email from us. - Please do not reply to this e-mail; if you require assistance, - check the help section of the edX web site. - -3. Click the link in the e-mail to complete the activation. When you see the following page, your account has been activated: - - .. image:: ../Images/activation_screen.png - :alt: Image of the Activation page - - -.. _edX101_section: - -****************************** -edX101 and the edX Demo Course -****************************** - -EdX has provided edX101_ and the `edX Demo course `_ to help familiarize you with taking and creating edX courses. - -* edX101_, available on Edge_, is an example of a course built with Studio. It is a self-paced walk through of planning, building, and running your own online course. - -* The `edX Demo course `_, available on edX.org_, allows new students to explore and learn how to take an edX course. We recommend that you become familiar with the student’s experience of an edX course before you begin building your first course. - -.. note:: You may want to include information about the edX Demo Course in your course materials, and recommend that new students take the edX Demo Course before proceeding with your course. - -.. _edx101: https://edge.edx.org/courses/edX/edX101/How_to_Create_an_edX_Course/about - - -.. _Reset Your Password: - -******************* -Reset Your Password -******************* - -The process to reset your password on edX.org and Edge is the same. - -#. On edx.org or edge.edx.org, log in or click the site logo at top left to go - to your **Current Courses** dashboard. - -#. In the account information pane in the upper left corner, click **Reset Password**. - - .. image:: ../Images/dashboard-password-reset.png - :alt: Image with the Reset Password link highlighted - - A dialog box opens confirming that a message has been sent to your email address. - - .. image:: ../Images/password-email-dialog.png - :alt: Image with the Reset Password link highlighted - -3. When you receive the following e-mail message, click the link in the message:: - - You're receiving this e-mail because you requested a - password reset for your user account at edx.org. - - Please go to the following page and choose a new password: - - https://edx.org/password_reset_confirm/unique-code/ - - If you didn't request this change, you can disregard this email - - we have not yet reset your password. - - Thanks for using our site! - - The edX Team - -4. When the following dialog box opens, enter your new password in both fields, and then click **Change My Password**: - - .. image:: ../Images/reset_password.png - :alt: Image of the Reset Password dialog box - - .. note:: Your password can be any string. - -After you click **Change My Password**, your password is reset for edX.org or edge.edX.org. You must use the new password when you log in. \ No newline at end of file diff --git a/docs/en_us/course_authors/source/getting_started/browsers.rst b/docs/en_us/course_authors/source/getting_started/browsers.rst deleted file mode 100644 index 7f2a1b17db..0000000000 --- a/docs/en_us/course_authors/source/getting_started/browsers.rst +++ /dev/null @@ -1 +0,0 @@ -.. include:: ../../../shared/browsers.rst \ No newline at end of file diff --git a/docs/en_us/course_authors/source/getting_started/get_started.rst b/docs/en_us/course_authors/source/getting_started/get_started.rst deleted file mode 100644 index 8f9c0ef228..0000000000 --- a/docs/en_us/course_authors/source/getting_started/get_started.rst +++ /dev/null @@ -1,133 +0,0 @@ -.. _Getting Started with Studio: - -########################### -Getting Started with Studio -########################### - -*************** -Overview -*************** - -This chapter describes the tools you use to build an edX course, and how to create your first course: - -* :ref:`What is Studio?` -* :ref:`Use Studio on Edge` -* :ref:`Create Your First Course` -* :ref:`View Your Course on Edge` -* :ref:`Register Your Course on edX.org` - -If you are using an instance of Open edX, some specifics in this chapter may not apply. - -.. _What is Studio?: - -*************** -What is Studio? -*************** - -Studio is the edX tool you use to build your courses. - -You use Studio to create course content, problems, videos, and other resources for students. - -With Studio, you can also manage your schedule and course team, set grading policies, publish your course, and more. - -You use Studio directly through your browser. You do not need any additional software. - - -.. _Use Studio on Edge: - -****************** -Use Studio on Edge -****************** - -You can use Studio_ on Edge to build your own courses. - -Go to: https://studio.edge.edx.org. Sign in with the account you created on Edge. - -You must then request access to create courses: - -#. Click the **+** sign to expand the field labeled **Becoming a Course Creator in Studio**. - -#. Click **Request the Ability to Create Courses**. - -EdX then evaluates your request. When course creation permissions are granted, you receive an email message. - -.. _Studio: https://studio.edge.edx.org -.. _Edge: http://edge.edx.org - -.. _Create Your First Course: - -*************************** -Create Your First Course -*************************** - -When you receive notice that you can create courses, log in to Studio_. - -You see the following page, which is your **My Courses** dashboard: - -.. image:: ../Images/first_course.png - :width: 600 - :alt: Image of the Studio home page where you create your first course - -#. Click **Create Your First Course**. -#. Enter course information as needed and click **Create**. - - .. image:: ../Images/new_course_info.png - :width: 600 - :alt: Image of the Create New Course page - - .. note:: Enter new course information carefully. This information becomes part of the URL for your course. To change the URL after the course is created, you must contact edX through the Help site (http://help.edge.edx.org). Additionally, because this information becomes part of your course URL, the total number of characters in the following three fields must be 65 or fewer. - - * For **Course Name**, enter the title of your course. For example, the name may be “Sets, Maps and Symmetry Groups". Use title capitalization for the course title. - - * For **Organization**, enter the name of your university. Do not include whitespace or special characters. - - * For **Course Number**, enter both a subject abbreviation and a number. For example, for public health course number 207, enter **PH207**. For math course 101x, enter **Math101x**. Do not include whitespace or special characters in the course number. - - *Note: If your course will be open to the world, be sure to include the "x". If it is exclusively an on-campus offering, do not include the "x".* - -3. Click **Save.** - -Your new course opens to the **Course Outline** page. Because you haven't created any content yet, this page is empty. - -In your browser’s address bar, notice that the URL of your course includes the course organization, number, and course run. - -The rest of this documentation describes how you now build and run your course. But first, let's view your empty course on Edge. - -.. _View Your Course on Edge: - -************************ -View Your Course on Edge -************************ - -You can now view the course you just created, even though it doesn't have any content. - -In the Course Outline in Studio, click **View Live**. The course opens on Edge. - -You can also go directly to Edge_. Log in if prompted. You see the course you just created listed on your **My Courses** dashboard: - -.. image:: ../Images/new_course.png - :width: 600 - :alt: Image of the Edge Dashboard - -You can view the course and see that there is no content yet. - -To build your course, keep reading this document. - -.. _Register Your Course on edx.org: - -************************************ -View Your Course on edX.org -************************************ - -If your organization has an agreement with edX and you have specific approval, you can create a course on edX. To see the content of your course as students will see it, you must register for your course. You can then view it on the LMS. - -#. Create your course and add content. - -#. On the **Course Outline** page, click the blue **View - Live** button in the upper-right corner of your screen. - - Your course registration page opens in a new tab on the LMS. - -#. Click the blue **Register** button to register for your course. After you register for your course, it opens in the LMS. - -#. To continue working on your course, in your browser, switch back to the tab that shows Studio. You will still be on the **Course Outline** page. diff --git a/docs/en_us/course_authors/source/getting_started/glossary.rst b/docs/en_us/course_authors/source/getting_started/glossary.rst deleted file mode 100644 index e54ed72630..0000000000 --- a/docs/en_us/course_authors/source/getting_started/glossary.rst +++ /dev/null @@ -1,644 +0,0 @@ -.. _Glossary: - -############ -Glossary -############ - -.. _A: - -**** -A -**** - -.. _AB Test: - -**A/B Test** - - See `Content Experiment`_. - -.. _About Page: - -**About Page** - - The course page that provides potential students with a course summary, prerequisites, a course video and image, and important dates. - - See :ref:`The Course Summary Page` for more information. - -.. _Advanced Editor_g: - -**Advanced Editor** - - An XML-only editor in a Problem component that allows you to can create and edit any type of problem. For more information, see :ref:`Advanced Editor`. - - - - -.. _Assignment Type: - -**Assignment Type** - - The category of graded student work, such as homework, exams, and exercises. - - For more information, see :ref:`Establish a Grading Policy`. - -.. _C: - -**** -C -**** - - -.. _Certificate: - -**Certificate** - - A document issued to a registered student who successfully completes a course. Not all edX courses offer certificates, and not all students register as certificate candidates. - - - -.. _Checkbox Problem: - -**Checkbox Problem** - - A problem that prompts the student to select one or more options from a list of possible answers. For more information, see :ref:`Checkbox`. - - -.. _Chemical Equation Response Problem: - -**Chemical Equation Response Problem** - - A problem that allows the student to enter chemical equations as answers. For more information, see :ref:`Chemical Equation`. - - -.. _Circuit Schematic Builder Problem: - -**Circuit Schematic Builder Problem** - - A problem that allows the student to construct a schematic answer (such as an electronics circuit) on an interactive grid. - - See :ref:`Circuit Schematic Builder` for more information. - - -.. _Cohort: - -**Cohort** - - A group of students who participate in a class together. Students who are in - the same cohort group can communicate and share experiences in private - discussions. - - Cohorts are an optional feature of courses on the edX platform. For - information about how you enable the cohort feature, set up cohort groups, - and assign students to them, see :ref:`Cohorts Overview`. - -.. _Component_g: - -**Component** - - The part of a unit that contains your actual course content. A unit can - contain one or more components. For more information, see :ref:`Developing - Course Components`. - -.. _Content Experiment: - -**Content Experiment** - - You can define alternative course content to be delivered to different, - randomly assigned groups of students. Also known as A/B or split testing, you - use content experiments to compare the performance of students who have been - exposed to different versions of of the content. For more information, see - :ref:`Creating Content Experiments`. - -**Content-Specific Discussion Topic** - - A category within the course discussion that appears at a defined point in - the course to encourage questions and conversations. To add a - content-specific discussion topic to your course, you add a discussion - component to a unit. Students cannot contribute to a content-specific - discussion topic until the release date of the section that contains it. - - For more information, see :ref:`Working with Discussion Components` and - :ref:`Organizing_discussions`. - -.. _Course Accordion: - -**Course Accordion** - - The left-hand navigation bar in the courseware that shows the sections and subsections for a course. The word “accordion” is intended to evoke the folding and unfolding of an accordion, because when you click a section, the section expands to show subsections. - - -.. _Course Catalog: - -**Course Catalog** - - The page that lists all courses offered in the edX learning management system. - - - -.. _Course Handouts: - -**Course Handouts** - - Course handouts are files you make available to students in the Course Info page. - - See :ref:`Add Course Handouts` for more information. - - -.. _Course Info Page: - -**Course Info Page** - - The page that opens first every time students access your course. You can post announcements on the Course Info page. The Course Handouts sidebar appears in the right pane of this page. - - -.. _Run: - -**Course Run** - - The term in which your course takes place. You set the course run when you create your course. For more information, see :ref:`Create a New Course`. - -.. _Courseware: - - -**Courseware** - - The page where students access the primary instructional materials for your course. Sections, subsections, units, and components are all accessed from the Courseware page. - -**Course-Wide Discussion Topic** - - Optional categories that you create to guide how students find and share - information in the course discussion. Examples of course-wide discussion - topics include Announcements and Frequently Asked Questions. Students can - contribute to these topics as soon as your course starts. - - For more information, see :ref:`Organizing_discussions`. - -.. _Custom Response Problem: - -**Custom Response Problem** - - A custom response problem evaluates text responses from students using an embedded Python script. These problems are also called "write-your-own-grader" problems. For more information, see :ref:`Write Your Own Grader`. - -.. _D: - -**** -D -**** - -.. _Data Czar_g: - -**Data Czar** - - A data czar is the single representative at a partner institution who is - responsible for receiving course data from edX, and transferring it securely - to researchers and other interested parties after it is received. - - See the `edX Research - Guide`. - -.. _Discussion: - -**Discussion** - - The set of topics defined to promote course-wide or unit-specific - conversation. Students use the discussion topics to communicate with each - other and the course staff in threaded exchanges. - - A discussion is also a type of contribution that you can make to a topic to - start an open-ended dialogue. You can also contribute questions to the - discussion topics. - - See :ref:`Discussions` for more information. - - -.. _Discussion Component: - -**Discussion Component** - - Discussion topics that course staff add directly to units. For example, a - Video component can be followed by a Discussion component so that students - can discuss the video content without having to leave the page. When you add - a dicussion component to a unit, you create a content-specific discussion - topic. - - See :ref:`Working with Discussion Components` for more information. - -.. _Dropdown Problem: - -**Dropdown Problem** - - A problem that asks students to choose from a collection of answer options, presented as a drop-down list. For more information, see :ref:`Dropdown`. - - -.. _E: - -**** -E -**** - -.. _edX101_g: - -**edX101** - - edX’s online course about how to create online courses. The intended audience is faculty and university administrators. It is also the first course ever to have been developed entirely using edX Studio. - -.. _edX101: https://edge.edx.org/courses/edX/edX101/How_to_Create_an_edX_Course/about - - -.. _edX Edge: - -**edX Edge** - - A less restricted site than edX.org. While only consortium members can create and post content on edX.org, any users with course creator permissions can create courses with Studio on studio.edge.edx.org, then view the courses on the learning management system at edge.edx.org. - -.. _Edge: http://edge.edx.org - - - - -.. _edX Studio: - -**edX Studio** - - The edX tool you use to build your courses. - - See :ref:`What is Studio?` for more information. - - -.. _Exercises: - -**Exercises** - - Practice or practical problems interspersed in edX course content to keep the learner engaged. Exercises are also an important measure of teaching effectiveness and learner comprehension. - -.. _F: - -*** -F -*** - -**Forum** - - See `Discussion`_. - -.. _G: - -**** -G -**** - -.. _grade: - -**Grade Range** - - Thresholds that specify how numerical scores are associated with grades, and the score required to pass a course. - - See :ref:`Set the Grade Range` for more information. - - -.. _Grading Rubric: - -**Grading Rubric** - - List of the items that a student's response should cover in an open response assessment. - - See :ref:`ORA Rubrics` for more information. - - -.. _H: - -**** -H -**** - -.. _HTML Component: - -**HTML Component** - - The component where you add and format text for your course. An HTML component can contain text, lists, links and images. - - See :ref:`Working with HTML Components` for more information. - - - -.. _I: - -**** -I -**** - - -.. _Image Mapped Input Problem: - -**Image Mapped Input Problem** - - A problem that presents an image and accepts clicks on the image as an answer. - - See :ref:`Image Mapped Input` for more information. - -.. _Import: - -**Import** - - A tool in edX Studio that loads a new course into your existing course. When you use the Import tool, Studio replaces all of your existing course content with the content from the imported course. - - See :ref:`Import a Course` for more information. - - - - -.. _L: - -**** -L -**** - - -.. _LaTeX: - -**LaTeX** - - A document markup language and document preparation system for the TeX typesetting program. - - In edX Studio, you can :ref:`Import LaTeX Code`. - - You can also create a :ref:`Problem Written in LaTeX`. - - - -.. _Learning Management System: - -**Learning Management System (LMS)** - - The platform that students use to view courses, and that course staff members - use to manage enrollment and staff privileges, moderate dicussions, and - access data while the course is running. - - - -.. _Live Mode: - -**Live Mode** - - A view that allows course staff to review all public units as students see them, regardless of the release dates of the section and subsection that contain the units. - - See :ref:`View Your Live Course` for more information. - - -.. _M: - -**** -M -**** - -.. _Math Expression Input Problem: - -**Math Expression Input Problem** - - A problem that requires students to enter a mathematical expression as text, such as e=m*c^2. - - See :ref:`Math Response Formatting for Students` for more information. - - -.. _MathJax: - -**MathJax** - - A LaTeX-like language you use to write equations. Studio uses MathJax to render text input such as x^2 and sqrt(x^2-4) as "beautiful math." - - See :ref:`MathJax in Studio` for more information. - - - - -.. _Multiple Choice Problem: - -**Multiple Choice Problem** - - A problem that asks students to select one answer from a list of options. - - See :ref:`Multiple Choice` for more information. - - -.. _N: - -**** -N -**** - -.. _Numerical Input Problem: - -**Numerical Input Problem** - - A problem that asks students to enter numbers or specific and relatively simple mathematical expressions. - - See :ref:`Numerical Input` for more information. - - - -.. _P: - -**** -P -**** - -.. _Pages_g: - -**Pages** - - Pages organize course materials into categories that students select in the - learning management system. Pages provide access to the courseware and to - tools and uploaded files that supplement the course. Each page appears in - your course's navigation bar. - - See :ref:`Adding Pages to a Course` for more information. - -.. _Preview Mode: - -**Preview Mode** - - A view that allows you to see all the units of your course as students see - them, regardless of the unit status and regardless of whether the release - dates have passed. - - See :ref:`Preview Course Content` for more information. - - - -.. _Problem Component: - -**Problem Component** - - A component that allows you to add interactive, automatically graded exercises to your course content. You can create many different types of problems. - - See :ref:`Working with Problem Components` for more information. - - - -.. _Progress Page: - -**Progress Page** - -The page in the learning management system that shows students their scores on graded assignments in the course. - - - -.. _Public Unit: - -.. **Public Unit** - -.. A unit whose **Visibility** option is set to Public so that the unit is -.. visible to students, if the subsection that contains the unit has been -.. released. - -.. See :ref:`Public and Private Units` for more information. - -.. _Q: - -***** -Q -***** - -**Question** - - A question is a type of contribution that you can make to a course discussion - topic to surface an issue that the course staff or other students can - resolve. - - See :ref:`Discussions` for more information. - -.. _R: - -**** -R -**** - -.. _Rubric: - -**Rubric** - - List of the items that a student's response should cover in an open response assessment. - - See :ref:`ORA Rubrics` for more information. - - - -.. _S: - -**** -S -**** - - - - -.. _Section_g: - -**Section** - - The topmost category in your course. A section can represent a time period in your course or another organizing principle. - - See :ref:`Developing Course Sections` for more information. - - -.. _Short Course Description: - -**Short Course Description** - - The description of your course that appears on the edX `Course List - `_ page. - - See :ref:`Describe Your Course` for more information. - - -.. _Simple Editor_g: - -**Simple Editor** - - The graphical user interface in a Problem component that contains formatting buttons and is available for some problem types. For more information, see :ref:`Problem Studio View`. - -.. _Split_Test: - -**Split Test** - - See `Content Experiment`_. - - -.. _Subsection: - -**Subsection** - - A division that represents a topic in your course, or another organizing principle. Subsections are found inside sections and contain units. Subsections can also be called "lessons." - - See :ref:`Developing Course Subsections` for more information. - - -.. _T: - -**** -T -**** - -.. _Text Input Problem: - -**Text Input Problem** - - A problem that asks the student to enter a line of text, which is then checked against a specified expected answer. - - See :ref:`Text Input` for more information. - - -.. _Transcript: - -**Transcript** - - A printed version of the content of a video. You can make video transcripts available to students. - - See :ref:`Working with Video Components` for more information. - - -.. _V: - -**** -V -**** - -.. _Video Component: - -**Video Component** - - A component that you can use to add recorded videos to your course. - - See :ref:`Working with Video Components` for more information. - - -.. _W: - -**** -W -**** - -.. _Wiki: - -**Wiki** - - The page in each edX course that allows students as well as course staff to add, modify, or delete content. - - Students can use the wiki to share links, notes, and other helpful information with each other. - - -.. _X: - -**** -X -**** - -.. _XBlock: - -**XBlock** - - EdX’s component architecture for writing courseware components. - - Third parties can create components as web applications that can run within the edX learning management system. - - diff --git a/docs/en_us/course_authors/source/getting_started/index.rst b/docs/en_us/course_authors/source/getting_started/index.rst deleted file mode 100644 index 90a6457d25..0000000000 --- a/docs/en_us/course_authors/source/getting_started/index.rst +++ /dev/null @@ -1,15 +0,0 @@ -.. _Getting Started Index: - -################ -Getting Started -################ - -.. toctree:: - :maxdepth: 3 - - - browsers - accounts - get_started - accessibility - glossary diff --git a/docs/en_us/course_authors/source/index.rst b/docs/en_us/course_authors/source/index.rst deleted file mode 100755 index e9e4df8eff..0000000000 --- a/docs/en_us/course_authors/source/index.rst +++ /dev/null @@ -1,26 +0,0 @@ -.. Getting_Started documentation master file, created by - sphinx-quickstart on Tue Apr 16 11:19:12 2013. - You can adapt this file completely to your liking, but it should at least - contain the root `toctree` directive. - - -Building and Running an edX Course -======================================== - -.. toctree:: - :numbered: - :maxdepth: 2 - - read_me - preface - change_log - getting_started/index - building_course/index - developing_course/index - creating_content/index - exercises_tools/index - content_experiments/index - cohorts/index - releasing_course/index - running_course/index - students/index diff --git a/docs/en_us/course_authors/source/latex/Makefile b/docs/en_us/course_authors/source/latex/Makefile deleted file mode 100644 index 6b87ad8814..0000000000 --- a/docs/en_us/course_authors/source/latex/Makefile +++ /dev/null @@ -1,66 +0,0 @@ -# Makefile for Sphinx LaTeX output - -ALLDOCS = $(basename $(wildcard *.tex)) -ALLPDF = $(addsuffix .pdf,$(ALLDOCS)) -ALLDVI = $(addsuffix .dvi,$(ALLDOCS)) - -# Prefix for archive names -ARCHIVEPRREFIX = -# Additional LaTeX options -LATEXOPTS = - -all: $(ALLPDF) -all-pdf: $(ALLPDF) -all-dvi: $(ALLDVI) -all-ps: all-dvi - for f in *.dvi; do dvips $$f; done - -all-pdf-ja: - for f in *.pdf *.png *.gif *.jpg *.jpeg; do extractbb $$f; done - for f in *.tex; do platex -kanji=utf8 $(LATEXOPTS) $$f; done - for f in *.tex; do platex -kanji=utf8 $(LATEXOPTS) $$f; done - for f in *.tex; do platex -kanji=utf8 $(LATEXOPTS) $$f; done - -for f in *.idx; do mendex -U -f -d "`basename $$f .idx`.dic" -s python.ist $$f; done - for f in *.tex; do platex -kanji=utf8 $(LATEXOPTS) $$f; done - for f in *.tex; do platex -kanji=utf8 $(LATEXOPTS) $$f; done - for f in *.dvi; do dvipdfmx $$f; done - -zip: all-$(FMT) - mkdir $(ARCHIVEPREFIX)docs-$(FMT) - cp $(ALLPDF) $(ARCHIVEPREFIX)docs-$(FMT) - zip -q -r -9 $(ARCHIVEPREFIX)docs-$(FMT).zip $(ARCHIVEPREFIX)docs-$(FMT) - rm -r $(ARCHIVEPREFIX)docs-$(FMT) - -tar: all-$(FMT) - mkdir $(ARCHIVEPREFIX)docs-$(FMT) - cp $(ALLPDF) $(ARCHIVEPREFIX)docs-$(FMT) - tar cf $(ARCHIVEPREFIX)docs-$(FMT).tar $(ARCHIVEPREFIX)docs-$(FMT) - rm -r $(ARCHIVEPREFIX)docs-$(FMT) - -bz2: tar - bzip2 -9 -k $(ARCHIVEPREFIX)docs-$(FMT).tar - -# The number of LaTeX runs is quite conservative, but I don't expect it -# to get run often, so the little extra time won't hurt. -%.dvi: %.tex - latex $(LATEXOPTS) '$<' - latex $(LATEXOPTS) '$<' - latex $(LATEXOPTS) '$<' - -makeindex -s python.ist '$(basename $<).idx' - latex $(LATEXOPTS) '$<' - latex $(LATEXOPTS) '$<' - -%.pdf: %.tex - pdflatex $(LATEXOPTS) '$<' - pdflatex $(LATEXOPTS) '$<' - pdflatex $(LATEXOPTS) '$<' - -makeindex -s python.ist '$(basename $<).idx' - pdflatex $(LATEXOPTS) '$<' - pdflatex $(LATEXOPTS) '$<' - -clean: - rm -f *.dvi *.log *.ind *.aux *.toc *.syn *.idx *.out *.ilg *.pla - -.PHONY: all all-pdf all-dvi all-ps clean -.PHONY: all-pdf-ja - diff --git a/docs/en_us/course_authors/source/preface.rst b/docs/en_us/course_authors/source/preface.rst deleted file mode 100644 index 53895c8473..0000000000 --- a/docs/en_us/course_authors/source/preface.rst +++ /dev/null @@ -1 +0,0 @@ -.. include:: ../../shared/preface.rst \ No newline at end of file diff --git a/docs/en_us/course_authors/source/read_me.rst b/docs/en_us/course_authors/source/read_me.rst deleted file mode 100644 index b791b27e81..0000000000 --- a/docs/en_us/course_authors/source/read_me.rst +++ /dev/null @@ -1,17 +0,0 @@ -******* -Read Me -******* - -The edX *Building and Running an edX Course* guide is created -using RST_ files and Sphinx_. You, the user community, can help update and revise this documentation project on GitHub:: - - https://github.com/edx/edx-platform/docs/en_us/course_authors/source - -To suggest a revision, fork the project, make changes in your fork, and submit -a pull request back to the original project: this is known as the `GitHub Flow`_. -All pull requests need approval from edX. For more information, contact edX at docs@edx.org. - -.. _Sphinx: http://sphinx-doc.org/ -.. _LaTeX: http://www.latex-project.org/ -.. _`GitHub Flow`: https://github.com/blog/1557-github-flow-in-the-browser -.. _RST: http://docutils.sourceforge.net/rst.html \ No newline at end of file diff --git a/docs/en_us/course_authors/source/releasing_course/beta_testing.rst b/docs/en_us/course_authors/source/releasing_course/beta_testing.rst deleted file mode 100644 index 0ac4354845..0000000000 --- a/docs/en_us/course_authors/source/releasing_course/beta_testing.rst +++ /dev/null @@ -1,323 +0,0 @@ -.. _Beta_Testing: - -############################# -Beta Testing a Course -############################# - -When a course is being designed in Studio, the course team can choose **View -Live** to assess their progress in designing the course, test their work, find -gaps and errors, and mimic the student experience. To gather information about -the overall experience of taking a course, you can also conduct a beta test of -the course. - -Beta testers have early access to the course. Beta testers are not members of -the course team or staff: they don't have information about "how it's supposed -to work". They use their own computers and internet connections to view videos, -follow links, and complete problems. They interact with the course exactly as -students will, but see the course materials before other enrolled students do. - -* :ref:`Beta_Process` -* :ref:`Qualities_Testers` -* :ref:`What_Test` -* :ref:`How_Testers_See_Course` -* :ref:`Add_Testers` -* :ref:`Add_Testers_Bulk` -* :ref:`Issue_Reporting_During_Course` - -.. _Beta_Process: - -****************************************** -The Beta Testing Process -****************************************** - -During a beta test, you gather information about the experience of taking your -course in an effort to improve its quality. The phases of the beta testing -process, and some questions that you may find useful to consider as you prepare -for each phase, follow. - -#. **Planning**: What are your objectives for the test? What is the schedule for - testing? - -#. **Recruitment**: How many testers do you need? How much time do you expect - testers to spend? When do you need them to complete their feedback? - -#. **Provide access to your course**: Can testers access your entire course - immediately, or are its sections and subsections available at different - times? How will that affect the schedule? - -#. **Collect feedback**: How do you want testers to provide feedback? Who checks - for feedback, and how often? - -#. **Evaluate feedback**: How is feedback evaluated? Who decides what changes to - make as a result, and on what schedule? - -#. **Conclusion**: How do you acknowledge the efforts of your testers? What do - you share with them about the results of their efforts? - -There is no one answer to any of these questions. They are included here as -background on the role that beta testing can play in the preparation of your -course. - -.. _Qualities_Testers: - -*************************************** -Qualities of Good Beta Testers -*************************************** - -A beta test is valuable in part because it is unscripted. Your beta testers are -not following a predetermined series of steps, or using a particular computer -environment, when they access your course. When you recruit beta testers, -however, you may find these skills and characteristics to be helpful. - -* Curiosity. - -* Attention to detail for identifying problems and inconsistencies. - -* Solid communication skills for reporting problems to course staff. - -Your beta testers should also have varying levels of knowledge about the course -content: - -* To recognize when material is wrong or missing, at least one tester should - know the content well. - -* To identify material that is unclear, at least one tester should be less - familiar with the content. - -Depending on the objectives you set for your beta test, you may want to consider -recruiting testers who use assistive technologies, who have different native -languages, or who have varying levels of familiarity with computer software. - -========================================= -Using Course Staff as Beta Testers -========================================= - -Course staff can provide valuable feedback about your course. However, they are -typically stakeholders in the success of your course and have a significant -amount of knowledge about it. As a result, they can be too close to the course -to interact with it in the same way as students will. They can also be either -reluctant to provide feedback, or overly zealous. - -If you do want a staff member to be a beta tester, a different, second email -address must be used for this additional role. The privileges of the course -staff role override those of a beta tester, so a second registration on the -site, activation, and enrollment in the course are necessary using this second -email address. The staff member must log in using the second email address (with -the beta tester role) in order to experience the course as a student. - -.. _What_Test: - -********************************* -What to Test -********************************* - -Beta testers should interact with everything in the course. - -* Click all links. - -* Watch all videos. - -* Download video transcripts and other files. - -* Complete all problems. - -As they work, beta testers log issues and questions for the course team. - -.. note:: Beta testers can make discussion posts and wiki contributions. You may want to ask your testers not to make posts or contributions about unreleased courseware, and alert your discussion administration team to watch for posts from the beta testers. - -.. _How_Testers_See_Course: - -****************************************** -How Beta Testers See Course Content -****************************************** - -To beta test a course, you: - -* Define a number of days before section and subsection release days for testing - to begin. - -* Identify beta testers. - -Designated beta testers see course content before students can. Beta testers -access courseware: - -+-------------------------------------------+------+------+ -| | Yes | No | -+===========================================+======+======+ -| Before the Course Enrollment Date | X | | -+-------------------------------------------+------+------+ -| Before the Course Start Date | X | | -+-------------------------------------------+------+------+ -| Before the section Release Day | X | | -+-------------------------------------------+------+------+ -| Before the subsection Release Day | X | | -+-------------------------------------------+------+------+ -| Before the unit is Public | | X | -+-------------------------------------------+------+------+ -| Before a draft replaces a live unit | | X | -+-------------------------------------------+------+------+ - -The course team can continue to add content in Studio after the beta test -begins. When new content is ready for testing, be sure to :ref:`publish the unit`. - -================================ -Define When the Beta Test Starts -================================ - -To define the start of the beta test, you use Studio to specify a number of days -before the release day that is defined for each section and subsection in your -course. - -#. In Studio, from the **Settings** menu select **Advanced Settings**. - -#. In the field for the **Days Early for Beta Users** policy key, enter the - number of days before each section and subsection release day for beta - testers to have access. - -#. Click **Save Changes**. - -=========== -Example -=========== - -.. Is this example helpful? how can we assess whether it is frightening/confusing to course team, or helpful? - -Beta tester access to courseware for a course with **Days Early for Beta Users** -= 20 and 2 sections: - -+-------------------------------------------+------------------------------------------------+ -| Course Enrollment Date = 31 August | 31 August; earlier if enrolled by course staff | -+===========================================+================================================+ -| Course Start Date = 15 September | 26 August | -+-------------------------------------------+------------------------------------------------+ -| section 1 Release Day = 15 September | 26 August | -+-------------------------------------------+------------------------------------------------+ -| section 2 Release Day = 22 September | 2 September | -+-------------------------------------------+------------------------------------------------+ -| subsection 1 Release Day = 22 September | 2 September | -+-------------------------------------------+------------------------------------------------+ -| subsection 2 Release Day = 24 September | 4 September | -+-------------------------------------------+------------------------------------------------+ -| subsection 2, unit 1 Visibility = Public | 4 September | -+-------------------------------------------+------------------------------------------------+ -| subsection 2, unit 2 Visibility = Public; | 4 September for Public version; | -| draft in progress | No access to draft | -+-------------------------------------------+------------------------------------------------+ -| subsection 2, unit 3 Visibility = Private | No access | -+-------------------------------------------+------------------------------------------------+ - -In this example, the beta testers cannot access all of the courseware when the -beta test starts on 26 August: they can access section 1 but not section 2. You -may want to provide a schedule of section availability to your testers so that -they can plan their time appropriately. Future release dates do not display to -the beta testers in the courseware. - -.. _Add_Testers: - -********************************* -Add Beta Testers -********************************* - -Before you can add beta testers: - -* You need the email address or username of each beta tester. - -* Each beta tester must register and activate a user account for that email - address/username. - -When you add beta testers, note the following. - -* If the beta test starts before the course **Enrollment Start Date**, testers - cannot enroll themselves in your course. However, you can enroll the beta - testers prior to the **Enrollment Start Date**. - -* If you add the beta testers after the defined start of the beta test, and - they are enrolled in the course, they see your course on their **Current - Courses** dashboards when they log in. - -* If you add beta testers before the test starts, or if they are not enrolled, - they do not see your course on their dashboards. You can enroll the beta - testers in the course yourself, and you may want to send an email message to - remind them when the test begins. - -.. _Add_Testers_Bulk: - -================================ -Add Multiple Beta Testers -================================ - -If you have a number of beta testers that you want to add, you can use the -"batch add" option to add them all at once, rather than individually. With this -feature, you have options to enroll the beta testers in the course (before or -after the **Enrollment Start Date**) and send an email message to notify the -beta testers that they have been added. - -To add multiple beta testers: - -#. View the live version of your course. - -#. Click **Instructor**, and then click **Membership**. - -#. In the **Batch Beta Tester Addition** section of the page, enter one or more - addresses or usernames separated by commas or line feeds (the Enter key). You - can also copy data from a CSV file of email addresses and paste it here. - -#. To enroll the beta testers in your course, leave **Auto Enroll** selected. If - the beta test starts before the course **Enrollment Start Date**, testers - cannot enroll themselves in your course. - -#. To send an email message to the beta testers, leave **Notify users by email** - selected. An example of the message that is sent to a beta tester who is not - enrolled (or auto enrolled) in the course follows. - -.. image:: ../Images/Beta_tester_email.png - :alt: "You have been invited to be a beta tester for at . Visit to join the course and begin the beta test." - -6. Click **Add beta testers**. - -To remove the Beta Tester role from one or more users, enter their email -addresses in the **Batch Add Beta Testers** field and then click **Remove beta -testers**. - -.. note:: The **Auto Enroll** option has no effect when you click **Remove beta testers**. The user's role as a beta tester is removed; course enrollment is not affected. - -================================ -Add Beta Testers Individually -================================ - -To add a single beta tester: - -#. View the live version of your course. - -#. Click **Instructor** then **Membership**. - -#. In the **Administration List Management** section, use the drop-down list to - select **Beta Testers**. - -#. Under the list of users who currently have that role, enter an email address - or username and click **Add Beta Tester**. - - If the beta test starts before the **Enrollment Start Date** of your course, - you can also enroll the beta tester. See :ref:`Enrollment`. - -To remove the Beta Tester role from users individually, find the user in the -list of beta testers, and then click **Revoke access** to the right of that -user's email address. - -.. _Issue_Reporting_During_Course: - -********************************* -Issue Reporting During a Course -********************************* - -Despite the efforts of the course team and the beta testers, additional -problems, questions, and issues can occur while a course is running. - -* Often, students report issues by asking questions in a discussion. Your - discussion administration team can watch for posts that indicate problems. - -* To let students know the best way to report problems, you can post information - on the **Course Info** page or post it in a discussion. - -.. per Mark 19 Feb 14: eventually we want to provide more guidance for students: course issues > use discussions, platform issues > submit issue to edx. - diff --git a/docs/en_us/course_authors/source/releasing_course/course_launching.rst b/docs/en_us/course_authors/source/releasing_course/course_launching.rst deleted file mode 100644 index 39b5f16411..0000000000 --- a/docs/en_us/course_authors/source/releasing_course/course_launching.rst +++ /dev/null @@ -1,696 +0,0 @@ -.. _Launch: - -############################## -Course Launching Activities -############################## - -To launch a course, you prepare the course itself, the staff, and the -students. This chapter includes a :ref:`Course Launch Checklist` to use as a -model for your schedule of activities. - -To help you communicate to the course staff or to all course participants -before the course launches and while it is running, you can send email messages -from the Instructor Dashboard. See :ref:`Bulk Email`. This chapter also -includes a set of :ref:`example messages to students` that you can use as guidelines when you write your own email -messages. - -.. _Course Launch Checklist: - -**************************** -Course Launch Checklist -**************************** - -As the start date for your course approaches, a checklist or timeline of -activities can help you make sure that your course, and your students, are -ready to begin. Suggestions for activities to complete before your course -starts follow. - -**Verify Course Settings** - -* Check the course start date and time in Studio. See :ref:`Set Important - Dates for Your Course`. -* Review the grading policy, and set a grace period for homework assignment - due dates. See :ref:`Establish a Grading Policy`. -* Confirm that any optional features that you want your course to include, such - as implementing student cohorts, are enabled and configured. See - :ref:`Cohorts Overview`. - -**Review First Week Content** - -* Verify that all units are present and published. See :ref:`Developing Course - Units`. -* Check all assignments for completeness and verify their due dates. See - :ref:`Working with Problem Components`. -* Verify that videos, transcripts, and download links are in place and - working. -* Review feedback from the course team and beta testers to be sure that the - content has been thoroughly reviewed and tested. - -**Welcome Students** - -* Two months before the course start date, prepare and send a welcome email - message to currently enrolled students. See :ref:`Prelaunch Reminder` and :ref:`Send_Bulk_Email`. -* Compose a welcome message and add it to the **Course Info** page. See - :ref:`Add a Course Update`. -* Verify that a syllabus and other references are available on the **Course - Handouts** page. See :ref:`Add Course Handouts`. -* One month before the course start date, prepare and send a welcome email - message to currently enrolled students. -* One week before the course start date, prepare and send a welcome email - message to currently enrolled students. -* Add an "Introduce Yourself" post to a discussion topic. For a MOOC, you may - want to manage the size of the thread by distributing student responses - across multiple threads. For example, you can start different threads for - introductions based on geographical location, such as "Introduce Yourself: - Europe", "Introduce Yourself: North America", etc. See - :ref:`Running_discussions`. -* On the course start date, prepare and send a launch email message to - currently enrolled students. See :ref:`Launch Day Welcome`. - -**Prepare Staff** - -* Define communication methods for all course contributors, including staff, - instructors, and the discussion team. For example, set up a course-specific - email address. -* Verify that all course contributors know how to record their work, report - issues, and collaborate on tasks. -* Verify that the instructors and course staff selected for your course - have the correct role assignments in the LMS. See :ref:`Course_Staffing`. -* Verify that discussion admins, discussion moderators, and community TAs have - registered and activated their user accounts, enrolled in the course, and - been assigned their roles on the Instructor Dashboard. See - :ref:`Assigning_discussion_roles`. -* Define methods for managing discussions and guidance for discussion - moderators, and distribute to the discussion team. See - :ref:`Moderating_discussions` and :ref:`Guidance for Discussion Moderators`. - -.. _Bulk Email: - -************************* -Bulk Email -************************* - -With the bulk email feature, you can send email messages to course participants -directly from the Instructor Dashboard. Messages can use HTML styling, and can -include links to videos, social media pages for the course, and other material. -All course contributors who are assigned the course staff or instructor role -can use this feature to communicate with course participants before, during, -and after the course run. - -For templates that you can use when preparing your own messages, see -:ref:`Example Messages to Students`. - -.. note:: The bulk email feature is currently in limited release, and is - enabled for new courses only. A gradual rollout of this feature is planned for - 2014. - -=========================== -Message Addressing -=========================== - -When you send an email message from the Instructor Dashboard, you choose its -recipients by selecting one of these predefined groups: - -* **Myself**, to test out a message before sending it to a larger group. -* **Staff and Instructors**, to contact other members of the administrative - team. -* **All (students, staff and instructors)**, to communicate with currently - enrolled students and the administrative team. - - Email messages are not sent to enrolled students in these circumstances: - - * Students can opt not to receive email messages through the **Email - Settings** link, which is present for each course on the **Current - Courses** dashboard. Email messages are not sent to these students. - - * Email is not sent to students who have not replied to an account activation - email message. - -Before you use the bulk email feature, consider that messages **cannot be -cancelled** after they are sent. If you plan to send a message to all course -participants, be sure to review each draft carefully, and send the message to -yourself first for thorough testing. - -.. _Send_Bulk_Email: - -====================================================== -Send Email Messages to Course Participants -====================================================== - -To send an email message to course participants: - -#. View the live version of your course. - -#. Click **Instructor** then click **Email**. - -#. Select who you want to send the message to from the **Send to** dropdown - list. You can select: - - * **Myself** - * **Staff and Instructors** - * **All (students, staff and instructors)** - -4. Enter a **Subject** for the message. A subject is required. - -#. Enter the text for the message. Message text is required. - - Messages can use HTML styling, including text formatting and links. The - email message editor offers the same formatting options as the HTML - component editor in Studio. See :ref:`Working with HTML Components`. - -#. Click **Send Email**. You can perform other tasks on the Instructor - Dashboard or navigate to other pages while you wait for your message to be - sent. - -After you send a message, a bulk email task is queued for processing. -Multiple courses use the same queue to complete these tasks, so it can take -some time for your message to be sent to all of its recipients. If your course -is a MOOC, consider limiting the number of messages that you send to all -course participants to no more than one per week. - -.. _Email_queuing: - -====================================================== -Message Workflow States -====================================================== - -When you click **Send Email** for a message, the server begins to process a -bulk email task. The server assigns a series of different workflow states to -the task. - -.. image:: ../Images/Bulk_email_states.png - :alt: Flowchart of the possible states of a bulk email task - -The workflow states for a bulk email task are: - -* Queuing: The bulk email task is created and being queued for background - processing. -* Pending: The task is queued and is waiting to run. -* Started: Background processing is in progress to create emailing subtasks. -* Progress: The emailing subtasks are in progress. -* Success: All emailing subtasks are complete. Note that the bulk email task - can be in this state even if some or all of its emailing subtasks failed. -* Failure: An error occurred and task processing did not complete successfully. - -While the bulk email task is in progress, you can find out how far it has -gotten in the workflow by checking the **Pending Instructor Tasks** section on -the **Email** page. - -.. image:: ../Images/Bulk_email_pending.png - :alt: Information about an email message, including who submitted it - and when, in tabular format - -When the bulk email task is complete, you can find its final state by checking -the Email Task History report. See :ref:`Email Task History Report`. - -.. _Review Sent Messages: - -******************************** -Review Sent Messages -******************************** - -You can review a list of all of the messages that have been sent for the -course. For any listed message, you can review the subject, the username of the -person who sent it, the date and time sent, its selected recipients, and the -message text. - -#. View the live version of your course. - -#. Click **Instructor** then click **Email**. - -#. In the **Email Task History** section of the page, click **Sent Email - History**. The list of sent messages displays. - - .. image:: ../Images/Bulk_email_list.png - :alt: A tabular list of sent messages, with columns for subject, sent by, - time sent, and number sent - -4. To review additional information for a message, click its subject. The - message opens in a dialog box. - - .. image:: ../Images/Bulk_email_sent.png - :alt: A dialog box with the subject, sent by, date and time sent, sent to, - and message for an email message, and an option to Copy Email - to Editor - -5. Optionally, use the message as the basis for a new message: click **Copy - Email to Editor**. The dialog box closes and you can edit the text, links, - and formatting that were duplicated into the **Subject** and **Message** - fields. - - When you create a message by copying a previously-sent message, be sure to - review and test it thoroughly before you send it to all course participants. - -.. _Email Task History Report: - -******************************** -Email Task History Report -******************************** - -The Email Task History report can help you keep track of who sent messages, -when, and to how many people. For each message sent, the report includes the -username of the requester, the date and time it was submitted, the duration and -state of the entire task, the task status, and the task progress. - -You can use this history to investigate questions relating to bulk email -messages that have been sent, such as: - -* How frequently students are sent course-related email messages. -* Whether a message was sent successfully. -* The change in the number of people who were sent course-related messages over - time. - -To produce the Email Task History report: - -#. View the live version of your course. - -#. Click **Instructor** then click **Email**. - -#. In the **Email Task History** section of the page, click **Show Email Task - History**. A report like the following example displays on the Instructor - Dashboard. - -.. image:: ../Images/Bulk_email_history.png - :width: 800 - :alt: A tabular report with a row for each message sent and columns for requester, date and time submitted, duration, state, task status, and task progress. - -====================================== -Review Email Task History -====================================== - -For tasks with a **State** of Success, the **Task Progress** column shows an -informational message. These messages can have a format such as "Message -successfully emailed for 13457 recipients (skipping 29) (out of 13486)". To -interpret this message, note that: - -* The first number ("recipients") indicates the number of messages sent to the - selected recipients. - -* The second number ("skipping") indicates the number of enrolled and activated - users who were not sent the message. This count is of students who have opted - not to receive course email messages. - -* The final number ("out of") indicates the number of users in the set of - recipients you selected who were enrolled in the course (and had activated - their user accounts) when you sent the email message. - - Note that the **Total number of enrollees** shown on the **Course Info** page - includes all currently enrolled students, regardless of account activation - status, and as a result can be different than this number. - -If the "recipients" and "out of" numbers are the same, the message reads -"Message successfully emailed for 13457 recipients" instead. - -Other **Task Progress** messages for tasks with a **State** of Success indicate -that some or all of the emailing subtasks did not successfully send email: - -* "Message emailed for {number succeeded} of {number attempted} recipients" -* "Message failed to be emailed for any of {number attempted} recipients" -* "Unable to find any recipients to be emailed" - -No **Task Progress** messages display for tasks that have a **State** of -Failure. - -.. _Example Messages to Students: - -********************************* -Example Messages to Students -********************************* - -You can use these example messages, prepared for delivery before typical course -milestones, as models for your own course communications. - -* :ref:`Prelaunch Reminder` -* :ref:`Launch Day Welcome` -* :ref:`Verified Registration Reminder` -* :ref:`Midcourse Encouragement` -* :ref:`Midcourse Events` -* :ref:`Technical Issue` -* :ref:`Course Farewell and Certificates` -* :ref:`New Course Run Announcement` - -These messages are styled as email messages, but you could also post this -information in a course discussion topic or on the **Course Info** page. - -.. important:: Revise these message templates carefully to include facts for your own course, meet the needs of your students, and reflect your own objectives and personality. Search for the "{" and "}" characters to locate prompts and replace them with course-specific values. - -.. _Prelaunch Reminder: - -======================= -Pre-launch Reminder -======================= - -Pre-launch reminders raise awareness of the course start date, publicize the -course, and generate excitement. In addition to the course start date and time, -the example that follows also lets students know that: - -* UTC is used in edX courses. Alternatively, you could include information - about your course or the edX platform that will contribute to your students' - success. - -* The course has a companion social media site. Alternatively, you might - include information about planned meetups or other community-building - opportunities. - -You may want to send out more than one message before the course launches: use -this template as a starting point for crafting the different messages you want -to deliver. Replace values enclosed by {braces} with information that applies -to your course. - -:: - - Subject: {course number} Starts Soon! - - Hello {course name} student, - - We are excited that you are joining us for {course number} {course name}, - offered by {organization name} through edX. Class begins on {day}, {date} at - {time} UTC (which is {time} {local time zone}). Note that edX courses use - Coordinated Universal Time (UTC) for due dates and release times. - - In case you haven't already found it, {course number} has its own official - Facebook page {add link}. You can find videos and photos posted there before - the course even begins. - - If this is your first edX course, consider registering for edx101 {add link}, - the edX Demo course. This course gives you an opportunity to explore the edX - platform and learn how to answer problems and track your progress, before - {course number} begins. - - Your {course number} course staff - -.. _Launch Day Welcome: - -======================= -Launch Day Welcome -======================= - -On your course start date, you can send an email message that both welcomes -students and gives them specific actions to accomplish. This example directs -students to two of the course pages to encourage exploration and discovery, and -personally introduces the course team leader. Search for the values enclosed by -{braces} in this template and replace them with information for your course. - -:: - - Subject: {course number} Starts Today! - - Hello everyone! - - At this time, edX course {course number} is available from your Dashboard - {add link}, and the staff would like to officially welcome you to the course! - You'll find materials for the first week on the Courseware page, - including both video lectures and problem sets. - - Please take some time to go to the Course Info page to read the handouts - and get familiar with course policies and philosophy. - - I will be your course lead and I hope you will all have a great time learning - {subject}! It may be challenging, it may be frustrating, but it will be - rewarding and you will learn a ton. - - On behalf of the staff, welcome, good luck, and have fun! - - {name} and the {course number} staff - -.. _Verified Registration Reminder: - -============================================= -Reminder to Register for Verified Certificate -============================================= - -After your course has launched, you can send an email to remind students that -the last day to register for a verified certificate is approaching. You can use -this template as a starting point for your own message; search for the values -enclosed by {braces} and replace them with information for your course. - -:: - - Subject: Earn an edX verified certificate for {course name}! - - Dear students, - - Interested in using an edX certificate to bolster a college application or to - advance your career? With an edX verified certificate, you can demonstrate to - colleges, employers, and colleagues that you successfully completed a - challenging edX course, while helping to support the edX mission. - - We would like to remind you that {date} is the last day to register for a - verified certificate in {course name}. Registering for a certificate is easy! - Just go to this course on your edX dashboard and click "Challenge Yourself". - - Good luck! - - {name} and the {course number} staff - - -.. _Midcourse Encouragement: - -========================== -Mid-Course Encouragement -========================== - -While your course is running, you can send messages to promote community, -remind students of upcoming due dates, and address any recurring issues. - -This example gives students guidance on how to keep up with the course schedule -and encourages contributions to the discussions. You may want to send out more -than one message while the course is running. You can use this template as a -starting point for your own messages; search for the values enclosed by -{braces} and replace them with information for your course. - -:: - - Subject: {course name} Announcements - - Dear students, - - We hope that you are learning a lot in {course number}! Remember that problem - set {number} is due on {date} at {time} UTC. You can always check the - schedule {add link} on the Course Info page to plan ahead. - - The contributions to the course discussions have been amazing. You'll also - see on the Course Info page that we have made several of you community - TAs to thank you for your thoughtful contributions. Keep those conversations - going! - - We have a few additional announcements. - - * Week {number} on {subject} is now available on the Courseware page. - - * Problem set {number} is also available. It is due on {date} at {time} UTC. - - * Remember that the due dates for problem sets and exams are in UTC (the GMT - time zone). See the current UTC time here {add link}. Please convert the - times given to your own time zone! - - Wishing you continued success in the course, - - {name} and the {course number} staff - -.. _Midcourse Events: - -======================= -Mid-Course Event -======================= - -Before an exam or other significant course event, messages can provide -practical information about the exam, communicate expectations regarding -conduct, and also encourage students to continue working toward course -completion. This example lets students know: - -* How long they have to complete the exam, and when they can see answers to - questions. - -* How to communicate any errors or other issues found during the exam to the - course staff. - -* Whether the course discussions will be open or closed during the exam. (In - the example that follows, the discussions will remain **open**.) - -* What constitutes an honor code violation. - -* What technical limitations, if any, are imposed by external tools such as - graders. - -Be sure to search for the values enclosed by {braces} and replace them with -information for your course. - -:: - - Subject: {course number} Exam Info - - Hello {course name} student, - - Great job working through week {number}! As you know, the {course number} - exam is next week. If you missed a problem set, you can still earn a - certificate. Each problem set is worth only {number}% of the overall grade, - but this exam is worth {number}%. - - Please read this important information about the exam before you begin taking - it. - - * The exam starts on {date} at {time} UTC and must be finished by {date} at - {time} UTC. Plan your schedule accordingly. - - * Be sure that you know what time the UTC deadline is in your time zone. See - the current UTC time {add link}. No extensions will be given. - - * The exam is not timed. You can start, stop, and come back to it until the - deadline. - - * Each exam question allows only one answer submission. If you accidentally - click "Check", that problem cannot be reset for you. - - * The exam covers everything (video lectures, reading, and problem sets) from - weeks {number}-{number}. If you missed any of these materials, you will - want to review them before you take the exam. - - * You can use the textbook and the Internet to clarify your knowledge of exam - topics, as long as you are not deliberately looking up answers to exam - questions. - - * Course discussions will remain open during the exam, but anyone who posts - an answer to an exam question will be violating the honor code and risk - being removed from the class, forfeiting the certificate. - - * If you need to alert the staff to an issue with the exam while the exam is - open, add a post to the General discussion topic and include [EXAM] in - the subject line. - - * Check the Course Info page periodically. It is the fastest way the - staff has to communicate any delays, corrections, or changes. - - Good luck! - - {name} and the {course number} staff - -.. _Technical Issue: - -========================================= -Technical Issue -========================================= - -In the event of an unanticipated system failure, a message can both alert -students to the problem and reassure them that the issue is either resolved or -being addressed. The message can also provide information about any changes -made to the course as a result. - -Technical issues can arise during a course for many different reasons, so this -example is likely to need revision to apply to an issue that you encounter. -Keep in mind that to reassure the students who are affected by the problem, the -message should have a positive tone, and calmly and briefly identify the -problem, the status of its solution, and any after effects. - -:: - - Dear students, - - We've encountered a technical problem with {video, assignment, etc. name}. - {We are working to resolve it now. / This issue has been fixed.} - - As a result of this issue, we have {extended the deadline for / rescored} - this assignment so that it will not affect your grade. - - Thanks for your patience, and we look forward to continuing the course with - you. - - {name} and the {course number} staff - -.. _Course Farewell and Certificates: - -============================================== -Course Farewell and Certificates -============================================== - -In the last few days before your course ends, a message can direct students to -a course survey, answer questions about certificates, and provide information -about future access to course materials. Be sure to replace values enclosed by -{braces} with information for your course. - -:: - - Subject: {course number} Final Remarks - - Dear students, - - Thank you for making {course number} so much fun these last few months! We - had a great time getting to know you through the course discussions. We - appreciate the effort that you put into this course, and we hope that you - enjoyed learning {subject} through edX. With or without a certificate, you - should be proud of your accomplishments. - - * Please take a few minutes to answer the exit survey, now available under - Courseware. We will use your responses to improve the course in the future. - - * If you qualify for a certificate (overall score {number}% or higher), the - edX dashboard will include a link to your certificate in the near future. - While you may see the link in a few days, it can take up to two weeks edX - to generate all of the course certificates. - - * As a registered student, you will have access to the lecture videos even - after the course ends. The problem sets and exams will be removed from the - course when it is archived. - - * The {course number} discussions close on {date} at {time} UTC. You will not - be able to add to the discussions after that time, but you will be able to - continue viewing all of the conversations that took place during the - course. - - We hope that you share what you learned in {course number} with your - colleagues, friends, and family. - - Good luck on the final exam and beyond! - - {name} and the {course number} staff - -.. _New Course Run Announcement: - -=============================== -New Course Run Announcement -=============================== - -When you prepare a course for a new run, you can use the bulk email feature in -its previous run (or runs) to inform an engaged and knowledgeable audience: -your former students. Announcing a new run to students of an earlier run gives -you the opportunity to highlight key aspects of the course, such as the quality -and variety of its discussions, or the global interest and relevance of the -subject, as demonstrated by past enrollment. You can also reveal new features -or content that have been added to the new course run. By emphasizing the -value of the course, you get people thinking and talking about their -experiences, build excitement, and encourage re-enrollment. - -This message template offers students who did not complete the course, or who -did not previously choose the verified certificate track, the opportunity to do -so. It also invites students to share the course with colleagues and and -friends. - -When preparing a message from this template, search for values enclosed by -{braces} and replace them with information that applies to your course. - -:: - - Subject: Announcing a new run of {course name} - - Hello {course number} leaners, - - The next run of {course number} {course name} begins on {date}! We are glad - to share this news with you, the students who made the earlier run{s} of - {course number} so succesful. - - {Success story from the previous run.} - - {New content or features for the upcoming run.} - - Perhaps you want to share the {course name} experience with a friend or - colleague, earn an ID-verified certificate of achievement, or work through - course content that you weren't able to complete before. When {course number} - is offered in {time frame}, we welcome you to join the community of learners - again. - - To learn more and to register, visit the {course name} page {add link}. - - We hope to see you in the course, - - The {course number} Staff \ No newline at end of file diff --git a/docs/en_us/course_authors/source/releasing_course/d.rst b/docs/en_us/course_authors/source/releasing_course/d.rst deleted file mode 100644 index f34ae7d7cc..0000000000 --- a/docs/en_us/course_authors/source/releasing_course/d.rst +++ /dev/null @@ -1,38 +0,0 @@ -====================== -Time Zones -====================== - - **Overview** - Released course materials become visible to all students at once, and assignments with a due date will be due for all students at once, at the time specified by the setting. However, a number of places on edX and Studio present a time setting without specifying a time zone. Unless specified otherwise, most dates and times in Studio and edX are in UTC, not in your local time zone! When you specify date and time settings that do not have a time zone label, you need to convert values to UTC.  You should also ensure that students and instructors know how to interpret time settings for your course. - - **Details** - Time is stored in a specific time zone. However, this time zone may not be visible in the interface. Unlabeled time values are specified, stored, and viewed in UTC. - - EdX and Studio handle time zones as follows. - - • All times, labeled and unlabeled, are saved to the server in UTC (a.k.a. UTC or Z). - • Unlabeled times are displayed both in Studio and on edX/Edge in UTC. - • Times labeled with a particular time zone in Studio are specified in that time zone, and are converted to UTC. (This is rare.) - - For settings in Studio that are labeled with a time zone, such as the course start and end dates, enter the setting in the time zone specified (usually your local time zone). - - For time settings that are not labeled with a time zone, such as release dates and due dates for course content, convert from your local time zone, and set the dates and time settings in UTC. You can use an online time zone converter to convert from your local time zone.   - - *Note When you use an online converter, enter both the day and the time to account for daylight saving time.* - - Example US Eastern Standard Time is "UTC-5", so a New York winter due date of 5:00pm (17:00) should be entered as 10:00pm (or 22:00) in Studio. US Daylight Saving Time, however, is UTC-4, so a New York summer due date of 5:00pm would be entered as 9:00pm in Studio. - - Most of these time settings are also not labeled in the Student view on edX/Edge. When you set due dates for an assignment, make sure to tell students how to interpret the due date. You can choose one of the following options. - - • Notify students in advance that all times, unless otherwise labeled, are displayed in UTC, and point them to a time zone converter to convert to their local time zone. - • Allow students to assume that all due dates are specified in their local time zone, and specify an unadvertised grace period to invisibly extend all the due dates in your course. For example, some courses set a grace period of "1 day, 6 hours, and 1 minute" to accommodate differences in time zones and any potential system issues. - - *Note Setting a grace period is generally not recommended. It can lead to problems not closing "when they should", and may be misleading to your students.* - - If you have further questions about specifying times and time zones, or are experiencing inconsistencies in due date or release date behavior, please contact us from the edX Studio Help page. - - **References** - - http://help.edge.edx.org/discussions/questions/61-time-zones - - http://help.edge.edx.org/discussions/questions/23-grace-periods diff --git a/docs/en_us/course_authors/source/releasing_course/index.rst b/docs/en_us/course_authors/source/releasing_course/index.rst deleted file mode 100644 index a86b61dfc4..0000000000 --- a/docs/en_us/course_authors/source/releasing_course/index.rst +++ /dev/null @@ -1,12 +0,0 @@ -.. _Releasing Your Course Index: - -########################## -Releasing Your Course -########################## - -.. toctree:: - :maxdepth: 2 - - beta_testing - course_launching - staff_debug_info \ No newline at end of file diff --git a/docs/en_us/course_authors/source/releasing_course/staff_debug_info.rst b/docs/en_us/course_authors/source/releasing_course/staff_debug_info.rst deleted file mode 100644 index 2978049154..0000000000 --- a/docs/en_us/course_authors/source/releasing_course/staff_debug_info.rst +++ /dev/null @@ -1,34 +0,0 @@ -.. _Staff Debug Info: - -############################ -Staff Debug Info -############################ - -The edX system keeps track of students' progress through a course -- recording -when the student watches videos, responds to problems, and so on. If you are -a staff member on a course, some of that data is visible to you for debugging purposes. Under every problem is a **Staff Debug Info** button: clicking this button opens a popup with metadata about the problem. - -None of this information should be necessary for day-to-day usage of edX, -but for the sake of clarity, some of these fields are documented here: - -``is_released`` - Indicates whether the problem is visible to students. -``location`` - An internal unique identifier that corresponds to this problem. If you - are having trouble with a problem, and need assistance from the edX support - team, including this value will make it easier for them to track down the - issue you're having with the problem. -``markdown`` - The text of the problem, in Markdown format. This is often written using - Studio. -``display_name`` - The name of the problem, as shown to the student. -``max_attempts`` - The maximum number of times that a student can attempt to answer the problem - correctly. -``attempts`` - The number of times that the currently logged in student has attempted to - answer the problem correctly, so far. Every time this student attempts to answer - this question, this number will go up, until it reaches ``max_attempts``. - - diff --git a/docs/en_us/course_authors/source/running_course/checking_student_progress.rst b/docs/en_us/course_authors/source/running_course/checking_student_progress.rst deleted file mode 100644 index b1a44a4d62..0000000000 --- a/docs/en_us/course_authors/source/running_course/checking_student_progress.rst +++ /dev/null @@ -1,22 +0,0 @@ -.. _Checking Student Progress and Issuing Certificates: - -################################################### -Assign Final Grades and Issue Certificates -################################################### -.. This chapter will be renamed and expanded to include course wrap-up activities and best practices. - -As you prepare for the end of your course, you can send students a :ref:`course -farewell` email message. - -To assign a final grade to each student enrolled in a course, you generate -grades after the **Course End Date** and **Time** have passed. See -:ref:`Access_grades`. - -The final grades of a student in the course and the grading configuration you -set in Studio are used to determine whether the student has earned a Certificate -of Mastery for the course. - -The process of issuing certificates is completed at edX: work with your edX -program manager to schedule a date to issue certificates and complete this -process. - \ No newline at end of file diff --git a/docs/en_us/course_authors/source/running_course/course_answers.rst b/docs/en_us/course_authors/source/running_course/course_answers.rst deleted file mode 100644 index 3055522481..0000000000 --- a/docs/en_us/course_authors/source/running_course/course_answers.rst +++ /dev/null @@ -1,321 +0,0 @@ -.. _Review_Answers: - -############################ -Answer Data -############################ - -To review student answers to the problems in your course, you can review the -answer submitted by a selected student for a specific problem, download a -course-wide report of answer data, or review a histogram of student answers for -a selected problem. - -* :ref:`Student_Answer_Submission` - -* :ref:`Student_Answer_Distribution` - -* :ref:`score_histogram` - -.. _Student_Answer_Submission: - -************************************************************ -Check a Student's Answer Submission and Submission History -************************************************************ - -For a single student and problem, you can review the exact response submitted, -the number of attempts made, and the date and time of the submission. You -identify the student by supplying a username. - -To review a response submitted by a student: - -#. View the live version of your course. - -#. Click **Courseware** and navigate to the unit that contains the problem - you want to review. - -#. Display the problem and then click **Submission History** below the problem. - -#. Enter the username for the student whose work you want to review, then click - **View History** at the end of the page. - - Information about the response or responses provided by the student displays. - -To close the Submission History Viewer, click on the browser page outside of the -viewer. - -.. _Student_Answer_Distribution: - -**************************************** -Student Answer Distribution -**************************************** - -For certain types of problems in your course, you can download a CSV file with -data about the distribution of student answers. Student answer distribution data -is included in the file for problems of these types: - -* Checkboxes (````) -* Dropdown (````) -* Multiple choice (````) -* Numerical input (````) -* Text input (````) -* Math expression input (````) - -The file includes a row for each problem-answer combination selected by your -students. For example, for a problem that has a total of five possible answers -the file includes up to five rows, one for each answer selected by at least one -student. For problems with **Randomization** enabled in Studio (sometimes -called rerandomization), there is one row for each problem-variant-answer -combination selected by your students. See :ref:`Problem Settings`. - -The CSV file contains the following columns: - -.. list-table:: - :widths: 20 60 - :header-rows: 1 - - * - Column - - Description - * - ModuleID - - The internal identifier for the Problem component. - * - PartID - - For a Problem component that contains multiple problems, the internal - identifier for each individual problem. For a Problem component that - contains a single problem, the internal identifier of that problem. - * - Correct Answer - - 0 if this **AnswerValue** is incorrect, or 1 if this **AnswerValue** is - correct. - * - Count - - The number of times that students entered or selected this answer as - their most recent submission for the problem or problem variant. For - problems with the number of **Attempts** set to a value greater than 1, - this means that each student contributes a maximum of 1 to this count, - even if the same answer is provided in multiple attempts. - * - ValueID - - The internal identifier of the answer choice for checkboxes and multiple - choice problems. Blank for dropdown, numerical input, text input, and - math expression input problems. - * - AnswerValue - - The text label of the answer choice for checkboxes, dropdown, and - multiple choice problems. The value entered by the student for numerical - input, text input, and math expression input problems. - * - Variant - - For problems that use the **Randomization** setting in Studio, contains - the unique identifier for a variant of the problem. Blank for problems - that do not use the **Randomization** setting, or that use the **Never** - option for this setting. - * - Problem Display Name - - The **Display Name** defined for the problem. - * - Question - - The label for accessibility that appears above the answer choices or the - text entry field for the problem. In Studio's Simple Editor, this text is - surrounded by two pairs of angle brackets (>>Question<<). Blank for - questions that do not have an accessibility label defined. - -Entries are sorted by the value in each column, starting with the ModuleID on -the left and continuing through the columns to the right. - -.. _Download_Answer_Distributions: - -=================================================== -Download the Student Answer Distribution Report -=================================================== - -An automated process runs periodically on the edX servers to update the CSV file -of student answer data. A link to the most recently updated version of the CSV -file is available on the Instructor Dashboard. - -To download the most recent file of student answer data: - -#. View the live version of your course. - -#. Click **Instructor**, then click **Data Download**. - -#. At the bottom of the page, click the ``{course_id}_answer_distribution.csv`` - file name. You may have to scroll down to find this file. - -========================================================================== -Frequently Asked Questions about the Student Answer Distribution Report -========================================================================== - -Answers to questions about the student answer distribution report follow. - -**My course doesn't have a student answer distribution report. How can I -generate it?** - -Student answer distribution reports are generated automatically, and refreshed -several times each day. The ``{course_id}_answer_distribution.csv`` file -displays after all of the ``{course_id}_grade_report_{date}.csv`` files. Be sure -to scroll to the end of the list of available reports. - -**Why are some problems missing from this report? The ones that are missing do -have the problem types listed under** :ref:`Review_Answers`. - -This report includes only problems that at least one student has answered since -early March 2014. For those problems, this report only includes activity that -occurred after October 2013. - -**Why don't I see an AnswerValue for some of my problems?** - -For checkboxes and multiple choice problems, the answer choices actually -selected by a student after early March 2014 display as described in the -previous answer. Answer choices selected by at least one student after October -2013, but not selected since early March 2014, are included on the report but do -not include an **AnswerValue**. The **ValueID** does display the internal -identifiers, such as choice_1 and choice_2, for those answers. - -**Why don't I see a Question for some of my problems?** - -The value in the **Question** column is the accessibility label for the problem. -For more information about how to set up labels for problems, see :ref:`Create -Exercises`. - -Also, for problems that use the **Randomization** setting in Studio, if a -particular answer has not been selected since early March 2014, the **Question** -is blank for that answer. - -**My students are saying that they answered a question, but it isn't showing up -in the report. How can that be?** - -Only questions that have a **Maximum Attempts** setting of 1 or higher are -included on the report. - -**I made a correction to a problem after it was released. How can I tell which -students tried to answer it before I made the change?** - -Problem **Count** values reflect the entire problem history. If you change a -problem after it is released, it may not be possible for you to determine which -answers were given before and after you made the change. - -**Why is the same answer showing up in two different rows when I view the report -in a spreadsheet?** - -Some spreadsheet applications can alter the data in the CSV report for display -purposes. For example, for different student answers of "0.5" and ".5" Excel -correctly includes the two different lines from the CSV, but displays the -**AnswerValue** on both of them as "0.5". If you notice answers that appear to -be the same on separate lines with separate counts, you can review the actual, -unaltered data by opening the CSV file in a text editor. - -**Why are there strange characters in the report when I view it in a -spreadsheet?** - -The CSV file is UTF-8 encoded, but not all spreadsheet applications interpret -and render UTF-8 encoded characters correctly. For example, a student answer -distribution report with answer values in French displays differently in -Microsoft Excel for Mac than in OpenOffice Calc. - - Answer Values in Microsoft Excel for Mac: - - .. image:: ../Images/student_answer_excel.png - :alt: A spreadsheet that replaces accented French characters with underscores - - Answer Values in OpenOffice Calc: - - .. image:: ../Images/student_answer_calc.png - :alt: A spreadsheet that displays accented French characters correctly - -If you notice characters that do not display as expected in a spreadsheet, try a -different spreadsheet application such as LibreOffice or Apache OpenOffice to -open the CSV file. - -========================================================================== -Interpret the Student Answer Distribution Report -========================================================================== - -You can use the Student Answer Distribution report to review student responses -to assignments, which can then help you evaluate the structure and completeness -of your courseware and problem components. - -As an example, you define a text input question in Studio to have a single -correct answer, "Warfarin". When you produce the Student Answer Distribution -report, you verify that this answer was in fact marked correct: there is a 1 in -the **Correct Answer** column for this **AnswerValue**. - -.. image:: ../Images/SAD_Answer_Review.png - :alt: In Excel, 5 rows show 5 answer values, 4 of which show comprehension of the question, but only 1 answer is marked as correct - -However, as you view the report you notice other student answers that you did -not set up to be marked as correct in Studio, but that you might (or might not) -also consider to be correct, such as "Warfarin or Coumadin". The **Correct -Answer** column shows that the other answers were marked incorrect (0), but for -future iterations of your course you may want to revise the question or update -the problem to evaluate additional variations of the answer as correct. - -Many spreadsheet applications offer data visualization options, such as charts -or graphs. Charts can help make your students' common misconceptions easier to -identify. - -.. image:: ../Images/SAD_Column_Chart.png - :alt: In Excel, AnswerValue and Count columns next to each other, values for 4 rows selected, and a column chart of the count for the 4 answers - -In this example, the Student Answer Distribution report is open in Microsoft -Excel. To create a chart that shows how many of your students chose various -answers to a multiple choice question, you move the **AnswerValue** and -**Count** columns next to each other. After you click and drag to select the -report cells that contain the data you want to chart, you click the Charts -toolbar and then click the type of chart you want. - -.. note:: Refer to the help for the spreadsheet application that you use for information on using these options. You may have to make changes to your spreadsheet, such as reordering columns. Save a copy of the file you originally downloaded as a backup before you begin. - -You can adjust your course content based on common student mistakes. While most -students in this example selected the correct answer, the number of incorrect -answer(s) can guide future changes to the courseware. - -.. _score_histogram: - -************************************************** -View a Histogram of Scores for a Single Problem -************************************************** - -You can view a chart of the score distribution for a specified problem. - -.. note:: To view the score distribution for a problem, you need its unique identifier. You can display a histogram for problems that have the ``/problem/`` prefix in the unique identifier. See :ref:`find_URL`. - -To display the distribution of scores for a problem: - -#. View the live version of your course. - -#. Click **Instructor**, then click **Analytics**. - -#. In the Score Distribution section, select a problem by using its unique - identifier. - - The **Analytics** page updates to display a histogram of scores for that - problem. - - .. image:: ../Images/score_histogram.png - :alt: Graph of the number of students who received different scores for a - selected problem - -.. **Question**: (sent to Olga 31 Jan 14) this is a tough UI to use: how do they correlate the codes in this drop-down with actual constructed problems? the copy-and-paste UI on the Student Admin page actually works a little better imo. LMS-2522 - -=================================================== -Interpret a Score Histogram -=================================================== - -The histogram of scores for a selected problem provides the following -information. - - .. image:: ../Images/score_histogram_callouts.png - :alt: Histogram with indicators for the number of students scored value and - the x-axis numbers that indicate plotted scores - -* The x-axis indicates the number of points that students can receive for the - problem, unweighted. Although decimal values are marked on the x-axis, each - score is a whole number. The whole number value at the left of a plotted bar - is the score that applies to it. - -* The y-axis indicates the number of students who have answered and checked the - problem. - -* Above the graph, a number of **students scored** displays. This number - indicates the total number of database records that exist for the problem: it - includes not only students who have answered and checked the problem to - receive a score, but also students who have opened the problem but not yet - completed it. - -* An automated process runs approximately weekly on the edX servers to update - score histograms. This process runs less frequently than the process that - updates the student answer distribution report: at certain times during a - course the number of students shown in a score histogram can be quite - different than the **Count** for the same problem in a student answer - distribution report. diff --git a/docs/en_us/course_authors/source/running_course/course_data.rst b/docs/en_us/course_authors/source/running_course/course_data.rst deleted file mode 100644 index 10e31a3af5..0000000000 --- a/docs/en_us/course_authors/source/running_course/course_data.rst +++ /dev/null @@ -1,85 +0,0 @@ -.. _Course Data: - -############################ -Course Data -############################ - -After you create a course, you can access information about it from the -Instructor Dashboard. You can find: - -* Identifying information for the course. - -* Whether the course has started or ended. - -* The defined grade cutoff for passing or failing. - -Additional data about the course and its students is available from other pages -in the Instructor Dashboard, and from edX Insights. You also access Insights -from the Instructor Dashboard: click the link in the banner at the top of each -page. For more information, see `Using edX Insights`_. - -************************************************* -Review Course Data -************************************************* - -To view course data: - -#. View the live version of your course. - -#. Click **Instructor**, then click **Course Info** if necessary. - - The **Basic Course Information** section of the page that opens lists - information about the course. - - .. image:: ../Images/Instructor_Dash_Course_Info.png - :alt: The basic course information section of the Instructor Dashboard - -************************************************* -Sources in Studio of the Basic Course Information -************************************************* - -The course data that displays on the Instructor Dashboard is defined in -Studio, or derived from data that you define in Studio. - -* **Organization**: Specified in Studio when you create the course. Becomes - part of the course URL, and cannot be changed. - -* **Course Number**: Specified in Studio when you create the course. Becomes - part of the course URL, and cannot be changed. - -* **Course Name**: Specified in Studio when you create the course. Becomes - part of the course URL, and cannot be changed. In Studio, this field is - labeled **Course Run**. - -* **Course Display Name**: Specified in Studio when you create the course. In - Studio, this field is labeled **Course Name**. - - This name can be changed in Studio (not recommended if your course is live): - From the **Settings** menu select **Advanced Settings**. The value for the - **Course Display Name** policy key defines the course name that appears in the - LMS only. - - The illustration that follows shows the information collected by Studio for - a new course side-by-side with the same information in the **Basic Course - Information** section of the Instructor Dashboard. - -.. image:: ../Images/Course_Info_Comparison.png - :alt: The Course Name in Studio and the Course Display Name in the LMS are boxed; the Course Run in Studio and the Course Name in the LMS are circled - :width: 800 - -* **Has the course started**: Derived from the **Course Start Date** and the - current date. This date can be changed in Studio (not recommended if your - course is live): select **Settings** > **Schedule & Details**. - -* **Has the course ended**: Derived from the **Course End Date** and the - current date. This date can be changed in Studio (not recommended if your - course is live): select **Settings** > **Schedule & Details**. - -* **Grade Cutoffs**: Specified in Studio when you define the cutoff for a - failing grade. Students who earn exactly the cutoff value pass the course. - Grading can be changed in Studio (not recommended if your course is live): - select **Settings** > **Grading**. - - - -.. _Using edX Insights: http://edx-insights.readthedocs.org/en/latest/ \ No newline at end of file diff --git a/docs/en_us/course_authors/source/running_course/course_enrollment.rst b/docs/en_us/course_authors/source/running_course/course_enrollment.rst deleted file mode 100644 index 97a5637dc9..0000000000 --- a/docs/en_us/course_authors/source/running_course/course_enrollment.rst +++ /dev/null @@ -1,184 +0,0 @@ -.. _Enrollment: - -########################## -Enrollment -########################## - -Course authors and instructors can enroll students in a course, see how many -people are enrolled, and, when necessary, unenroll students on the Instructor -Dashboard. - -Students can enroll themselves in a course during its defined enrollment -period. For a ``www.edx.org`` course, enrollment is publicly available to -anyone who registers an edX account. For other courses, such as those on -``edge.edx.org``, enrollment is limited to students who know the course URL -and students you explicitly enroll. - -* :ref:`registration_enrollment` - -* :ref:`enroll_student` - -* :ref:`view_enrollment_count` - -* :ref:`unenroll_student` - -Data about course enrollment is also available from edX Insights. You access -Insights from the Instructor Dashboard for your live course: after you click -**Instructor**, click the link in the banner at the top of each page. For more -information, see `Using edX Insights`_. - -.. _registration_enrollment: - -********************************* -Registration and Enrollment -********************************* - -Before a student can enroll in a course, he or she must: - -#. Register a user account, which includes supplying a valid email address, on - ``www.edx.org``, ``edge.edx.org``, or your implementation of the edX - platform. Each platform requires a separate user account. - -#. Activate the registered account by following the emailed instructions. - -As long as the course **Enrollment End Date** has not passed, students who -have registered and activated user accounts can enroll themselves in -``www.edx.org`` courses, or can enroll in other courses if they know the URL. -For a more detailed description of this process from a student's point of -view, see :ref:`Sample Student Login Guide`. - -Course authors and instructors, however, can enroll students in a course either -before or after the students register their user accounts. - -To work on a course, all course staff members must also have registered and -activated user accounts and be enrolled in the course. - -.. _enroll_student: - -********************************* -Enroll Students in a Course -********************************* - -You enroll students, and other course staff members, in your course by -supplying their email addresses. After the **Enrollment End Date** for a -course students can no longer enroll themselves; however, you can still -explicitly enroll students. - -When you enroll people in a course you have these options: - -* **Auto Enroll**. When you choose this option, the people who you enroll do - not need to complete an explicit course enrollment step. Of the list of email - addresses that you supply, those that correspond to a registered user account - are immediately enrolled in the course, and your course displays on the - **Current Courses** dashboard for those users on log in. Email addresses on - the list that do not match a registered user account are enrolled as soon as - that account is registered and activated. - - If you do not select **Auto Enroll**, the people who you enroll must also actively locate your course and enroll themselves in it. These students see the course on their dashboards after they have done so. - -* **Notify students by email**. When you choose this option, an email message is - automatically sent to each of the email addresses that you supply. The message - includes the name of the course and, for students who are not already - registered, a reminder to use that same email address to register. - - An example of the email message that a student received when this option was - selected during enrollment follows. In this example, the student already had a - registered and activated edx.org account, and both **Auto Enroll** and - **Notify students by email** were selected. - - .. image:: ../Images/Course_Enrollment_Email.png - :alt: Email message inviting a student to enroll in an edx.org course - -To enroll students or staff members: - -#. View the live version of your course. - -#. Click **Instructor**, then click **Membership**. - -#. In the **Batch Enrollment** section of the page, enter the username or email - address of the student, or enter multiple names or addresses separated by - commas or new lines. - - You can copy and paste data from a CSV file of email addresses. However, - note that this feature is better suited to courses with smaller enrollments, - rather than courses with massive enrollments. - -4. To streamline the course enrollment process, leave **Auto Enroll** selected. - -#. To send students an email message, leave **Notify students by email** - selected. - -#. Click **Enroll**. - -.. _view_enrollment_count: - -*************************** -View an Enrollment Count -*************************** - -After you create a course, you can access the total number of people who are -enrolled in it. When you view an enrollment count, note that: - -* In addition to students, the enrollment count includes the course author, - course team members, instructors, and course staff. (To work with a - course in Studio or the LMS, you must be enrolled in that course.) - -* Students can unenroll from courses, and course authors and instructors can - unenroll students when necessary. - - **Note**: The enrollment count displays the number of currently enrolled - students and course team staff. It is not a historical count of everyone who - has ever enrolled in the course. - -The total number of current enrollees is shown as the sum of the number of -people who selected each of the certification tracks (verified, audit, or -honor) that are available for your course. - -To view the enrollment count for a course: - -#. View the live version of your course. - -#. Click **Instructor**, then click **Course Info** if necessary. - - The **Enrollment Information** section of the page that opens shows the - number of people who are currently enrolled in your course and in each of the - certification tracks. - -You can also view or download a list of the people who are enrolled in the -course. See :ref:`Student Data`. - -.. _unenroll_student: - -********************************* -Unenroll Students from a Course -********************************* - -You can remove students from a course by unenrolling them. To prevent students -from re-enrolling, course enrollment must also be closed. You use Studio to -set the **Enrollment End Date** for the course to a date in the past. See -:ref:`Set Important Dates for Your Course`. - -**Note**: Unenrollment does not delete data for a student. An unenrolled -student's state remains in the database and is reinstated if the student does -re-enroll. - -To unenroll students, you supply the email addresses of enrolled students. - -#. View the live version of your course. - -#. Click **Membership**. - -#. In the **Batch Enrollment** section of the page, enter a username or an email - address, or multiple names or addresses separated by commas or new lines. - -#. To send students an email message, leave **Notify students by email** - selected. - -.. note:: The **Auto Enroll** option has no effect when you click **Unenroll**. - -5. Click **Unenroll**. The course is no longer listed on the students' - **Current Courses** dashboards, and the students can no longer contribute to - discussions or the wiki or access the courseware. - - -.. _Using edX Insights: http://edx-insights.readthedocs.org/en/latest/ \ No newline at end of file diff --git a/docs/en_us/course_authors/source/running_course/course_grades.rst b/docs/en_us/course_authors/source/running_course/course_grades.rst deleted file mode 100644 index c8b360d9dc..0000000000 --- a/docs/en_us/course_authors/source/running_course/course_grades.rst +++ /dev/null @@ -1,591 +0,0 @@ -.. _Grades: - -############################ -Student Grades and Grading -############################ - -You can review information about how grading is configured for your course, and -access student grades, at any time after you create the course. You can also -make adjustments to student grading for a problem, for a single student or all -students. For information about the grading data that you can access and the -changes you can make, see the following topics: - -* :ref:`Review_grades` - -* :ref:`Access_grades` - -* :ref:`gradebook` - -* :ref:`check_student_progress` - -* :ref:`Adjust_grades` - -To review student answers to the problems in your course, you can check the -answer submitted by a specified student for a selected problem, download -course-wide answer data, or review a graph of all answer data for a selected -problem. See :ref:`Review_Answers`. - -For information about how you establish a grading policy and work with the -Problem components in your course, see :ref:`Establish a Grading Policy` or -:ref:`Working with Problem Components`. - -.. _Review_grades: - -******************************************************** -Review How Grading Is Configured for Your Course -******************************************************** - -You can review the assignment types that are graded and their respective -weights on the Instructor Dashboard. - -You establish a grading policy for your course when you create it in Studio. -While the course is running, you can view an XML representation of the -assignment types in your course and how they are weighted to determine -students' grades. - -.. DOC-290: research this statement before including anything like it: Below the list of graded assignment types and their weights, each *public* subsection and unit that contains an assignment is listed. - -#. View the live version of your course. - -#. Click **Instructor**, then click **Data Download** > **Grading - Configuration**. - - A list of the assignment types in your course displays. In this example, - Homework is weighted as 0.3 (30%) of the grade. - - .. image:: ../Images/Grading_Configuration.png - :alt: XML of course assignment types and weights for grading - - In Studio, you define this information by selecting **Settings** > - **Grading**. For more information, see :ref:`Configure the Assignment - Types`. - - .. image:: ../Images/Grading_Configuration_Studio.png - :alt: Studio example of homework assignment type and grading weight - -.. important:: Any changes that you make to the course grading policy, to - graded subsections, or to graded components after the course begins will - affect the student experience in the course and analysis of its data. - Unavoidable changes should be announced to students, on the **Course Info** - page for example, and carefully tracked for researchers. - -.. _Access_grades: - -******************************************************** -Generate Grades for Enrolled Students (All Courses) -******************************************************** - -For any course, you can generate grades and then download a file with the -results for each enrolled student. - -When you initiate calculations to grade student work, a process starts on the -edX servers. The complexity of your grading configuration and the number of -students enrolled in your course affect how long this process takes. You can -download a report of the calculated grades in a CSV (comma-separated values) -file when the grading process is complete. - -For courses with fewer than 200 students enrolled, you also have the option to -review student grades on the Instructor Dashboard. See :ref:`gradebook`. - -To generate the grade report for the students who are currently enrolled in -your course: - -#. View the live version of your course. - -#. Click **Instructor**, then click **Data Download**. - -#. To start the grading process, click **Generate Grade Report**. - - A status message indicates that the grading process is in progress. This - process can take some time to complete, but you can navigate away from this - page and do other work while it runs. - -4. To track the progress of the grading process, reload the page in your - browser and scroll down to the **Pending Instructor Tasks** section. - -========================================== -Download Grades for Enrolled Students -========================================== - -After you request a grade report for your students, the result is a time- -stamped CSV file that includes columns to identify each student: id, email, and -username. It also includes a column for every assignment that is included in -your grading configuration: each homework, lab, midterm, final, and any other -assignment type you added to your course. - -.. important:: Because this file contains confidential, personally - identifiable data which may be subject to the Family Educational Rights and - Privacy Act (FERPA), be sure to follow your institution's data stewardship - policies when you open or save this file. - -To download a file of student grades: - -#. View the live version of your course. - -#. Click **Instructor**, then click **Data Download**. - -#. To open or save a grade report file, click the - ``{course_id}_grade_report_{date}.csv`` file name at the bottom of the page. - -.. note:: To prevent the accidental distribution of student data, you can only - download these files by clicking the links on this page. Do not copy these - links for reuse elsewhere, as they expire within 5 minutes. The links on this - page also expire if the page is open for more than 5 minutes: if necessary, - refresh the page to generate new links. - -.. _Interpret the Grade Report: - -===================================== -Interpret the Grade Report -===================================== - -Grade reports provide a snapshot of cumulative course scores, by assignment, of -every currently enrolled student. - -You can open ``{course_id}_grade_report_{date}.csv`` files in a spreadsheet -application to sort, graph, and compare data. - -.. image:: ../Images/Grade_Report.png - :alt: A course grade report, opened in Excel, showing the grades acheived by - students on several homework assignments and the midterm - -The CSV file contains one row of data for each student, and columns that -provide the following information. - -* Student identifiers, including an internal **id**, **email** address, and - **username**. - -* The overall **grade**, with the total score a student has currently attained - in the course. This value is expressed as a decimal: a student with a grade - of 0.65 has earned 65% of the credit in the course, and a student with a - grade of 1 has earned 100%. - -* Each **{assignment type} {number}** defined in your grading configuration, - with the score a student attained for that specific assignment. For example, - column HW 03 shows the scores for the third homework assignment. - -* An **{assignment type} Avg** with each student's current average score for - that assignment type: for example, HW Avg. - -.. note:: The grade reports do not include information about individual - questions within the assignments, or include student answer distributions. - -.. _gradebook: - -******************************************************** -Review Grades for Enrolled Students (Small Courses) -******************************************************** - -For courses with enrollments of up to 200 students, you can review a gradebook -on the Instructor Dashboard. - -#. View the live version of your course. - -#. Click **Instructor**, then click **Student Admin**. For courses with fewer - than 200 students enrolled, this tab includes a **Student Gradebook** - section. - -#. Click **View Gradebook**. Grades are calculated and the gradebook displays. - - .. image:: ../Images/Student_Gradebook.png - :alt: Course gradebook with rows for students and columns for assignment - types - -The gradebook includes the following features. - -* You can click the student username in each row to review that student's - **Course Progress** page. See :ref:`check_student_progress`. - -* There is a column for each **{assignment type} {number}** defined in your - grading configuration, with the scores your student attained for that - specific assignment. - - The gradebook does not have a scroll bar, but it is draggable: to see columns - that are hidden at one side of the grade book, click the gradebook and then - drag left or right to reveal those columns. - -* For assignment types that include more than one assignment, an **{assignment - type} Avg** column displays each student's current average score for that - assignment type. - -* The **Total** column presents the total score a student has currently - attained in the course. This value is expressed as a whole number: a student - with a grade of 65 has earned 65% of the credit in the course, and a student - with a grade of 100 has earned 100%. - -* To filter the data that displays you can use the **Search students** option. - This option is case-sensitive and limits the rows shown in the gradebook to - usernames that match your entry. - -.. _check_student_progress: - -**************************************** -Check the Progress of a Single Student -**************************************** - -To check a single student's progress, you can locate the specific row on the -grade report or review the student's **Progress** page. The **Progress** page -includes a chart that plots the score the student has earned for every graded -assignment and the total grade as of the current date. Below the chart, each -assignment and the score attained are listed. - -To review a student's **Progress** page, you supply an email address or -username. You can check the progress for students who are either enrolled in, -or who have unenrolled from, the course. - -Students can view a similar chart and assignment list (of their own progress -only) when they are logged in to the course. See :ref:`A Students View`. - -To view the **Progress** page for a student: - -#. View the live version of your course. - -#. Click **Instructor**, then click **Student Admin**. - -#. In the Student-Specific Grade Inspection section, enter the student's email - address or username. - -#. Click **Student Progress Page**. - - The **Progress** page for the student displays a chart with the grade for - each homework, lab, midterm, final, and any other assignment types in your - course, and the total grade earned for the course to date. - - .. image:: ../Images/Student_Progress.png - :alt: Progress page chart for a student: includes a column graph with the - score acheived for each assignment - - To learn more about a particular assignment, move the cursor onto the value - in the chart. A brief description displays. - - .. image:: ../Images/Student_Progress_mouseover.png - :alt: Progress page with a tooltip for the X that was graphed for the last - homework assignment, which indicates that the lowest homework score - is dropped - - Below the chart, subsections are listed on the left and the units that - contain assignments are listed on the right. The student's individual - problem scores display. - - .. image:: ../Images/Student_Progress_list.png - :alt: Bottom portion of a Progress page for the same student with the - score acheived for each problem in the first course subsection - -============================================= -Interpret the Student Progress Page -============================================= - -The chart of a student's scores on the **Progress** page and the rows of data -on the grade report present assignment scores in a similar order. However, the -total, cumulative score earned for the course is placed in a different position -on the **Progress** page. - -In this example grade report, the indicated student has a current grade of 0.43 -(43%). - -.. image:: ../Images/Grade_Report_example.png - :alt: A course grade report with a single student's information indicated by - a rectangle - -* On each of the first four homework assignments the student scored 1 (100%), - but currently has a 0 (0%) on each of the remaining three assignments. - - Notice, however, that the student's current average score for homework - assignments is listed as 0.666666667 (67%): in this course, the homework - assignment with the lowest score is dropped, so this average is over six - assignments rather than all seven. - -* The student has a score of 0.75 (75%) on the midterm, and a score of 0 (0%) - on the final. - -On the student's **Progress** page, you see the same information graphically -represented; however, the student's "total" of 43% is on the far right. - -.. image:: ../Images/Student_Progress.png - :alt: Progress page for a student also included on the grade report: includes - a column graph with the grade acheived for each assignment - -The chart on the **Progress** page includes y-axis labels for the grade ranges -defined for the course. In this example, Pass is set to 60%, so at the end of -the course students with a grade of 0.60 or higher can receive certificates. - -.. note:: Student scores on the **Progress** page are a snapshot of the - current state of the problem score database. They can, at times, be out of - sync with actual problem scores. For example, asynchronicities can occur if - the weight of a live problem was changed during an assignment, and not all - students have resubmitted their answers for that problem. - -.. _A Students View: - -============================================= -A Student's View of Course Progress -============================================= - -Students can check their progress by clicking **Progress** in the course -navigation bar. The student's progress through the graded part of the course -displays at the top of this page, above the subsection scores. Progress is -visualized as a chart with entries for all the assignments, total percentage -earned in the course so far, and percent needed for each grade cutoff. Here is -an example of a student's progress through edX101. - -.. image:: ../Images/StudentView_GradeCutoffs.png - :alt: Image of a student's Course Progress page with the grade cutoffs legend - highlighted - -The student can see from this page that edX101 was graded as a Pass/Fail course -with a cutoff of 34% and that the grading rubric contained one assignment type, -called Learning Sequence, consisting of 11 assignments total. Furthermore, this -particular student has only submitted correct responses to two assignments, and -that her current total percent grade in the course is 6%. By hovering over each -progress bar, the student can get further statistics of how much each -assignment was counted as. - -Further down on the **Progress** page is a list of all the subsections in the -course, with the scores recorded for the student for all problems in the -course. Here is the **Progress** page for the student in the example above: - -.. image:: ../Images/StudentView_Problems.png - :width: 800 - :alt: Image of a student's Course Progress page with problems highlighted - -Note that point scores from graded sections are called "Problem Scores", -while point scores from ungraded sections are called "Practice Scores". - -.. _Adjust_grades: - -*********************************** -Adjust Grades -*********************************** - -If you modify a problem or its settings after students have attempted to answer -it, student grades can be affected. For information about making changes to -problems in Studio, see :ref:`Modifying a Released Problem`. - -To recalculate the grades of affected students when a correction or other -change is unavoidable, you can make the following adjustments. - -* Rescore the submitted answer to reevaluate student work on the problem. You - can rescore a problem for a single student or for all of the students - enrolled in the course. See :ref:`rescore`. - -* Reset the number of times a student has attempted to answer the problem to - zero so that the student can try again. You can reset the number of attempts - for a single student or for all of the students enrolled in the course. See - :ref:`reset_attempts`. - -* Delete a student's database history, or "state", completely for the problem. - You can only delete student state for one student at a time. For example, you - realize that a problem needs to be rewritten after only a few of your - students have answered it. To resolve this situation, you rewrite the problem - and then delete student state for the affected students only so that they can - try again. See :ref:`delete_state`. - -To make adjustments to student grades, you need the unique location identifier -of the modified problem. See :ref:`find_URL`. - -.. _find_URL: - -================================================== -Find the Unique Location Identifier for a Problem -================================================== - -When you create each of the problems for a course, edX assigns a unique -location to it. To make grading adjustments for a problem, or to view data -about it, you need to specify the problem location. - -To find the unique location identifier for a problem: - -#. View the live version of your course. - -#. Click **Courseware** and navigate to the unit that contains the problem. - -#. Display the problem and then click **Staff Debug Info**. - - Information about the problem displays, including its **location**. - - .. image:: ../Images/Problem_URL.png - :alt: The Staff Debug view of a problem with the location identifier - indicated - -4. To copy the location of the problem, select the entire location, right - click, and choose **Copy**. - -To close the Staff Debug viewer, click on the browser page outside of the -viewer. - -.. _rescore: - -=================================================== -Rescore Student Submissions for a Problem -=================================================== - -Each problem that you define for your course includes a correct answer, and may -also include a tolerance or acceptable alternatives. If you decide to make a -change to these values, you can rescore any responses that were already -submitted. For a specified problem, you can rescore the work submitted by a -single student, or rescore the submissions made by every enrolled student. - -.. note:: You can only rescore problems that have a correct answer entered in - edX Studio. This procedure cannot be used to rescore problems that are scored - by an external grader. - -Rescore a Submission for an Individual Student ------------------------------------------------ - -To rescore a problem for a single student, you need that student's username or -email address. - -#. View the live version of your course. - -#. Click **Courseware** and navigate to the component that contains the problem - you want to rescore. - -#. Display the problem, then click **Staff Debug Info**. The Staff Debug viewer - opens. - -#. In the **Username** field, enter the student's email address or username, - then click **Rescore Student Submission**. A message indicates a successful - adjustment. - -#. To close the Staff Debug viewer, click on the browser page outside of the - viewer. - -Rescore Submissions for All Students ------------------------------------- - -To specify the problem you want to rescore, you need its location identifier. -See :ref:`find_URL`. To rescore a problem: - -#. View the live version of your course. - -#. Click **Instructor**, then click **Student Admin**. - -#. In the **Course-Specific Grade Adjustment** section of the page, enter the - unique problem location, and then click **Rescore ALL students' problem - submissions**. - -#. When you see a dialog box that notifies you that the rescore process is in - progress, click **OK**. - - This process can take some time to complete for all enrolled students. The - process runs in the background, so you can navigate away from this page and - do other work while it runs. - -6. To view the results of the rescore process, click either **Show Background - Task History for Student** or **Show Background Task History for Problem**. - - A table displays the status of the rescore process for each student or problem. - -.. note:: You can use a similar procedure to rescore the submission for a - problem by a single student. You work in the **Student-Specific Grade - Adjustment** section of the page to enter both the student’s email address or - username and the unique problem identifier, and then click **Rescore Student - Submission**. - -.. _reset_attempts: - -=================================================== -Reset Student Attempts for a Problem -=================================================== - -When you create a problem, you can limit the number of times that a student can -try to answer that problem correctly. If unexpected issues occur for a problem, -you can reset the value for one particular student's attempts back to zero so -that the student can begin work over again. If the unexpected behavior affects -all of the students in your course, you can reset the number of attempts for -all students to zero. - -Reset Attempts for an Individual Student ---------------------------------------------- - -To reset the number of attempts for a single student, you need that student's -username or email address. - -#. View the live version of your course. - -#. Click **Courseware** and navigate to the component that contains the problem - you want to reset. - -#. Display the problem, then click **Staff Debug Info**. The Staff Debug viewer - opens. - -#. In the **Username** field, enter the student's email address or username, - then click **Reset Student Attempts**. A message indicates a successful - adjustment. - -#. To close the Staff Debug viewer, click on the browser page outside of the - viewer. - -Reset Attempts for All Students ------------------------------------- - -To reset the number of attempts that all enrolled students have for a problem, -you need the unique identifier of the problem. See :ref:`find_URL`. To reset -attempts for all students: - -#. View the live version of your course. - -#. Click **Instructor**, then click **Student Admin**. - -#. To reset the number of attempts for all enrolled students, you work in the - **Course-Specific Grade Adjustment** section of the page. Enter the unique - problem location, then click **Reset ALL students' attempts**. - -#. A dialog opens to indicate that the reset process is in progress. Click - **OK**. - - This process can take some time to complete. The process runs in the - background, so you can navigate away from this page and do other work while - it runs. - -5. To view the results of the reset process, click either **Show Background - Task History for Student** or **Show Background Task History for Problem**. - - A table displays the status of the reset process for each student or - problem. - -.. note:: You can use a similar procedure to reset problem attempts for a - single student. You work in the **Student-Specific Grade Adjustment** section - of the page to enter both the student’s email address or username and the - unique problem identifier, and then click **Reset Student Attempts**. - -.. _delete_state: - -============================================= -Delete Student State for a Problem -============================================= - -To delete a student's entire history for a problem from the database, you need -that student's username or email address. - -.. important:: Student state is deleted permanently by this process. This - action cannot be undone. - -You can use either the Staff Debug viewer or the Instructor Dashboard to delete -student state. - -To use the Staff Debug viewer: - -#. View the live version of your course. - -#. Click **Courseware** and navigate to the component that contains the - problem. - -#. Display the problem, then click **Staff Debug Info**. The Staff Debug viewer - opens. - -#. In the **Username** field, enter the student's email address or username, - then click **Delete Student State**. A message indicates a successful - adjustment. - -#. To close the Staff Debug viewer, click on the browser page outside of the - viewer. - -To use the Instructor Dashboard, you need the unique identifier of the problem. -See :ref:`find_URL`. - -#. Click **Instructor**, then click **Student Admin**. - -#. In the **Student-Specific Grade Adjustment** section of the page, enter both - the student’s email address or username and the unique problem identifier, - and then click **Delete Student State for Problem**. diff --git a/docs/en_us/course_authors/source/running_course/course_staffing.rst b/docs/en_us/course_authors/source/running_course/course_staffing.rst deleted file mode 100644 index 8eb60b5c61..0000000000 --- a/docs/en_us/course_authors/source/running_course/course_staffing.rst +++ /dev/null @@ -1,88 +0,0 @@ -.. _Course_Staffing: - -########################## -Staffing -########################## - -You can designate a team of people to help you run your course. Two roles are -available to give your administrative team members access to different options -for working with students, grades, and other members of the staff. - -* Course Staff - -* Instructors - -You can assign these privileged roles when you work in either the LMS or in -Studio, and the users who have these roles can work on your course in both the -LMS and Studio. For more information on setting up a team in Studio, see -:ref:`Add Course Team Members`. - -.. note:: The LMS "Course Staff" role is the same as the Studio "Staff" role, and the LMS "Instructors" role is the same as the Studio "Admin" role. - -You can also designate teams of people to beta test your course and to -moderate and manage its discussions by assigning other LMS roles. The beta -testers and discussion administrators must be enrolled in your course, but -they do not need to have the Course Staff or Instructors role or a Studio -role. For more information, see :ref:`Beta_Testing` and -:ref:`Assigning_discussion_roles`. - -**************************** -Administrative Team Roles -**************************** - -To provide access to features on the LMS Instructor Dashboard you assign the -Course Staff role or the Instructors role. - -**Course Staff** can: - -* View the course before the Course Start Date. - -* Enroll and unenroll students. - -* Access student grades. - -* Reset student attempts to answer a question correctly. - -* See course HTML errors. - -* Send email messages to course participants. - -**Instructors** have access to all of the same options for running the course as the course staff. They can also: - -* Add and remove Course Staff. - -* Add and remove other Instructors. - -* Add and remove Beta Testers. - -* Add and remove Discussion Admins, Discussion Moderators, and Discussion - Community TAs. - -.. 12 Feb 14 Sarina: This all sounds right but there are other tasks (rescoring, etc) not mentioned. Probably worth nailing down what tasks can and cannot be done by a course staff. - -********************** -Assign Staff Roles -********************** - -Before you can assign the Course Staff or Instructors role to a team member: - -* You need the email address or username of each team member. - -* Each team member must register a user account for that email - address/username, activate the account, and enroll in your course. - -To assign a staff role: - -#. View the live version of your course. - -#. Click **Instructor**, then click **Membership**. - -#. In the **Administration List Management** section, use the drop-down list to - select **Course Staff** or **Instructors**. - -#. Under the list of users who currently have that role, enter an email - address or username and click **Add** for the role type. - -To remove an assigned role, view the list of users and then click **Revoke -access**. - diff --git a/docs/en_us/course_authors/source/running_course/course_student.rst b/docs/en_us/course_authors/source/running_course/course_student.rst deleted file mode 100644 index b6a6437085..0000000000 --- a/docs/en_us/course_authors/source/running_course/course_student.rst +++ /dev/null @@ -1,242 +0,0 @@ -.. _Student Data: - -############################ -Student Data -############################ - -You can access data about the students who are enrolled in your course at any -time after you create the course. - -For information about student data, see the following topics: - -* :ref:`PII` - -* :ref:`Access_student_data` - -* :ref:`Access_anonymized` - -* :ref:`Track Student Activity` - -You can also view charts of certain student demographics for graded problems. -See :ref:`Grades`. - -.. _PII: - -*************************************************************** -Guidance for Working with Personal Information -*************************************************************** - -The information that edX collects from site registrants includes personal -information that can be used to identify, contact, and locate individuals. This -information is available to course authors for the students who are enrolled in -their courses. - -Course staff should follow the policies established by their organizations -and comply with the legal requirements of their locales to prevent public -distribution or misuse of this information. - -.. **Question**: I just made this statement up. What guidance can/should we give, for immediate publication and in the future? (sent to Tena and Jennifer Adams 31 Jan 14) - -.. _Access_student_data: - -**************************** -Access Student Data -**************************** - -You can download data about the students who are currently enrolled in your -course in a CSV (comma-separated values) file. For courses that have fewer than -200 students enrolled, you can also view data for enrolled students on the -Instructor Dashboard. - -====================== -Student-Reported Data -====================== - -When students register with edX, they select a public username and supply -information about themselves. Most of this information is optional, so not all -of the students who are enrolled in your course provide it. - - .. image:: ../Images/Registration_page.png - :alt: Fields that collect student information during registration - -Students then register for as many individual courses as they choose, which -enrolls them in each selected course. - -You can access this self-reported information for all of the students who are -enrolled in your course: - -* username -* name -* email -* year_of_birth -* gender -* level_of_education -* mailing_address -* goals - -The student data that is available to course staff always reflects the set of -live, current enrollments. Students can register for your course throughout the -defined enrollment period, and they can unregister from a course at any time, -which unenrolls them. Students can also change their email addresses and full -names at any time. As a result, you may want to download student data -periodically to gain insights into how the student population changes over -time. - -.. note:: In the future, edX may also request that students select a language - and location. This data is not collected at this time. - -.. _View and download student data: - -========================================== -Download or View Student Data -========================================== - -You can download a report of the self-reported student data to learn about -population demographics at a specific point in time, compare demographics at -different points in time, and plot trends in the population over time. For -courses that include student cohorts, this report also includes the cohort -group that is assigned to each student. - -When you choose to download student data, a process starts on the edX servers. -The number of students enrolled in your course, and whether your course has the -cohort feature enabled, affect how long this process takes. You can download a -report of student profile information in a CSV (comma-separated values) file -after the process is complete. - -For courses with fewer than 200 students enrolled, you also have the option to -view student data on the Instructor Dashboard. - -.. note:: In addition to the data for enrolled students, data for the course - staff is included in the file or display. - -To download student data: - -#. View the live version of your course. - -#. Click **Instructor**, then click **Data Download**. - -#. To download data about enrolled students in a CSV file, click **Download - profile information as a CSV**. - - A status message indicates that report generation is in progress. This - process can take some time to complete, but you can navigate away from this - page and do other work while it runs. - - To track the progress of the report process, reload the page in your browser - and scroll down to the **Pending Instructor Tasks** section. - -4. To open or save a student data report, click the - ``{course_id}_enrolled_profiles_{date}.csv`` file name at the bottom of the - page. - - All student-supplied data is included in this file without truncation. - -To view student data: - -.. note:: This option is available only for courses with an enrollment of less - than 200. - -#. View the live version of your course. - -#. Click **Instructor**, then click **Data Download**. - -#. To display data about enrolled students, click **List enrolled students' - profile information**. - - A table of the student data displays, with one row for each enrolled - student. Longer values, such as student goals, are truncated. - - .. image:: ../Images/StudentData_Table.png - :alt: Table with columns for the collected data points and rows for each - student on the Instructor Dashboard - -For courses that have the cohorts feature enabled, this report also includes a -Cohort column with each student's assigned cohort group. - -.. note:: The columns for language and location are included in this report - for backward compatibility only. This data is no longer collected during - student registration. - -========================================== -View Demographic Distributions -========================================== - -You can view a course-wide summary of certain demographic distributions for -your currently enrolled students. The total count for each value reported for -gender and educational attainment displays on the Instructor Dashboard. Because -this data is optional, the totals for each of these self-reported values are -likely to be lower than your course enrollment total. You can also view a chart -with the ages of all currently enrolled students. - -To display demographic data for your students: - -#. View the live version of your course. - -#. Click **Instructor**, then click **Analytics**. - - * The Year of Birth section displays a chart of enrolled students plotted by - year of birth. - - * The Gender Distribution and Level of Education sections show tables with - counts of responses made by enrolled students. - - .. image:: ../Images/Distribution_Education.png - :alt: Table with columns for different possible values for level of education completed and total count reported for each value - - .. image:: ../Images/Distribution_Gender.png - :alt: Table with columns for different possible values for gender and total count reported for each value - - "No Data" is the sum of the students for whom no value exists for the - demographic. - - Data for individual students is not shown, and you cannot download data - directly from this page. See :ref:`View and download student data`. - -.. _Access_anonymized: - -******************************** -Access Anonymized Student IDs -******************************** - -Some of the tools that are available for use with the edX platform, including -external graders and surveys, work with anonymized student data. If it becomes -necessary for you to deanonymize previously anonymized data, you can download a -CSV file to use for that purpose. - -To download a file of assigned user IDs and anonymized user IDs: - -#. View the live version of your course. - -#. Click **Instructor**, then click **Data Download**. - -#. Click **Get Student Anonymized IDs CSV**. - -You are prompted to open or save the {course-id}-anon-id.csv file for your -course. This file contains the user ID that is assigned to each student at -registration and its corresponding edX-wide anonymized user ID and course -specific anonymized user ID. Values are included for every student who ever -enrolled for your course. - -To research and deanonymize student data, you can use this file together with -the enrolled_profile.csv file of student data or the -{course_id}_grade_report_{date}.csv file of grades. - -.. _Track Student Activity: - -****************************** -Track Student Activity -****************************** - -To monitor student activity during your course, you can review the number of -students who, each week, interacted with your course. To be considered active, -students must visit pages, play videos, add to discussions, submit answers to -problems, or complete other course activities. The active student count is -updated weekly. - -To display the number of active students: - -#. View the live version of your course. - -#. Click **Instructor**, then click **Analytics**. The count of active students - appears at the top of the page. - diff --git a/docs/en_us/course_authors/source/running_course/discussion_guidance_moderators.rst b/docs/en_us/course_authors/source/running_course/discussion_guidance_moderators.rst deleted file mode 100644 index ec0c8d7212..0000000000 --- a/docs/en_us/course_authors/source/running_course/discussion_guidance_moderators.rst +++ /dev/null @@ -1,120 +0,0 @@ -.. _Guidance for Discussion Moderators: - -###################################### -Guidance for Discussion Moderators -###################################### - -Discussion forums are hugely important tools in running a successful MOOC; they allow for substantive community development, in addition to being excellent sources of feedback and ideas for future iterations of the course. - -Moderators are the key to effectively managing these online communities. Moderators keep the discussions productive and relay important information (errata, student confusion or interest with particular topics, etc.) to the rest of the course staff. Discussions can be moderated by any of a number of members of the course team, but dedicating enough time to moderation is the best way to cultivate a successful discussion culture. - -Please feel free to use some or all of the information in this chapter to guide the contributions of your discussion moderators. - -********************** -Responsibilities -********************** - -* Answer basic questions posed by students, and direct students with questions to the right resources: syllabi, course documents, course updates, useful lecture segments, example problems, etc. - -* Relay reports of errata, common misconceptions and questions, highly disruptive participants, bugs, and amusing or interesting posts to the most appropriate course staff. - -* Enforce the Honor Code by editing or deleting problem answers, or requests for answers, promptly. - -* Edit out offensive content from the discussion, and remind the originators of discussion etiquette and expectations. - -* Communicate problems and successes to your fellow moderators. - -* Identify students whose presence in the discussions has a strongly positive impact. These students can be promoted to community TA role and publicly acknowledged. - -* Add helpful items to the FAQ or Course Info page. - -*************************************** -Qualities of good discussion moderators -*************************************** - -* Good or great content knowledge: stellar students from previous years often make good moderators. - -* Solid communication skills: the ability to organize positive, consistent, and effective communication with students, other moderators, and course staff. - -* Time: keeping up-to-date with the discussions for a large MOOC requires at least 5 hours per week for reading posts, replying to or editing posts, and communicating with the other moderators and course staff. - -* Enthusiasm: this is the best predictor of moderator excellence! - -****************************************** -Best practices for discussion moderation -****************************************** - -* Always maintain a positive attitude. Keeping a positive attitude is crucial to encouraging participation in the discussion community. - -* Encourage discussion between students. Actively thank students who answer the questions of others. - -* Use the course’s FAQ and Course Info pages as resources. Provide links to these pages in your responses when appropriate. Suggest that information be added to these resources when necessary to respond to a common question or fix confusion. - -* Always make it obvious that you have read the student’s question. When posting a response, make sure that you are on topic. Respond in the context of the thread. - -* Develop a discussion persona. Try to answer your questions in your own slightly unique way. - -******************************************* -Guidelines for specific types of posts -******************************************* - -Certain types of posts require more attention from the moderators than others, or may need to be handled in a particular way. - -============================ -Time sensitive problems -============================ - -* Try to be present on discussion threads when assignment due dates are approaching or new content is being released. The discussions tend to be extra busy at these times. - -* Please alert the course staff about problems that need to be dealt with quickly, such as problems with a graded assignment. Setting up a course email address that is checked frequently is a good way to manage these alerts. - -============================ -Content Questions -============================ - -* Assist with content questions sensitively, but be careful not to post - spoilers. Do not ask students to post their solutions! - -* A good guiding question can be better than an answer. - -============================ -Redundant posts -============================ - -* When possible, help discourage redundancy by responding to such posts with links to an earlier or higher quality thread that asks the same question. - -* When responding to a post, search for similar posts and respond to the most pertinent thread. Redirect the other posts to the thread with your response and then close the redundant threads. - -======================================================== -Off topic, inappropriate, or offensive posts -======================================================== - -* Don’t simply delete them; instead, edit and explain why they were edited. Inappropriate posts include spoilers, solutions, and information on how to pirate educational materials. - -* Check links that students post. If offensive sites and materials are found, they need to be edited quickly. - -============================ -Bugs or errors -============================ - -* Check if there is in fact an error. - - - If not, suggest to the students that they check their work. - - - If so, contact course staff, and notify the thread that the error has been reported. - -* Use language that does not assign blame or discourage users from the platform. - - You might say: “Thanks for letting us know about that issue. We are working with edX to get it fixed as quickly as possible.” - -============================ -Feature requests -============================ - -* Keep an organized collection of feature requests cultivated by the course team. That list can subsequently be shared with an edX product manager, who will log those requests internally. - -* Reply to the post to let the person know that their request was heard, without promising that the feature will be implemented. - - You might say: “Thanks for your suggestion. I’ve logged it for review by edX staff, who will prioritize feature requests on the development roadmap.” - -* Search the discussions for other similar requests, and respond to and close those as well. diff --git a/docs/en_us/course_authors/source/running_course/discussions.rst b/docs/en_us/course_authors/source/running_course/discussions.rst deleted file mode 100644 index 2eabb1a1a8..0000000000 --- a/docs/en_us/course_authors/source/running_course/discussions.rst +++ /dev/null @@ -1,618 +0,0 @@ -.. _Discussions: - -################################## -Managing Course Discussions -################################## - -Discussions, or discussion forums, foster interaction among your students and -between students and course staff. You can set up different topics to guide -these interactions when you create your course, and then run and moderate -discussions throughout the course to encourage participation and develop course -community. - -Discussions are also excellent sources of feedback and ideas for the future. - -For options you can use to run and moderate discussions, see the following -sections: - -* :ref:`Overview_discussions` - -* :ref:`Organizing_discussions` - -* :ref:`Assigning_discussion_roles` - -* :ref:`Running_discussions` - -* :ref:`Moderating_discussions` - -* :ref:`Close_discussions` - -For information about how enabling the cohort feature for a course affects -options for moderating course discussions, see :ref:`Moderating Discussions for -Cohorts`. - -.. _Overview_discussions: - -******************************** -Overview -******************************** - -Students and staff use course discussions to share ideas, exchange views, -consider different viewpoints, and ask questions. In a discussion, there are -three hierarchical levels of interaction. - -* A *post* is the first level of interaction. A post opens a new subject. Posts - are often posed as questions, either to start a conversation or to surface an - issue that requires some action. When you add a post, you categorize it as a **Question** or as a **Discussion**. - -* A *response* is the second level of interaction. A response is a reply made - directly to a post to provide a solution or continue the conversation. - -* A *comment* is the third level of interaction. A comment is often a - clarification or side note made to a specific response, rather than to the - post as a whole. - -The dialogue created by a post, its responses, and the comments on those -responses is sometimes called a thread. - -All course staff members and enrolled students can add posts, responses, and -comments, and view all of the posts, responses, and comments made by other -course participants. Members of the course community, both staff and students, -can be given permission to moderate or administer course discussions through a -set of discussion administration roles. Discussion threads are saved as part of -the course history. - -.. note:: - The :ref:`Discussions for Students and Staff` chapter describes features that - are available to all discussion participants, and may be useful to students - who are new to online discussion forums. You can share the chapter with your - students by, for example, adding a "Never Used a Discussion Forum Before?" - post that includes the information you think will be most useful to them. - -.. _Organizing_discussions: - -************************************************* -Set Up Discussion Topics for Your Course -************************************************* - -Discussions in an edX course include both the specific topics that you add to -course units as discussion components, and broader forums on course-wide areas -of interest, such as "Feedback", "Troubleshooting", or "Technical Help". You -add both types of topics in Studio. - -============================================ -Add Units With a Discussion Component -============================================ - -Typically, all units are added during the design and creation of your course in -Studio. To add a discussion topic to a unit, you add a discussion component. -Follow the instructions in :ref:`Working with Discussion Components`. The -result is a content-specific discussion topic. - -This type of discussion topic is subject to the release date of the section -that contains it. Students cannot contribute to these discussion topics until -that date. - -.. note:: In courses that include the cohort feature, all of the - content-specific discussion topics are divided by cohort. Student posts to - these topics can only be read, and responded to, by members of the same cohort - group. See :ref:`Cohorts Overview`. - -.. _Create CourseWide Discussion Topics: - -===================================== -Create Course-Wide Discussion Topics -===================================== - -All courses include a page named **Discussion**. When you create a course, a -discussion topic named "General" is available for you to include by default. -You can add more course-wide discussion topics to guide how students share and -find information during your course. Such course-wide topics might include -Feedback, Troubleshooting, or Technical Help. Discussions in these topics can -begin as soon as your course is available. - -To create a course-wide discussion topic: - -#. Open your course in Studio. - -#. Select **Settings**, then **Advanced Settings**. - -#. Scroll down to the **Discussion Topic Mapping** policy key. By default, its - value is: - - .. image:: ../Images/Discussion_Add_initial.png - :alt: Policy value of {"General": {"id": "i4x-edX-Open-edx_demo_course"}} - -4. Copy the three lines provided for the General topic and paste - them above the closing brace character (``}``): - - .. image:: ../Images/Discussion_Add_paste.png - :alt: Policy value of {"General": {"id": "i4x-edX-Open-edx_demo_course"} - "General": {"id": "i4x-edX-Open-edx_demo_course"}} - -5. Replace the second "General" with the quoted name of your new topic. - -#. Change the value for the second "id" to a unique identifier. For example, - append a reference to the name of the topic. - -#. Add a comma after the first closing brace (``},``). - - .. image:: ../Images/Discussion_Add_name.png - :alt: Policy value of {"General": {"id": "i4x-edX-Open-edx_demo_course"}, - "Course Q&A": {"id": "i4x-edX-Open-edx_demo_course_faq"}} - -8. Click **Save Changes**. Studio resequences and reformats your entry. Scroll - back to the **Discussion Topic Mapping** field to verify that your entry was - saved as you expect. Entries that do not contain all of the required - punctuation characters revert to the previous value when you save, and no - warning is presented. - -When students click the **Discussion** page for your course, the drop-down -Discussion list now includes the topic you added. - - .. image:: ../Images/NewCategory_Discussion.png - :alt: Image of a new topic named Course Q&A in the list of discussions - -.. note:: In courses that include the cohort feature, the course-wide - discussion topics that you add are unified. All of the posts can be read, and - responded to, by every student, regardless of their assignement to a cohort - group. You have the option to configure these topics to be divided by cohort. - See :ref:`Identifying Private CourseWide Discussion Topics`. - -.. _Assigning_discussion_roles: - -************************************************* -Assign Discussion Administration Roles -************************************************* - -You can designate a team of people to help you run course discussions. - -.. note:: - The course team that you set up in Studio (or the course staff and - instructors you add on the Instructor Dashboard) are not automatically - granted discussion administration roles. Discussion administration roles must - be explicitly granted to members of the course team for them to moderate or - administer course discussions. The course author, team members with Admin - access (Studio), and Instructors (Instructor Dashboard) can grant discussion - administration roles - -Different options for working with discussions are available through -these roles: - -* *Discussion moderators* can edit and delete messages at any level, review - messages flagged for misuse, close and reopen posts, pin posts, and endorse - responses. Posts made by moderators are marked as "By: Staff" in the list of - posts. Responses and comments made by moderators have a colored "Staff" - identifier. This role is often given to course team members who already have - the Course Staff role. - -.. removed this clause from 1st sentence per JAAkana and MHoeber: , and, if the -.. course is cohorted, see posts from all cohorts - -* *Discussion community TAs* have the same options for working with discussions - as moderators. Posts made by community TAs are marked as "By: Community TA" - in the list of posts on the **Discussion** page. Responses and comments made - by community TAs have a colored "Community TA" identifier. This role is often - given to students. - -.. I put this comment in to make the formatting of this bulleted list consistent when output using the sphinx template - -* *Discussion admins* have the same options for working with discussions as - moderators, and their posts, responses, and comments have the same "Staff" - identifiers. This role can be reserved for assignment to course team members - who have the Instructor role only: the discussion admins can then both - moderate discussions and give other users these discussion management roles - whenever necessary. - -Before you can assign roles to your discussion team, you need their email -addresses or usernames. - -* To get this information for a course team member, on the Instructor Dashboard - click **Membership** and then select **Course Staff** or **Instructor** from - the drop-down list. - -* To get this information for an enrolled student, on the Instructor Dashboard - click **Data Download**, then **Download profile information as a CSV**. - -==================================== -Assign Roles -==================================== - -To assign a discussion administration role, you must be the course author or an -Instructor (that is, you are identified in Studio as a team member with Admin -access). - -#. View the live version of the course. - -#. Click **Instructor**, then click **Membership**. - -#. In the Administration List Management section, use the drop-down list to - select Discussion Admins, Discussion Moderators, or Discussion Community - TAs. - -#. Under the list of users who currently have that role, enter an email address - or username and click **Add** for the role type. - -#. To remove an assigned role, view the list of users and then click **Revoke - access**. - -.. _Running_discussions: - -********************* -Run a Discussion -********************* - -On an ongoing basis, the members of your discussion team run the course -discussion by making contributions, endorsing responses, marking answers as -correct, and guiding student messages into pertinent threads. Techniques that -you can use throughout your course to make discussions successful follow. - -========================================== -Use Conventions in Discussion Subjects -========================================== - -To identify certain types of messages and make them easier to find, you can -define a set of standard tags to include in the subject of a post or in the -body of a response or comment. Examples follow. - -* Use "[OFFICIAL]" at the start of announcements about changes to the course. - -* Provide information about corrected errors with a subject that begins - "[ERRATA]". - -* Direct students to use "[STAFF]" in the subject of each post that needs the - attention of a course staff member. - -Both your discussion team and your students can use tags like these to search -the discussions more effectively. - -When a post is created its type must be selected: either "question" or -"discussion". Members of the discussion team should be thoughtful when -selecting the type for their posts, and encourage students to do the same. See -:ref:`Find Question Posts and Discussion Posts`. - -.. future: changing the type of a post, maybe resequence or separate conventions from post types - -======================== -Seed Discussion Topics -======================== - -To help students learn how to get the most out of course discussions, and find -the best discussion topic to use for their questions and conversations, you can -seed discussion topics by adding posts before your course starts. Some examples -follow. - -* In the General topic (which is included in every course by default), add an - [INTRO] post to initiate a thread for student and staff introductions. - -* For each topic that you create, add the first post to it to describe - the way you intend it to be used. In addition to providing guidance, these - initial messages can also act as models for students to follow when they - create their own posts. - -* If you include discussion components along with problem components in a unit, - you can add a post that encourages students to use the topic to ask for help - with the problems, but reminds them not to post the answers. - -====================================== -Minimize Thread Proliferation -====================================== - -To encourage longer, threaded discussions rather than many similar, separate -posts, the discussion team can use these techniques. However, be aware that -long threads (with more than 200 responses and comments) can be difficult to -read, and can therefore result in an unsatisfactory experience in the -discussion. - -* Pin a post. Pinning a post makes it appear at the top of the list of posts on - the **Discussion** page. As a result, it is more likely that students will - see and respond to pinned posts. You can write your own post and then pin it, - or pin a post by any author. Select the "More" icon and then **Pin**. - - .. image:: ../Images/Pin_Discussion.png - :alt: Image of the pin icon for discussion posts - -* Endorse a response. Endorsing a response indicates that it provides value to - the discussion. Click the "check mark" (or tick mark) icon for the response. - - .. image:: ../Images/Endorse_Discussion.png - :alt: Image of the Endorse button for discussion posts - -* Mark a question as answered. You use the same procedure to mark a response as - the correct answer to a question as you do to endorse contributions to a - discussion: click the "check mark" (or tick mark) icon for correct answers. - -* Close a post. You can respond to a redundant post by (optionally) pasting in - a link to the post that you prefer students to contribute to, and prevent - further interaction by closing the post. Select the "More" icon and then - **Close** to close it. - -* Provide post/response/comment guidelines. You can post information from the - :ref:`overview` in this chapter, or the :ref:`anatomy - of edX discussions` in the next chapter, - in a course-wide discussion topic (such as General) to provide guidance about - when to start a new thread by adding a post, responding to an existing post, - or commenting on a response. - -.. _Moderating_discussions: - -*********************** -Moderate Discussions -*********************** - -The members of a course discussion team monitor discussions and keep them -productive. They can also collect information, such as areas of particular -confusion or interest, and relay it to the course staff. - -Developing and sustaining a positive discussion culture requires that -sufficient moderator time is dedicated to reviewing and responding to -discussions. Keeping up-to-date with a large MOOC forum requires a commitment -of 5 or more hours per week, and involves reading threads, replying to and -editing posts, and communicating with the rest of the discussion team and -course staff. - -For information on setting up moderators for your course, see -:ref:`Assigning_discussion_roles`. - -======================================== -Provide Guidelines for Students -======================================== - -You can develop a set of best practices for discussion participation and make -them available to students as a course handout file or on a defined page in -your course. These guidelines can define your expectations and optionally -introduce features of edX discussions. - -You can also share the :ref:`Discussions for Students and Staff` chapter with -your students. It describes features that are available to all discussion -participants, and may be useful to students who are new to online discussion -forums. - -.. For a template that you can use to develop your own guidelines, see -.. :ref:`Discussion Forum Guidelines`. - -======================================== -Develop a Positive Discussion Culture -======================================== - -Discussion monitors can cultivate qualities in their own discussion -interactions to make their influence positive and their time productive. - -* Encourage quality contributions: thank students whose posts have a positive - impact and who answer questions. - -* Check links, images, and videos in addition to the text of each message. Edit - offensive or inappropriate posts quickly, and explain why. - -* Review posts with a large number of votes and recognize "star posters" - publicly and regularly. - -* Stay on topic yourself: before responding to a post, be sure to read it - completely. - -* Maintain a positive attitude. Acknowledge problems and errors without - assigning blame. - -* Provide timely responses. More time needs to be scheduled for answering - discussion questions when deadlines for homework, quizzes, and other - milestones approach. - -* Discourage redundancy: before responding to a post, search for similar posts. - Make your response to the most pertinent or active post and then copy its URL - and use it to respond to the redundant threads. - -* Publicize issues raised in the discussions: add questions and their answers - to an FAQ topic, or announce them on the Course Info page. - -For a template that you can use to develop guidelines for your course -moderators, see :ref:`Guidance for Discussion Moderators`. - -.. _Find Question Posts and Discussion Posts: - -========================================== -Find Questions and Discussions -========================================== - -When students create posts, they specify the type of post to indicate whether -they are asking for concrete information (a question) or starting an open-ended -conversation (a discussion). - -On the **Discussion** page, a question mark image identifies posts that ask -questions, and a conversation bubble image identifies posts that start -discussions. When an answer is provided and marked as correct for a question, a -check or tick mark image replaces the question mark image. See :ref:`Answer -Questions`. - -In addition to these visual cues, filters can help you find questions and -discussions that need review. Above the list of posts on the **Discussion** -page, the **Show all** filter is selected by default. You can also select: - -* **Unread**, to list only the discussions and questions that you have not yet - viewed. - -* **Unanswered**, to list only questions that do not yet have any responses - marked as answers. - -================== -Edit Messages -================== - -Discussion moderators, community TAs, and admins can edit the content of posts, -responses, and comments. Messages that include spoilers or solutions, or that -contain inappropriate or off-topic material, should be edited quickly to remove -text, images, or links. - -#. Log in to the site and then select the course on your **Current Courses** - dashboard. - -#. Open the **Discussion** page and then open the post with the content that - requires editing. You can select a single topic from the drop-down list of - discussion topics, apply a filter, or search to locate the post. - -#. For the post or for the response or comment that you want to edit, click the - "More" icon and then **Edit**. - -#. Remove the problematic portion of the message, or replace it with standard - text such as "[REMOVED BY MODERATOR]". - -#. Communicate the reason for your change. For example, "Posting a solution - violates the honor code." - -================== -Delete Messages -================== - -Discussion moderators, community TAs, and discussion admins can delete the -content of posts, responses, and comments. Posts that include spam or abusive -language may need to be deleted, rather than edited. - -#. Log in to the site and then select the course on your **Current Courses** - dashboard. - -#. Open the **Discussion** page and then open the post with the content that - requires deletion. You can select a single topic from the drop-down list of - discussion topics, apply a filter, or search to locate the post. - -#. For the post or for the response or comment that you want to delete, click - the "More" icon and then **Delete**. - -#. Click **OK** to confirm the deletion. - -.. how to communicate with the poster? - -.. important:: If a message is threatening or indicates serious harmful - intent, contact campus security at your institution. Report the incident - before taking any other action. - -================================== -Respond to Reports of Misuse -================================== - -Students have the option to report contributions that they find inappropriate. -Moderators, community TAs, and admins can check for messages that have been -flagged in this way and edit or delete them as needed. - -#. View the live version of your course and click **Discussion** at the top of - the page. - -#. In the list of posts on the left side of the page, use the filter drop-down - list (set to **Show all** by default) to select **Flagged**. - -#. Review listed posts. A post is listed if it or any of its responses or - comments has been reported. The reported contribution includes a - **Reported** identifier. - -#. Edit or delete the post, response, or comment. Alternatively, remove the - flag: click the "More" icon and then **Unreport**. - -=============== -Block Users -=============== - -For a student who continues to misuse the course discussions, you can unenroll -the student from the course. See :ref:`unenroll_student`. If the enrollment -period for the course is over, the student cannot re-enroll. - -.. _Close_discussions: - -****************************** -Close Discussions -****************************** - -You can close the discussions for your course so that students cannot add -messages. Course discussions can be closed temporarily, such as during an exam -period, or permanently, such as when a course ends. - -When you close the discussions for a course, all of the discussion topics in -course units and all of the course-wide topics are affected. - -* Existing discussion contributions remain available for review. - -* Students cannot add posts, respond to posts, or comment on responses. - However, students can continue to vote on existing threads, follow threads, - or report messages for misuse. - -* Course Staff, Instructors, Discussion Admins, Discussion Moderators, - and Discussion Community TAs are not affected when you close the discussions - for a course. Users with these roles can continue to add to discussions. - -.. note:: To assure that your students understand why they cannot add to - discussions, you can add the dates that discussions are closed to the - **Course Info** page and post them to a General discussion. - -===================================== -Start-End Date Format Specification -===================================== - -To close course discussions, you supply a start date and time and an end date -and time in Studio. You enter the values in this format: - -``["YYYY-MM-DDTHH:MM", "YYYY-MM-DDTHH:MM"]`` - -where: - -* The dates and times that you enter are in the Universal Coordinated (UTC) - time zone, not in your local time zone. - -* You enter an actual letter **T** between the numeric date and time values. - -* The first date and time indicate when you want course discussions to close. - -* The second date and time indicate when you want course discussions to reopen. - -* If you do not want the discussions to reopen, enter a date that is far in the - future. - -* Quotation marks enclose each date-time value. - -* A comma and a space separate the start date-time from the end date-time. - -* Square brackets enclose the start-end value pair. - -* You can supply more than one complete start and end value pair. A comma and a - space separate each pair. - -For example, to close course discussions temporarily for a final exam period in -July, and then permanently on 9 August 2014, you enter: - -``["2014-07-22T08:00", "2014-07-25T18:00"], ["2014-08-09T00:00", "2099-08-09T00:00"]`` - -You enter these values between an additional pair of square brackets which are -supplied for you in Studio. - -============================================ -Define When Discussions Are Closed -============================================ - -To define when discussions are closed to new contributions and when they -reopen: - -#. Open your course in Studio. - -#. Select **Settings**, then **Advanced Settings**. - -#. Scroll down to the **Discussion Blackout Dates** policy key. - -#. In the field for the value, place your cursor between the supplied square - brackets. Use the required date format specification to enter the start and - end dates for each time period during which you want discussions to be - closed. - - When you enter the dates and times from the example above, the value field - looks like this: - - .. image:: ../Images/Discussion_blackout_unformatted.png - :alt: Policy value of [["2014-07-22T08:00", "2014-07-25T18:00"], - ["2014-08-09T00:00", "2099-08-09T00:00"]] - -5. Click **Save Changes**. - - Studio reformats your entry to add line feeds and indentation, like this: - - .. image:: ../Images/Discussion_blackout_formatted.png - :alt: Same policy value but with a line feed after each bracket and comma, - and an indent before each date - -For examples of email messages that you can send to let students know when the -course discussions are closed (or open), see :ref:`Example Messages to -Students`. \ No newline at end of file diff --git a/docs/en_us/course_authors/source/running_course/discussions_students.rst b/docs/en_us/course_authors/source/running_course/discussions_students.rst deleted file mode 100644 index 9357a13f90..0000000000 --- a/docs/en_us/course_authors/source/running_course/discussions_students.rst +++ /dev/null @@ -1,474 +0,0 @@ -.. _Discussions for Students and Staff: - -############################################### -Participating in Course Discussions -############################################### - -Course discussions give you the opportunity to start conversations with other -students, ask questions of the course team, and participate in the course -community. If you have not previously participated in an online discussion -forum, see the introductory :ref:`"anatomy"` -section. - -This chapter also describes features of edX discussions that can make your -participation more effective. These include ways to: - -* :ref:`Find Posts` - -* :ref:`Add a Post` - -* :ref:`Keep Up with New Activity` - -* :ref:`React to Contributions` - -.. _Anatomy of edX Course Discussions: - -********************************** -Anatomy of edX Course Discussions -********************************** - -==================================== -Posts, Responses, and Comments -==================================== - -:: - - Post: "Please introduce yourself." - - Reponse: "My name is Lee and I teach secondary school maths in Canberra, - Australia." - - Reponse: "Hello everyone, I am Sumei from Hong Kong, China." - - Comment: "Hi Sumei, I am taking this course in Hong Kong too. Maybe we - should make a study group!" - - Comment: "I'd like to join the Hong Kong study group too, I think it - will help me keep up with the homework." - - Response: "Hi from Johannesburg! I am taking the course to prepare for my - matric exams." - -This example shows the different ways that you can contribute to a discussion. -The *post* initiates the conversation, *responses* are replies to the post, and -*comments* expand on specific responses. Before you add a post, response, or -comment, take a moment to consider which of these options best suits the -contribution that you want to make. This helps keep course discussions -organized and easy to follow. - -==================================== -Discussion Topics -==================================== - -Most edX courses include opportunities to discuss specific video lectures, -reading assignments, homework problems, or other course content. Each of these -content-specific discussion opportunities is called a *topic*. When these -discussion topics are included in a course, they typically appear below the -content they apply to. - -.. image:: /Images/Discussion_content_specific.png - :alt: A discussion topic that appears below a video in the course, identified - by a "Show Discussion" link - -Most courses also include one or more topics for course-wide discussions, such -as "Frequently Asked Questions" and "Troubleshooting". You access these topics -on the **Discussion** page of the course: click the **All Discussions** -drop-down. - -.. image:: /Images/Discussion_course_wide.png - :alt: Discussion topics are listed on the Discussion page when you click the - drop-down list at the left side of the page - -When you visit the **Discussion** page, you can read and add to any of the -discussion topics. - -* Course-wide topics do not have other topics indented below them. - -* Content-specific topics are indented under an identifying category name. - -Notice that you can access content-specific topics both on the **Discussion** -page and also while you are navigating through course content on the -**Courseware** page. However, you can only access the course-wide topics on the -**Discussion** page. - -Before you add a post, look through the topics. When you add your post to the -most appropriate topic, others with the same interest can find, read, and -respond to it more easily. - -==================================== -Types of Discussion Posts -==================================== - -When you make a contribution to a course discussion topic, it can typically be -categorized as either a question or a discussion. - -* A *question* post raises an issue so that the course staff and community can - provide answers. - -* A *discussion* post starts a conversation by sharing thoughts and - reflections, and inviting community participation. - -When you add a post to a discussion topic, you specify whether it is a question -or a discussion. When you visit the **Discussion** page for your course, a -question mark image identifies posts that ask questions and a conversation -bubble image identifies posts that start discussions. - -.. image:: ../Images/Post_types_in_list.png - :alt: The list of posts with images identifying questions and discussions - -If you have any difficulty deciding which type of post you want to add, think -about whether you want to get concrete information (a question) or start an -open-ended conversation (a discussion). - -.. _Find Posts: - -****************************** -Find Posts -****************************** - -Finding out whether someone else has already asked the same question or -initiated a conversation about the same subject that interests you, and then -reading and contributing to that exchange instead of starting a new one, helps -make the time that everyone spends with the course discussion more productive. -You can search for something specific, or you can browse through the posts in a -single discussion topic. - -======================= -Search the Discussions -======================= - -To search for text, click **Discussion** and enter a phrase, a word, or part of -a word in the **Search all posts** field above the list of posts. When you -press Enter, the search tries to find: - -* A match or close match to your text in any post, response, or comment. The - display updates to show a list of the posts that have a match at any level of - interaction. - -* A similar value in any post, response, or comment (if no exact matches are - found). A "No results found for {text}. Showing results for {similar}" - message displays above the posts that have similar text at any interaction - level. - -* Any usernames that are an exact match to your text. A "Show posts by - {username}" option displays above any posts that have an exact text match at - any interaction level. Click the username in the message to read that user's - posts, responses, and comments. - -============================================== -Review Posts About a Single Topic -============================================== - -To review posts about a particular part of the course or type of issue, click -**Discussion** at the top of the page and then select a topic from the drop- -down list. (**All Discussions** is selected by default.) Only posts about the -topic you select appear in the list of posts. - -.. image:: ../Images/Discussion_filters.png - :alt: The list of posts with callouts to identify the top filter to select - one topic and the filter below it to select by state - -======================================= -Review Only Unread or Unanswered Posts -======================================= - -To limit the posts shown on the **Discussion** page, you can select one of the filter options. Above the list of posts, the **Show all** filter -is selected by default. - -* To list only the discussions and questions that you have not yet viewed, - select **Unread**. - -* To list only question posts that do not yet have any responses marked as - answers, select **Unanswered**. - -.. _Add a Post: - -************************************ -Add a Post, Response, or Comment -************************************ - -================================ -Add a Post -================================ - -To make sure that other students and the course team can find and respond to -your post, try to select the correct type for your post: either question or -discussion. - -Add a Post to a Content-Specific Discussion Topic -************************************************** - -#. Click **Courseware**. - -#. Open the part of the course that includes the discussion topic that you want - to add to. - -#. To read what others have already contributed to the conversation, click - **Show Discussion**. - - You can scroll through the posts that have already been added: the title and - the first sentence or two of each post appear. To read an entire post, view - the responses to it, and see any comments, click **Expand discussion**. - -4. To add a post, click **New Post**. - -.. image:: /Images/Discussion_content_specific_post.png - :alt: Adding a post about specific course content - -5. Select the type of post: click **Question** or **Discussion**. - -#. Enter a short, descriptive identifier for your post in the **Title** field. - The title is the part of your post that others see when they are browsing on - the **Discussion** page or scrolling through one of the content-specific - topics. - -#. Enter the complete text. Options for formatting the text and for adding - links or images are available: click the buttons above the text field. - -Add a Post to a Course-Wide Discussion Topic -************************************************** - -You can also use this procedure to add a post to any of the content-specific -discussion topics. - -#. Click the **Discussion** page. - -#. Click **New Post**. - -#. Select the type of post: click **Question** or **Discussion**. - -#. Select the most appropriate discussion topic for your post. - - .. image:: /Images/Discussion_course_wide_post.png - :alt: Selecting the topic for a new post on the Discussion page - -5. Supply a short, descriptive **Title**. The title is the part of your post - that others see when they are browsing on the **Discussion** page or - scrolling through one of the content-specific topics. - -#. Enter the complete text. Options for formatting the text and for adding - links or images are available: click the buttons above the text field. - -=========================== -Add a Response or Comment -=========================== - -To participate in an ongoing discussion, you reply to the initial post by -adding a response, or expand on a particular response by adding a comment. - -The same options for formatting the text and for adding links or images are -available for responses and comments as for posts. - -Add a Response or Comment to a Content-Specific Discussion Topic -**************************************************************** - -#. Click **Courseware**. - -#. Open the part of the course with the discussion topic where you want to make - your contribution. - -#. Click **Show Discussion**. - -#. Scroll to the post where you want to add your thoughts. - -#. Click **Expand discussion**. - - .. image:: /Images/Discussion_expand.png - :alt: The **Expand discussion** link under a post - -6. Add a response or comment. - - - To add a response to the post, click **Add A Response**. When your response - is complete, click **Submit**. - - - To add a comment to a response, click in the **Add a comment** field below - the response. When your comment is complete, click **Submit**. - -Add a Response or Comment to a Course-Wide Discussion Topic -************************************************************ - -You can also use this procedure to add a response or comment to any of the -content-specific discussion topics. - -#. Click the **Discussion** page. - -#. Find the post that you want to contribute to. To help you decide where to - add your thoughts, review the current responses and their comments. - -#. Add a response or comment. - - - To add a response to the post, click **Add A Response**. When your response - is complete, click **Submit**. - - .. image:: /Images/Discussion_add_response.png - :alt: The **Add A Response** button located between a post and its - responses - - - To add a comment to a response, click in the **Add a comment** field below - the response. When your comment is complete, click **Submit**. - -.. _Keep Up with New Activity: - -**************************************** -Keep Up with New Activity -**************************************** - -============================== -Read New or Updated Posts -============================== - -The list of posts on the **Discussion** page provides visual cues to help you -identify posts that are new, or that have responses or comments that you have -not read yet, and to distinguish them from exchanges that you have already read -completely. - -* Posts that you have not read yet have a blue callout image. - -* Posts that you have read, but with responses or comments that you have not - read yet, have a white callout image. - -* Exchanges that you have read completely have a gray callout image and - background. - - .. image:: ../Images/Discussion_colorcoding.png - :alt: The list of posts with posts showing differently colored backgrounds - and callout images - -The total number of contributions in the exchange (the post and its responses -and comments) appears in each callout image. To see the number of contributions -that you haven't read yet, move your cursor over the callout image. - -.. image:: ../Images/Discussion_mouseover.png - :alt: A post with 4 contributions total and a popup that shows only two are - unread - -The color-coded callout images appear when you sort the list of posts **by -recent activity** or **by most activity**. If you sort the list of posts by -most votes instead, the number of votes that the post has received appears in -place of the callouts. See :ref:`Vote for Posts or Responses`. - -============================== -Receive Daily Digests -============================== - -You have the option to receive an email message each day that summarizes -discussion activity for the posts you are following. To receive this daily -digest, click **Discussion** and then select the **Receive updates** checkbox. - - -.. _React to Contributions: - -************************************ -Provide Feedback on Contributions -************************************ - -As you read the contributions that other students and staff make to discussion -topics, you can provide feedback without writing a complete response or -comment. You can: - -* :ref:`Vote for posts and responses` to provide - positive feedback. - -* :ref:`Follow posts` so that you can check back in on - interesting conversations and questions easily. - -* :ref:`Answer questions, and mark your questions as answered`. - -* :ref:`Report a contribution` that is inappropriate - to the course staff. - -To select a feedback option, you use the icons at the top right of each post, -response, or comment. When you move your cursor over these icons a label -appears. - -.. image:: ../Images/Discussion_options_mouseover.png - :alt: The icons at top right of a post, shown before the cursor is - placed over each one and with the Vote, Follow, and More labels - -When you click the "More" icon, a menu of the options that currently apply -appears. - -.. image:: ../Images/Discussion_More_menu.png - :alt: The More icon expanded to show a menu with one option and a menu with - three options - -.. _Vote for Posts or Responses: - -============================== -Vote for Posts or Responses -============================== - -If you like a post or one of its responses, you can vote for it: view the -post or response and click the "Vote" icon at top right. - -.. image:: ../Images/Discussion_vote.png - :alt: A post with the Vote icon circled - -You can sort the list of posts so that the posts with the most votes appear at -the top: click the drop-down list of sorting options and select **by most -votes**. - -.. image:: ../Images/Discussion_sortvotes.png - :alt: The list of posts with the "by most votes" sorting option and the - number of votes for the post circled - -The number of votes that each post has received displays in the list of posts. -(Votes for responses are not included in the number.) - -.. _Follow Posts: - -============================== -Follow Posts -============================== - -If you find a post particularly interesting and want to return to it in the -future, you can follow it: view that post and click the "Follow" icon. - -.. image:: ../Images/Discussion_follow.png - :alt: A post with the Follow icon circled - -Each post that you follow appears with a "Following" indicator in the list of -posts. - -To list only the posts that you are following, regardless of the discussion -topic they apply to, click the drop-down Discussion list and select -**Posts I'm Following**. - -.. image:: ../Images/Discussion_filterfollowing.png - :alt: The list of posts with the "Posts I'm Following" filter selected. Every - post in the list shows the following indicator. - -.. _Answer Questions: - -============================================================ -Answer Questions and Mark Questions as Answered -============================================================ - -Anyone in a course can answer questions. Just add a response to the question -post with your answer. - -The person who posted the question (and staff members) can mark responses as -correct: click the "Mark as Answer" icon that appears at upper right of -the response. - -.. image:: ../Images/Discussion_answer_question.png - :alt: A question and a response, with the Mark as Answer icon circled - -After at least one response is marked as the answer, a check or tick mark image -replaces the question mark image for the post in the list on the **Discussion** -page. - -.. image:: ../Images/Discussion_answers_in_list.png - :alt: The list of posts with images identifying unanswered and answered - questions and discussions - -.. _Report Discussion Misuse: - -============================== -Report Discussion Misuse -============================== - -You can flag any post, response, or comment for a discussion moderator to -review: view the contribution, click the "More" icon, and then click -**Report**. - -.. image:: ../Images/Discussion_reportmisuse.png - :alt: A post and a response with the "Report" link circled - -.. Future: DOC-121 As a course author, I need a template of discussion guidelines to give to students \ No newline at end of file diff --git a/docs/en_us/course_authors/source/running_course/index.rst b/docs/en_us/course_authors/source/running_course/index.rst deleted file mode 100644 index fa0805517a..0000000000 --- a/docs/en_us/course_authors/source/running_course/index.rst +++ /dev/null @@ -1,19 +0,0 @@ -.. _Running Your Course Index: - -########################## -Running Your Course -########################## - -.. toctree:: - :maxdepth: 2 - - course_staffing - course_enrollment - discussions - discussions_students - discussion_guidance_moderators - course_data - course_student - course_answers - course_grades - checking_student_progress \ No newline at end of file diff --git a/docs/en_us/course_authors/source/students/index.rst b/docs/en_us/course_authors/source/students/index.rst deleted file mode 100644 index 4925dce791..0000000000 --- a/docs/en_us/course_authors/source/students/index.rst +++ /dev/null @@ -1,12 +0,0 @@ -.. _Information for Your Students Index: - -############################## -Information for Your Students -############################## - -.. toctree:: - :maxdepth: 2 - - login_guide - math_students - ora_students diff --git a/docs/en_us/course_authors/source/students/login_guide.rst b/docs/en_us/course_authors/source/students/login_guide.rst deleted file mode 100644 index 3273119c7b..0000000000 --- a/docs/en_us/course_authors/source/students/login_guide.rst +++ /dev/null @@ -1,76 +0,0 @@ -.. _Sample Student Login Guide: - -====================================== -Sample Student Login Guide -====================================== - -Create a login guide for your individual course. - -**STUDENT LOGIN GUIDE FOR [COURSE NUMBER]** - - -How to Set Up Your edX Account and Register for Your Class - -Welcome to [COURSE NAME] on edX! -This guide will walk you through setting up your student account with edX, registering for [COURSE NAME], and accessing the course materials. - -**Step 1: Open the course registration page** - -*Example* - -.. code-block:: html - - - https://edge.edx.org/courses/[YOUR_CLASS_PATH]/about [REPLACE WITH URL TO YOUR REGISTRATION PAGE ON EDGE] - - https://edge.edx.org/courses/edX/PHOTO101/Digital_SLR_Photography_101/about - - -The above URL should bring you to the course registration page: [REPLACE WITH SCREENSHOT OF YOUR REGISTRATION PAGE] - -*Example* - -.. image:: ../Images/image302.png - :width: 600 - :alt: Image of a course registration page - - - -**Step 2: Request to register for the course** -Click on the blue Register for [NUMBER OF YOUR CLASS] button: -[REPLACE WITH PART OF YOUR SCREENSHOT ABOVE] - -.. image:: ../Images/image303.png - :width: 600 - :alt: Image of the registration button - -A pop-up user authentication window will appear. It will ask you to log in or sign up for edX. (If you already have an account with edX, use it to log in. You should now be registered for the course. Skip to Step 5. Otherwise, go on with Step 3.) - -.. image:: ../Images/Image305.png - :width: 600 - :alt: Image of the registration page - - -**Step 3: Create your account with edX** - -Fill out the form in the pop-up window: (Some tips:  Use an email address you check regularly. Also, the username you choose will also be your screen name in the course. This means the only name we will know you by is the username (not a first and last name). Please include your last name as part of your username so we can tell who you are on the forums.) - - -**Step 4: Activate your edX account** - -Check your email. This is where your course activation link has been sent. You must click on this to finalize your access to the course. - -Congratulations! You should now have an edX account and be registered for [ENTER YOUR COURSE NUMBER]. - -Proceed with Step 5 to access the class materials. - - -**Step 5: Log in to edX and go the course website** - -Log in to your account on edX at https://edge.edx.org/ -by using the username and password you just created. -You will be taken to the main landing page of your edX edge account, which should now include a listing for [ENTER YOUR COURSE NUMBER]: [REPLACE WITH SCREENSHOT OF YOUR COURSE] - -You can now click **View Courseware** to enter the main course website. - -If you are experiencing problems with registration or with accessing the class website, please contact [SUPPORT CONTACT NAME] at [CLASS SUPPORT EMAIL]. diff --git a/docs/en_us/course_authors/source/students/math_students.rst b/docs/en_us/course_authors/source/students/math_students.rst deleted file mode 100644 index cfa7a6ad47..0000000000 --- a/docs/en_us/course_authors/source/students/math_students.rst +++ /dev/null @@ -1,144 +0,0 @@ -.. _Math Response Formatting for Students: - -##################################### -Math Response Formatting for Students -##################################### - -In numerical input problems, the student's response may be more complicated than a -simple number. Expressions like ``sqrt(3)`` and even ``1+e^(sin(pi/2)+2*i)`` -are valid, and evaluate to 1.73 and -0.13 + 2.47i, respectively. - -The parser renders text that students enter into "beautiful math" that appears below the problem's response field: - -.. image:: /Images/Math1.png - :alt: Image of a numerical input probem rendered by the parser -.. image:: /Images/Math2.png - :alt: Image of a numerical input probem rendered by the parser -.. image:: /Images/Math3.png - :alt: Image of a numerical input probem rendered by the parser -.. image:: /Images/Math4.png - :alt: Image of a numerical input probem rendered by the parser -.. image:: /Images/Math5.png - :alt: Image of a numerical input probem rendered by the parser - -Students can enter any of the following into the response field. - -******* -Numbers -******* - -- Integers: '2520' -- Fractions: 2/3 -- Normal floats: '3.14' -- With no integer part: '.98' -- Scientific notation: '1.2e-2' (=0.012) -- More scientific notation: '-4.4e+5' = '-4.4e5' (=-440,000) -- SI suffixes: '2.25k' (=2,250). The full list: - - ====== ========== =============== - Suffix Stands for Example - ====== ========== =============== - % percent 0.01 = 1e-2 - k kilo 1000 = 1e3 - M mega 1e6 - G giga 1e9 - T tera 1e12 - c centi 0.01 = 1e-2 - m milli 0.001 = 1e-3 - u micro 1e-6 - n nano 1e-9 - p pico 1e-12 - ====== ========== =============== - -The largest possible number handled currently is exactly the largest float -possible (in the Python language). This number is 1.7977e+308. Any expression -containing larger values will not evaluate correctly, so it's best to avoid -this situation. - -********************* -Default Constants -********************* - -Simple and commonly used mathematical/scientific constants are included by -default. These include: - -- ``i`` and ``j`` as ``sqrt(-1)`` -- ``e`` as Euler's number (2.718...) -- ``g``: gravity (9.80 m/s^2) -- ``pi`` -- ``k``: the Boltzmann constant (~1.38e-23 in Joules/Kelvin) -- ``c``: the speed of light in m/s (2.998e8) -- ``T``: the positive difference between 0K and 0°C (273.15) -- ``q``: the fundamental charge (~1.602e-19 Coloumbs) - -************** -Greek Letters -************** - -The parser automatically converts the following Greek letter names into the corresponding Greek characters: - -.. list-table:: - :widths: 20 20 20 20 - :header-rows: 0 - - * - alpha - - beta - - gamma - - delta - * - epsilon - - varepsilon - - zeta - - eta - * - theta - - vartheta - - iota - - kappa - * - lambda - - mu - - nu - - xi - * - pi - - rho - - sigma - - tau - * - upsilon - - phi - - varphi - - chi - * - psi - - omega - - - - - -.. note:: ``epsilon`` is the lunate version, whereas ``varepsilon`` looks like a backward 3. - - -**************************** -Operators and Functions -**************************** - -* Use standard arithmetic operation symbols. -* Indicate multiplication explicitly by using an asterisk (*). -* Use a caret (^) to raise to a power. -* Use an underscore (_) to indicate a subscript. -* Use parentheses to specify the order of operations. - -The normal operators apply (with normal order of operations): -``+ - * / ^``. Also provided is a special "parallel resistors" operator given -by ``||``. For example, an input of ``1 || 2`` would represent the resistance -of a pair of parallel resistors (of resistance 1 and 2 ohms), evaluating to 2/3 -(ohms). - -Currently, factorials written in the form '3!' are invalid, but -there is a workaround. Students can specify ``fact(3)`` or ``factorial(3)`` to -access the factorial function. - -The default included functions are the following: - -- Trig functions: sin, cos, tan, sec, csc, cot -- Their inverses: arcsin, arccos, arctan, arcsec, arccsc, arccot -- Other common functions: sqrt, log10, log2, ln, exp, abs -- Factorial: ``fact(3)`` or ``factorial(3)`` are valid. However, you must take - care to only input integers. For example, ``fact(1.5)`` would fail. -- Hyperbolic trig functions and their inverses: sinh, cosh, tanh, sech, csch, - coth, arcsinh, arccosh, arctanh, arcsech, arccsch, arccoth \ No newline at end of file diff --git a/docs/en_us/course_authors/source/students/ora_students.rst b/docs/en_us/course_authors/source/students/ora_students.rst deleted file mode 100644 index 4f31fa23ec..0000000000 --- a/docs/en_us/course_authors/source/students/ora_students.rst +++ /dev/null @@ -1,408 +0,0 @@ -.. _ORA for Students: - -Open Response Assessments for Students -====================================== - -.. _ORA Introduction: - -Introduction to Open Response Assessments ------------------------------------------ - -.. note:: - - Modify this section according to your course. For example, you - can delete sentences such as "For more information, see :ref:`ORA Peer Assessment`" - and "For more information, see :ref:`ORA AI Assessment`" if your ORA problem doesn't - contain peer assessments or AI assessments and you want to delete these sections from - this document. - - -Open response assessments allow you to submit a short written answer, -an essay, or a file such as an image or computer code file. - -When you come to an open response assessment problem, you see the name of the -problem, the assessment types, the text of the question, the field where you'll -enter your response, and the **Save** and **Submit** buttons. - -.. image:: ../Images/ExampleORA.png - -If an open response assessment asks you to submit a file, you'll also see a button -that you'll click to upload your file. - -.. image:: ../Images/ExampleORA_File.png - -The *assessment types* can include *self assessment*, *peer assessment*, and *artificial intelligence (AI) assessment*. The -assessment types run in the order in which they appear in the problem. - -- In a self assessment, you assess your response according a rubric that the - instructor has created. For more information, see :ref:`ORA Self Assessment`. - -- In a peer assessment, you grade - responses that your peers have submitted while several of your peers - grade your response. For more information, see - :ref:`ORA Peer Assessment`. - -- In an AI assessment, a computer algorithm grades your response. For more information, - see :ref:`ORA AI Assessment`. - -An open response assessment problem doesn't have to use all assessment types. For example, one problem -may use self assessment and AI assessment, while another problem may use self assessment -and peer assessment, and another problem may use only peer assessment. - -You'll answer open response assessment problems in much the same way that you answer other -problems. For more information about how to submit responses, see :ref:`ORA Submit a Response`. - -When you submit a response to an open response assessment, the next step -depends on the type of assessment that the problem uses. For more information, -see :ref:`ORA Self Assessment`, :ref:`ORA Peer Assessment`, and :ref:`ORA AI Assessment`. - -After you submit your response, your score will be available shortly - sometimes within a few -minutes. For information about how to access your score after your response has been graded, -see :ref:`ORA Access Scores Students`. - -If you want to experiment with open response assessments, you can try out the open -assessment problems in the `EdX Demo `_ -course. To get started, go -to the `Self-Assessed Essay `_ -unit, and then enter a response in the **Response** field under the -question. You can enter your own response, or you can use one of the sample -responses in the `Sample Answers `_ -unit. - -.. _ORA Submit a Response: - -Submit a Response ------------------ - -Submitting a response is slightly different if you're submitting a written response -or uploading a file. - -#. Enter the response that you want to submit. - - - If you're submitting a written response, type your response in the - **Response** field. - - - If you're uploading a file, click **Choose File** under the **Response** - field. In the dialog box that opens, select the file that you want to upload, - and then click **Open**. - -#. Click **Submit**, and then click **OK** in the dialog box to continue. - - .. note:: If you want to save your response and work on it again later, click **Save**. - An "Answer saved, but not yet submitted" message appears directly under the **Save** and - **Submit** buttons. - -After you submit your response, the assessment types start running in the order in which they -appear in the problem. For more information, -see :ref:`ORA Self Assessment`, :ref:`ORA Peer Assessment`, or :ref:`ORA AI Assessment`. - -.. _ORA Self Assessment: - -Self Assessment ---------------- - -.. note:: - - You can delete this section if your ORA problem doesn't use self assessments. - - -In a self assessment, the rubric for the problem appears below your response immediately -after you submit the response. You then assess your response based on the rubric. - -Perform a Self Assessment -~~~~~~~~~~~~~~~~~~~~~~~~~ - -#. Submit a response to a self-assessed ORA problem. - -#. When the rubric appears, compare your response with the rubric, and select the - option that you think is appropriate for each category. - - .. image:: ../Images/Rubric1.png - -#. Click **Submit assessment**. - - Your response appears, and you can see the scores that you gave - yourself. - -.. _ORA Peer Assessment: - -Peer Assessment ---------------- - -.. note:: - - You can delete this section if your ORA problem doesn't use peer assessments. - - -In a peer assessment, several students in the course grade your response while you grade -other students' responses. You have to grade a number of your peers' responses before -you receive your score. (After you grade the minimum number of responses required to -receive your score, you can grade as many additional responses as you want.) - -After you submit your response for grading, the following -message appears under your response. - - **Your response has been submitted. Please check back later for your grade.** - -.. warning:: In peer assessments, the **due date** is the date by which you must not only submit your own response, but finish grading the required number of your peers' responses. - -Peer Grading Interface -~~~~~~~~~~~~~~~~~~~~~~ - -The area where you'll grade responses is the *peer -grading interface*. Each course that has peer assessments has at least -one peer grading interface. There may be just one peer grading interface -for the whole course, or each individual problem may have its own -separate peer grading interface. - -.. image:: ../Images/PGI_FromOEC_2Problems.png - - -Perform a Peer Assessment -~~~~~~~~~~~~~~~~~~~~~~~~~ - -.. warning:: In peer assessments, the **due date** is the date by which you must not only submit your own response, but finish grading the required number of your peers' responses. - -Performing a peer assessment has several steps. You can find detailed instructions for each step -below. - -#. :ref:`Access Responses`, either in the body of the - course or from the **Open Ended Console** page. -#. :ref:`Learn to Grade` (this process is called - *calibration*). -#. :ref:`Grade Responses` from other students. - -.. _Access Responses: - -Step 1: Access responses from other students -^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ - -.. note:: - - Modify the content in this section according to - your course. For example, if your students can only grade by using the **Open - Ended Console** page, change the introductory sentence below, and delete the - second and third bullets. - - -**Note** *You can only grade a response if you've submitted a response to the -question, an instructor has already graded at least 20 responses, and -there are more essays from other students left to grade. If you haven't submitted -a response or no responses are available for grading, you see a yellow message in the -interface.* - - .. image:: ../Images/PAStudent_NoSubmissions.png - - -There are several ways to access other students' responses, depending on -the way that the course is set up. - -- Through the **Open Ended Console** page. This option is always - available for every course. To access the **Open Ended Console** page, - click the **Open Ended Panel** tab at the top of any page in the course. - When you see the list of problems that have responses available to grade, - click the name of the problem that you want to open it. - - .. image:: ../Images/PGI_FromOEC_2Problems.png - -- Through the courseware, in a specific unit. This option is only available if the - instructor has included a peer grading interface for the problem in the body of - the course. To access responses in the courseware, go to the unit that contains - the open response assessment problem. Scroll down past the response that you - submitted until you see the peer grading interface that appears below the problem. - - .. image:: ../Images/PGI_InUnitComposite.png - -- Through the courseware, in a separate section. This option may not be available - for your course. If it is, you'll see the section for peer grading in the - course accordion on the left side of your screen. For example, MIT's 6.00x: - Introduction to Computer Science and Programming course has a separate section - that holds all the course peer grading interfaces. To access peer grading for - a problem, you click the problem name. - - .. image:: ../Images/PGI_Multiple-600x.png - - -.. _Learn to Grade: - -Step 2: Learn to grade -^^^^^^^^^^^^^^^^^^^^^^ - -Before you grade your peers' responses, you must learn to grade -the same way that an instructor would. In this process, called -*calibration*, you'll grade several responses that an instructor has already -graded. If your grading is similar to the instructor's, you can begin grading -other students' responses to the question. - -#. Click the name of the problem. When the **Learning to grade** page - opens, click **Start learning to grade**. - -#. When the problem opens, compare the student's response with the - rubric. Select the options that best apply to the response, and then - click **Submit**. - -#. Review the **How did I do?** message that you receive, and then click - **Continue**. - - .. image:: ../Images/PG_Calibration_Correct.png - - .. image:: ../Images/PG_Calibration_Incorrect.png - - When you click **Continue**, the next student response appears for - you to grade, and you see a yellow **Calibration essay saved** message in - the top left corner of the page. - -#. Continue to grade responses. After you grade the required number of - responses correctly, you receive a **Ready to grade!** message. You - can then start to grade responses for other students. - -.. _Grade Responses: - -Step 3: Grade responses -^^^^^^^^^^^^^^^^^^^^^^^ - -When you grade a peer assessment response, you can not only select -options in the rubric, but also provide additional feedback for the -student who submitted the response. - -#. When the response opens, select the options in the rubric that you - feel best apply to the response, as you did in the calibration process. - - If you have concerns about the response, you can select other - options to flag the response for instructor review. You don't have to fill - out the rubric before you select these options. - - - If you aren't sure how to grade the response, select the **I am unsure about - the scores I have given above** check box. - - If the response is offensive, or if you suspect that it contains plagiarized - material, select the **This submission has explicit, offensive, or (I suspect) - plagiarized content** check box. - -#. Under **Written Feedback**, write a comment about the score that you - gave the response. - -#. Click **Submit**. You see a **Successfully saved your feedback** - message at the top of the screen, and the next response opens. - -#. Continue to grade until you've graded the required number of - responses (usually 3). When you've graded enough responses, you - receive the following message. - - .. image:: ../Images/DoneGrading.png - - When you see this message, you can access the score for your own - response. For more information, see :ref:`ORA Access Scores Students`. - -If you want to grade additional responses at any time, you can go back -to the **Peer Grading** page and click the name of the problem that you want -to continue grading. - -.. note:: When a response opens for you to grade, it leaves the current "grading pool" - that other instructors or students are grading from, which prevents other - instructors or students from - grading the response while you are working on it. If you do not submit a score - for this response within 30 minutes, the response returns to the grading pool - (so that it again becomes available for others to grade), even if you still have - the response open on your screen. - - If the response returns to the grading pool (because the 30 minutes have passed), - but the response is still open on your screen, you can still submit feedback for - that response. If another instructor or student grades the response after it returns to the - grading pool but before you submit your feedback, the response receives two grades. - - If you click your browser's **Back** button to return to the problem list before you - click **Submit** to submit your feedback for a response, the response stays outside - the grading pool until 30 minutes have passed. When the response returns to the - grading pool, you can grade it. - -.. _ORA AI Assessment: - -Artificial Intelligence (AI) Assessment ---------------------------------------- - -.. note:: - - You can delete this section if your ORA problem doesn't use AI assessments. - - -In an AI assessment, an instructor grades a sample set of student responses to the -open response assessment problem. A machine learning algorithm then creates a model -based on the instructor's scores and grades the remaining students' responses. - -After you submit your response to an AI assessment, the following message appears under your -response. - - **Your response has been submitted. Please check back later for your grade.** - -Depending on the time that it takes for the instructor to grade a sample set of -responses, you may receive your grade within minutes, or you may have to wait -a few days. You won't receive a notification when your score is ready, so keep -checking back. - -For more information about accessing your scores, see :ref:`ORA Access Scores Students`. - -.. _ORA Access Scores Students: - -Access Scores and Feedback --------------------------- - -.. note:: - - Modify the text in this section to apply to your course. - - -For *self assessments*, the score that you give yourself appears as soon as you submit -the score. - -For *peer assessments* and *AI assessments*, you'll access your scores through the **Open Ended Console** page. - -#. In the EdX Demo course, click the **Open Ended Panel** tab at the top - of the page. - -#. On the **Open Ended Console** page, click **Problems You Have - Submitted**. - -#. On the **Open Ended Problems** page, check the **Status** column to - see whether your responses have been graded. The status for each problem is - either **Waiting to be Graded** or **Finished**. - -#. If **Finished** appears in the **Status** column for the problem you want, - click the name of the problem to see your score for that problem. When you - click the name of the problem, the problem opens in the courseware. - -For both AI and peer assessments, the score appears below your response -in an abbreviated version of the rubric. - -.. image:: ../Images/AIScoredResponse.png - -For peer assessments, you can -also see the written feedback that your response received from different -graders. - -.. image:: ../Images/PeerScoredResponse.png - -If you want to see the full rubric for either an AI or peer assessment, -click **Toggle Full Rubric**. - -.. note:: For a peer assessment, if you haven't yet graded enough - problems to see your score, you receive a message that lets you know how - many problems you still need to grade. - -.. image:: ../Images/FeedbackNotAvailable.png - -For more information about grading peer assessments, see :ref:`ORA Peer Assessment`. - -Resubmitting a Response ------------------------ - -.. note:: - - You can delete this section if you don't allow students to submit multiple responses. - -Some open response assessments allow multiple attempts. For these -problems, a **New Submission** button appears below your original -response. - -If you want to answer the question again, click **New Submission** to -clear your former response, and click **OK** in the dialog box that -appears. You can then enter a new response for the problem. diff --git a/docs/en_us/data/Makefile b/docs/en_us/data/Makefile deleted file mode 100644 index 7a930576ed..0000000000 --- a/docs/en_us/data/Makefile +++ /dev/null @@ -1,164 +0,0 @@ -# Makefile for Sphinx documentation -# - -# You can set these variables from the command line. -SPHINXOPTS ?= -SPHINXBUILD ?= sphinx-build -PAPER ?= -BUILDDIR ?= build - -# User-friendly check for sphinx-build -ifeq ($(shell which $(SPHINXBUILD) >/dev/null 2>&1; echo $$?), 1) -$(error The '$(SPHINXBUILD)' command was not found. Make sure you have Sphinx installed, then set the SPHINXBUILD environment variable to point to the full path of the '$(SPHINXBUILD)' executable. Alternatively you can add the directory with the executable to your PATH. If you don't have Sphinx installed, grab it from http://sphinx-doc.org/) -endif - -Q_FLAG = - -ifeq ($(quiet), true) -Q_FLAG = -Q -endif - -# Internal variables. -PAPEROPT_a4 = -D latex_paper_size=a4 -PAPEROPT_letter = -D latex_paper_size=letter -ALLSPHINXOPTS = $(Q_FLAG) -d $(BUILDDIR)/doctrees -c source $(PAPEROPT_$(PAPER)) $(SPHINXOPTS) source -# the i18n builder cannot share the environment and doctrees with the others -I18NSPHINXOPTS = $(PAPEROPT_$(PAPER)) $(SPHINXOPTS) source - -.PHONY: help clean html dirhtml singlehtml pickle json htmlhelp qthelp devhelp epub latex latexpdf text man changes linkcheck doctest gettext - -help: - @echo "Please use \`make ' where is one of" - @echo " html to make standalone HTML files" - @echo " dirhtml to make HTML files named index.html in directories" - @echo " singlehtml to make a single large HTML file" - @echo " pickle to make pickle files" - @echo " json to make JSON files" - @echo " htmlhelp to make HTML files and a HTML help project" - @echo " qthelp to make HTML files and a qthelp project" - @echo " devhelp to make HTML files and a Devhelp project" - @echo " epub to make an epub" - @echo " latex to make LaTeX files, you can set PAPER=a4 or PAPER=letter" - @echo " latexpdf to make LaTeX files and run them through pdflatex" - @echo " text to make text files" - @echo " man to make manual pages" - @echo " texinfo to make Texinfo files" - @echo " info to make Texinfo files and run them through makeinfo" - @echo " gettext to make PO message catalogs" - @echo " changes to make an overview of all changed/added/deprecated items" - @echo " linkcheck to check all external links for integrity" - @echo " doctest to run all doctests embedded in the documentation (if enabled)" - -clean: - -rm -rf $(BUILDDIR)/* - -html: - $(SPHINXBUILD) -b html $(ALLSPHINXOPTS) $(BUILDDIR)/html - @echo - @echo "Build finished. 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They are copied after the builtin static files, -# so a file named "default.css" will overwrite the builtin "default.css". -#html_static_path.append('source/_static') - -project = u'edX Research Guide' -copyright = u'2014, edX' - -# The short X.Y version. -version = '' -# The full version, including alpha/beta/rc tags. -release = '' - -#Added to turn off smart quotes so users can copy JSON values without problems. -html_use_smartypants = False \ No newline at end of file diff --git a/docs/en_us/data/source/index.rst b/docs/en_us/data/source/index.rst deleted file mode 100644 index 03c3ccc964..0000000000 --- a/docs/en_us/data/source/index.rst +++ /dev/null @@ -1,22 +0,0 @@ -###################### -edX Research Guide -###################### - -This document is intended for researchers and data czars at edX partner institutions who use the edX data exports to gain insight into their courses and students. - -.. toctree:: - :maxdepth: 2 - - read_me.rst - preface.rst - browsers.rst - internal_data_formats/change_log.rst - internal_data_formats/data_czar.rst - internal_data_formats/credentials.rst - internal_data_formats/package.rst - internal_data_formats/sql_schema.rst - internal_data_formats/discussion_data.rst - internal_data_formats/wiki_data.rst - internal_data_formats/tracking_logs.rst - internal_data_formats/event_list.rst - diff --git a/docs/en_us/data/source/internal_data_formats/change_log.rst b/docs/en_us/data/source/internal_data_formats/change_log.rst deleted file mode 100644 index 33187a2399..0000000000 --- a/docs/en_us/data/source/internal_data_formats/change_log.rst +++ /dev/null @@ -1,172 +0,0 @@ -.. _Change Log: - -########### -Change Log -########### - -********************** -October-December 2014 -********************** - -.. list-table:: - :widths: 10 70 - :header-rows: 1 - - * - Date - - Change - * - 10/28/14 - - Added best practices for passphrases to the - :ref:`Getting_Credentials_Data_Czar` chapter. - * - 10/23/14 - - Added examples of the format used to identify course components to the - :ref:`Student_Info` and :ref:`Tracking Logs` chapters. - * - - - Updated the ``child_render`` event to reflect the name change for the - ``child_id`` member field. See :ref:`Tracking Logs`. - * - 10/20/14 - - Updated the :ref:`Package` chapter to remove instructions for - downloading weekly event files. - * - 10/16/14 - - Updated video events with new fields relating to mobile device use in - the :ref:`Tracking Logs` chapter. - * - 10/07/14 - - Added new student and instructor events relating to cohort use to the - :ref:`Tracking Logs` chapter. - * - - - Removed information about XML course formats. See the `edX Open - Learning XML Guide `_ for information about - building XML courses. - - -********************** -July-September 2014 -********************** - -.. list-table:: - :widths: 10 70 - :header-rows: 1 - - * - Date - - Change - * - 09/30/14 - - Added information about the data that is available to course teams to - the :ref:`Package` chapter. - * - 09/18/14 - - Added descriptions of two columns added to the :ref:`auth_userprofile - table`. - * - 09/08/14 - - Added cautions to the :ref:`Getting_Credentials_Data_Czar` chapter. - * - 09/04/14 - - Updated the :ref:`Discussion Forums Data` chapter to include the - ``thread_type`` field for CommentThreads and the ``endorsement`` field - for Comments. - * - 08/25/14 - - Removed information on course grading. See `Establishing a Grading - Policy `_ in - *Building and Running an edX Course*. - * - - - Removed information on the XML for drag and drop. See `Drag and Drop - Problems `_ in *Building and - Running an edX Course*. - * - 08/12/14 - - Added the :ref:`ora2` section to the :ref:`Tracking Logs` chapter. - * - 08/01/14 - - Added the :ref:`Package` chapter with information to help data czars - locate and download data package files. - * - 07/10/14 - - Added the :ref:`Getting_Credentials_Data_Czar` chapter with information - to help new data czars set up credentials for secure data transfers. - - -********************** -April-June 2014 -********************** - -.. list-table:: - :widths: 10 70 - :header-rows: 1 - - * - Date - - Change - * - 06/27/14 - - Made a correction to the ``edx.forum.searched`` event name in the - :ref:`Tracking Logs` chapter. - * - - - Added the ``stop_video`` event to the :ref:`Tracking Logs` chapter. - * - - - Updated the ``seek_video`` event in the :ref:`Tracking Logs` chapter. - * - 06/23/14 - - Added a `Preface`_ with resources for course teams, developers, - researchers, and students. - * - 05/23/14 - - Added descriptions of the enrollment upgrade events to the - :ref:`Tracking Logs` chapter. - * - 05/22/14 - - Added descriptions of five video- and problem-related events to the - :ref:`Tracking Logs` chapter. - * - - - Added the new ``edx.forum.searched`` event to the - :ref:`Tracking Logs` chapter. - * - 05/06/14 - - Added enrollment event types to the :ref:`Tracking Logs` chapter. - * - 05/05/14 - - Removed information on the Poll module. See `Polls - `_ in *Building and Running an - edX Course*. - * - - - Removed information on the Word Cloud tool. See `Word Cloud tool - `_ in *Building and - Running an edX Course*. - * - - - Removed information on CustomResponse XML and Python Script. See `Write- - Your-Own-Grader Problem `_ in - the *Building and Running an edX Course* guide. - * - - - Removed information on Formula Equation Input. See `Create a Math - Expression Input Problem `_ in the - *Building and Running an edX Course* guide. - * - 04/29/14 - - Corrected misstatement on how :ref:`Discussion Forums Data` is sent in - data packages. - * - 04/25/14 - - Added new event types to the :ref:`Tracking Logs` chapter for interactions with PDF files. - - -********************** -January-March 2014 -********************** - -.. list-table:: - :widths: 10 70 - :header-rows: 1 - - * - Date - - Change - * - 03/31/14 - - Added new fields for the server ``problem_check`` event type to the :ref:`Tracking Logs` chapter. - * - - - Reformatted the :ref:`Tracking Logs` chapter to improve readability. - * - 03/28/14 - - Added the :ref:`Data_Czar` chapter. - * - 03/24/14 - - Added the ``user_api_usercoursetag`` table to the :ref:`Student_Info` chapter and the ``assigned_user_to_partition`` and ``child_render`` event types to the :ref:`Tracking Logs` chapter. - * - 03/19/14 - - Provided alternative formatting for the examples in the :ref:`Discussion Forums Data` chapter. - * - 03/13/14 - - Updated the :ref:`Student_Info` chapter. - * - 02/24/14 - - Added descriptions of new fields to the :ref:`Wiki_Data` chapter. - * - 02/21/14 - - Added descriptions of new fields to the :ref:`Discussion Forums Data` chapter. - * - 02/14/14 - - Added the ``seek_video`` and ``speed_change_video`` event types to the :ref:`Tracking Logs` chapter. - -.. _Preface: http://edx.readthedocs.org/projects/devdata/en/latest/preface.html \ No newline at end of file diff --git a/docs/en_us/data/source/internal_data_formats/credentials.rst b/docs/en_us/data/source/internal_data_formats/credentials.rst deleted file mode 100644 index 3f5c0be5bc..0000000000 --- a/docs/en_us/data/source/internal_data_formats/credentials.rst +++ /dev/null @@ -1,229 +0,0 @@ -.. _Getting_Credentials_Data_Czar: - -#################################################### -Keys and Credentials for Data Transfers -#################################################### - -EdX transfers course data to the data czars at our partner institutions in -regularly generated data packages. Data packages can only be accessed by a -single contact at each university, referred to as the "data czar". - -The data czar who is selected at each institution sets up keys for securely -transferring files from edX to the partner institution. Meanwhile, the -Analytics team at edX sets up credentials so that the data czar can log in to -the site where data packages are stored. - - .. image:: ../Images/Data_Czar_Initialization.png - :alt: Flowchart of data czar creating public and private keys and sending the - public key to edX, and of edX creating data storage credentials and - encrypting those credentials with the public key before sending them to - the data czar - -After these steps for setting up credentials are complete, the data czar can -download data packages on an ongoing basis. - -**************************************************************** -Data Czar: Create Keys for Encryption and Decryption -**************************************************************** - -To assure the security of data packages, the edX Analytics team encrypts all -files before making them available to a partner institution. As a result, when -you receive a data package (or other files) from the edX Analytics team, you -must decrypt the files that it contains before you use them. - -The cryptographic processes of encrypting and decrypting data files require -that you create a pair of keys: the public key in the pair, which you send to -the edX Analytics team, is used to encrypt data. You use your corresponding -private key to decrypt any files that have been encrypted with that public key. - -To create the keys needed for this encryption and decryption process, you use -GNU Privacy Guard (GnuPG or GPG). Essentially, you install a cryptographic -application on your local computer and then supply your email address and a -secret passphrase (a password). - -.. important:: - - * The email address that you supply when you create your keys must be your - official email address at your edX partner institution. - - * After you specify the passphrase, be sure to take any steps necessary to - assure that you can use it in the future. To minimize security risks, GPG - does not provide a mechanism for supplying you with a reminder hint. - - * Do not reveal your passphrase to anyone else. - -The result is the public key that you send to edX to use in encrypting data -files for your institution, and the private key which you keep secret and use -to decrypt the encrypted files that you receive. Creating these keys is a one- -time process that you coordinate with your edX program manager. Instructions -for creating the keys on Windows or Macintosh follow. - -For more information about GPG encryption and creating key pairs, see the -`Gpg4win Compendium`_. - -.. _Gpg4win Compendium: http://www.gpg4win.org/doc/en/gpg4win-compendium.html - -===================== -Create Keys: Windows -===================== - -#. Go to the Gpg4win_ website and download the most recent version of Gpg4win. - -#. Install Gpg4win and then open the Kleopatra Gpg4win application. A wizard - presents a series of dialog boxes to collect information from you and - generate your public key (called a certificate in Kleopatra). - - a. When you are prompted to specify the type of key pair you want, click - **Create personal OpenPGP key pair**. - - b. When you are prompted for your email address, be sure to enter *your - official university or institution email address*. EdX cannot use - public keys that are based on personal or other non-official email - addresses to encrypt data. - - c. When you are prompted for a passphrase, enter a strong passphrase. Be - sure to select a passphrase that you can remember, or use a secure method - of retaining it for reuse in the future: you use this passphrase when you - decrypt your data packages. - -3. When Kleopatra presents the **Key Pair Successfully Created** dialog box, - click **Send Certificate by EMail** to send the public key (and only the - public key) to your edX program manager. - -#. Optionally, click **Make a Backup Copy of Your Key Pair** to store both of - the keys on a removable data storage device. - -.. important:: Do not reveal your passphrase, or share your private key, with - anyone else. If you need another person to be able to transfer and decrypt - files, work with edX to set her or him up as an additional data czar. Data - czars must create and use their own passphrases. - -.. _Gpg4win: http://gpg4win.org/ - -======================= -Create Keys: Macintosh -======================= - -#. Go to the `GPG Tools`_ website. Scroll down to the **GPG Suite** section of - the page and click **Download GPG Suite**. - -#. When the download is complete, click the .dmg file to begin the - installation. - - When installation is complete, GPG Keychain Access opens a web page with - `First Steps`_ and a dialog box. - -#. Enter your name and email address. Be sure to enter *your official - university or institution email address*. EdX cannot use public keys that - are based on personal or other non-official email addresses to encrypt data. - -#. Click **Generate key**. A dialog box opens to prompt you for a passphrase. - -#. Enter a strong passphrase. Be sure to select a passphrase that you can - remember, or use a secure method of retaining it for reuse in the future: - you use this passphrase when you decrypt your data packages. - -#. To send only your public key to your edX program manager, click the key and - then click **Export**. A dialog box opens. - - a. Specify a file name and location to save the file. - - b. Make sure that **Format** is set to ASCII. - - c. Make sure that **Allow secret key export** is cleared. - - When you click **Save**, only the public key is saved in the resulting .asc - file. Do not share your private key with edX or any third party. - -7. Compose an e-mail message to your edX program manager. Attach the .asc - file that you saved in the previous step to the message, then send the - message. - -.. _GPG Tools: https://gpgtools.org/ -.. _First Steps: http://support.gpgtools.org/kb/how-to/first-steps-where-do-i-start-where-do-i-begin#setupkey - -**************************************************************** -EdX: Deliver Credentials for Accessing Data Storage -**************************************************************** - -The data packages that edX prepares for each partner organization are uploaded -to the Amazon Web Service (AWS) Simple Storage Service (Amazon S3). The edX -Analytics team creates an individual account to access this storage service for -each data czar. The credentials for accessing this account are called an Access -Key and a Secret Key. - -After the edX Analytics team creates these access credentials for you, they use -the public encryption key that you sent your program manager to encrypt the -credentials into a **credentials.csv.gpg** file. The edX Analytics team then -sends the file to you as an email attachment. - -The **credentials.csv.gpg** file is likely to be the first file that you -decrypt with your private GPG key. You use the same process to decrypt the data -package files that you retrieve from Amazon S3. See `Decrypt an Encrypted -File`_. - - .. image:: ../Images/Access_AmazonS3.png - :alt: Flowchart of edX collecting files for the data package and then - encrypting, compressing, and uploading them to Amazon S3 and of data czar - decrypting access credentials, accessing S3 bucket, and then downloading, - extracting, and decrypting data package files - -.. _Decrypt an Encrypted File: - -**************************************************************** -Decrypt an Encrypted File -**************************************************************** - -To work with an encrypted .gpg file, you use the same GNU Privacy Guard program -that you used to create your public/private key pair. You use your private key -to decrypt the Amazon S3 credentials file and the files in your data packages. - -#. Save the encrypted file in an accessible location. - -#. On a Windows computer, open Windows Explorer. On a Macintosh, open Finder. - -#. Navigate to the file and right-click it. - -#. On a Windows computer, select **Decrypt and verify**, then click - **Decrypt/Verify**. On a Macintosh, select **Services**, then click - **OpenPGP: Decrypt File**. - -#. Enter your passphrase. The GNU Privacy Guard program decrypts the file. - -For example, when you decrypt the credentials.csv.gpg file the result is a -credentials.csv file. Open the decrypted credentials.csv file to see that it -contains your email address, your Access Key, and your Secret Key. - - .. image:: ../Images/AWS_Credentials.png - :alt: A csv file, open in Notepad, with the Access Key value and the Secret - Key value underlined - -.. _Access Amazon S3: - -**************************************************************** -Access Amazon S3 -**************************************************************** - -To connect to Amazon S3, you must have your decrypted credentials. You may want -to have a third-party tool that gives you a user interface for managing files -and transferring them from Amazon S3 to your network. Some data czars use -applications like CloudBerry Explorer for Amazon S3, Bucket Explorer, or S3 -Browser. Alternatively, you can use the `AWS Command Line Interface`_. - -#. Select and install a third-party tool or interface to manage your S3 - account. - -#. Open your decrypted ``credentials.csv`` file. This file contains your AWS - Access Key and your AWS Secret Key. - -#. Open the third-party tool. In most tools, you set up information about the - S3 account and then supply your Access Key and your Secret Key to connect to - that account. For more information, refer to the documentation for the tool - that you selected. - - Data package files are in the edX **course-data** and - **edx-course-data** buckets. For information about the files that you - download from Amazon S3, see :ref:`Package`. - -.. _AWS Command Line Interface: http://aws.amazon.com/cli/ - diff --git a/docs/en_us/data/source/internal_data_formats/data_czar.rst b/docs/en_us/data/source/internal_data_formats/data_czar.rst deleted file mode 100644 index 1a63dfa73a..0000000000 --- a/docs/en_us/data/source/internal_data_formats/data_czar.rst +++ /dev/null @@ -1,153 +0,0 @@ -.. _Data_Czar: - -#################################################### -Data Czar/Data Team Selection and Responsibilities -#################################################### - -A data czar is the single representative at a partner institution who has the -credentials to download and decrypt edX data packages. The data czar is -responsible for transferring data securely to researchers and other interested -parties after it is received. Due to the sensitivity of this data, the -responsibility for these activities is restricted to one individual. - -.. important:: As a best practice for working with student data, edX strongly - recommends a single data czar at each partner institution. However, if an - additional individual is given this responsibility at your institution, be - sure to work with edX to set up individual credentials for that additional - data czar. - -At each partner institution, the data czar is the primary point of contact for -information about edX data. - -* :ref:`Skills_Experience_Data_Czar` - -* :ref:`Resources_Information` - -At some institutions, only the data czar works on research projects that use -the course data in edX data packages. At other institutions, the data czar -works with a team of additional contributors, or is responsible only for -making a secure transfer of the data to the research team. Typically, the data -team includes members in the following roles (or a data czar with these skill -sets): - -* Database administrators work with the SQL and NoSQL data files and write - queries on the data. - -* Statisticians and data analysts mine the data. - -* Educational researchers pose questions and interpret the results of queries - on the data. - -See :ref:`Skills_Experience_Contributors`. - -All of the individuals who are permitted to access the data should be trained -in, and comply with, their institution's secure data handling protocols. - -.. _Skills_Experience_Data_Czar: - -************************************** -Skills and Experience of Data Czars -************************************** - -The individuals who are selected by a partner institution to be edX data czars -typically have experience working with sensitive student data, are familiar -with encryption/decryption and file transfer protocols, and can validate, -copy, move, and store large files. The data czar is responsible for ensuring -compliance with your institution's and country's regulations with respect to -the sharing of this data. - -===================== -General Skills -===================== - -- Ability to set up and manage data access. - -- Knowledgeable of general data privacy and security best practices. - -- Experience with management of sensitive student data. - -===================== -Technical Skills -===================== - -- Familiarity with PGP and GPG encryption and decryption. - -- Ability to download large files from Amazon Web Service (AWS) Simple Storage - Service (S3). - -- Experience working with archive files in TAR, GZ, and ZIP formats. - -- Familiarity with SQL and noSQL (Mongo) databases. - -- Familiarity with CSV and JSON file formats. - -- Experience copying, moving, and storing large files in bulk. - -- Ability to validate the data and files received and distributed. - -.. _Resources_Information: - -************************************** -Resources and Information -************************************** - -The edX Analytics team adds every data czar to a Google Group and mailing -list called `course-data`_. - -.. _course-data: http://groups.google.com/a/edx.org/forum/#!forum/course-data - -EdX also hosts an `Open edX Analytics wiki`_ that is available to the -public. The wiki provides links to the engineering roadmap, information about -operational issues, and release notes describing past releases. - -.. _Open edX Analytics wiki: http://edx-wiki.atlassian.net/wiki/display/OA/Open+edX+Analytics+Home - -.. _Skills_Experience_Contributors: - -************************************************* -Skills and Experience of Other Contributors -************************************************* - -In addition to the data czar, each partner institution assembles a team of -contributors to their research projects. This team can include database -administrators, software engineers, data specialists, and educational -researchers. The team can be large or small, but collectively its members need -to be able to work with SQL and NoSQL databases, write queries, and convert -the data from raw formats into standard research packages, such as CSV files, -spreadsheets, or other desired formats. - -===================== -General Skills -===================== - -- Attention to detail. - -- Experience setting up and testing a data conversion pipeline. - -- Ability to identify interesting features in a complex and rich data set. - -- Familiarity with anonymization and obfuscation techniques. - -- Familiarity with data privacy and security best practices. - -- Experience managing sensitive student data. - -===================== -Technical Skills -===================== - -- Familiarity with CSV, MongoDB, JSON, Unicode, XML, HTML. - -- Ability to set up, query, and administer both SQL and noSQL databases. - -- Experience with console/bash scripts. - -- Basic or advanced scripting (for example, using Python or Ruby) to convert, - join, and aggregate data from different data sources, handle JSON - serialization, and Unicode specificities. - -- Experience with data mining and data aggregation across a rich, varied data - set. - -- Ability to write parsing scripts that properly handle JSON serialization and - Unicode. diff --git a/docs/en_us/data/source/internal_data_formats/discussion_data.rst b/docs/en_us/data/source/internal_data_formats/discussion_data.rst deleted file mode 100644 index a51641629c..0000000000 --- a/docs/en_us/data/source/internal_data_formats/discussion_data.rst +++ /dev/null @@ -1,404 +0,0 @@ -.. _Discussion Forums Data: - -###################### -Discussion Forums Data -###################### - -EdX discussion data is stored as collections of JSON documents in a MongoDB -database. MongoDB is a document-oriented, NoSQL database system. Documentation -can be found at the mongodb_ web site. - -.. _mongodb: http://docs.mongodb.org/manual/ - -In the data package, discussion data is delivered in a .mongo file, identified -by organization and course, in this format: -edX-*organization*-*course*-*source*.mongo. - -The primary collection that holds all of the discussion posts written by users -is "contents". Two different types of objects are stored, representing the -three levels of interactions that users can have in a discussion. - -* A ``CommentThread`` represents the first level of interaction: a post that - opens a new thread, often a student question of some sort. - -* A ``Comment`` represents both the second and third levels of interaction: a - response made directly to the conversation started by a ``CommentThread`` is - a ``Comment``. Any further contributions made to a specific response are also - in ``Comment`` objects. - -A sample of the field/value pairs that are in the mongo file, and descriptions -of the attributes that these two types of objects share and that are specific -to each type, follow. - -In addition to these collections, events are also emitted to track specific -user activities. See :ref:`forum_events`. - -********* -Samples -********* - -Two sample rows, or JSON documents, from a ``.mongo`` file of discussion data -follow. - ----------------------------------------- -CommentThread Document Example ----------------------------------------- - -The JSON documents that include discussion data are delivered in a compact, -machine-readable format that can be difficult to read at a glance. - -.. code-block:: json - - { "_id" : { "$oid" : "50f1dd4ae05f6d2600000001" }, "_type" : "CommentThread", - "anonymous" :false, "anonymous_to_peers" : false, "at_position_list" : [], - "author_id" : "NNNNNNN","author_username" : "AAAAAAAAAA", "body" : "Welcome to - the edX101 forum!\n\nThis forum willbe regularly monitored by edX. Please post - your questions and comments here. When asking aquestion, don't forget to - search the forum to check whether your question has already - beenanswered.\n\n", "closed" : false, "comment_count" : 0, "commentable_id" : - "i4x-edX-edX101-course-How_to_Create_an_edX_Course", "course_id" : - "edX/edX101/How_to_Create_an_edX_Course","created_at" : { "$date" : - 1358028106904 }, "last_activity_at" : { "$date" : 1358134464424 },"tags_array" - : [], "thread_type": "discussion", "title" : "Welcome to the edX101 forum!", - "updated_at" : { "$date" :1358134453862 }, "votes" : { "count" : 1, "down" : - [], "down_count" : 0, "point" : 1, "up" :[ "48" ], "up_count" : 1 } } - -If you use a JSON formatter to "pretty print" this document, a version that is -more readable is produced. - -.. code-block:: json - - { - "_id": { - "$oid": "50f1dd4ae05f6d2600000001" - }, - "_type": "CommentThread", - "anonymous": false, - "anonymous_to_peers": false, - "at_position_list": [ - - ], - "author_id": "NNNNNNN", - "author_username": "AAAAAAAAAA", - "body": "Welcome to the edX101 forum!\n\nThis forum will be regularly - monitored by edX. Please post your questions and comments here. When - asking a question, don't forget to search the forum to check whether - your question has already been answered.\n\n", - "closed": false, - "comment_count": 0, - "commentable_id": "i4x-edX-edX101-course-How_to_Create_an_edX_Course", - "course_id": "edX\/edX101\/How_to_Create_an_edX_Course", - "created_at": { - "$date": 1358028106904 - }, - "last_activity_at": { - "$date": 1358134464424 - }, - "tags_array": [ - - ], - "thread_type": "discussion", - "title": "Welcome to the edX101 forum!", - "updated_at": { - "$date": 1358134453862 - }, - "votes": { - "count": 1, - "down": [ - - ], - "down_count": 0, - "point": 1, - "up": [ - "48" - ], - "up_count": 1 - } - } - ----------------------------------------- -Comment Document Example ----------------------------------------- - -.. code-block:: json - - { "_id" : { "$oid" : "52e54fdd801eb74c33000070" }, "votes" : { "up" : [], - "down" : [], "up_count" : 0, "down_count" : 0, "count" : 0, "point" : 0 }, - "visible" : true, "abuse_flaggers" : [], "historical_abuse_flaggers" : [], - "parent_ids" : [], "at_position_list" : [], "body" : "I'm hoping this - Demonstration course will help me figure out how to take the course I - registered for. I am just auditing the course, but I want to benefit from it - as much as possible, as I am extremely interested in it.\n", "course_id" : - "edX/DemoX/Demo_Course", "_type" : "Comment", "endorsed" : true, "endorsement" - : { "user_id" : "9", "time" : ISODate("2014-08-29T15:11:49.442Z") }, - "anonymous" : false, "anonymous_to_peers" : false, "author_id" : "NNNNNNN", - "comment_thread_id" : { "$oid" : "52e4e880c0df1fa59600004d" }, - "author_username" : "AAAAAAAAAA", "sk" : "52e54fdd801eb74c33000070", - updated_at" : { "$date" : 1390759901966 }, "created_at" : { "$date" : - 1390759901966 } } - -When pretty printed, this comment looks like this: - -.. code-block:: json - - { - "_id": { - "$oid": "52e54fdd801eb74c33000070" - }, - "votes": { - "up": [ - - ], - "down": [ - - ], - "up_count": 0, - "down_count": 0, - "count": 0, - "point": 0 - }, - "visible": true, - "abuse_flaggers": [ - - ], - "historical_abuse_flaggers": [ - - ], - "parent_ids": [ - - ], - "at_position_list": [ - - ], - "body": "I'm hoping this Demonstration course will help me figure out how - to take the course I registered for. I am just auditing the course, but I - want to benefit from it as much as possible, as I am extremely interested - in it.\n", - "course_id": "edX\/DemoX\/Demo_Course", - "_type": "Comment", - "endorsed": true, - "endorsement": { - "user_id": "9", - "time": { - "$date": 1390759911966 - } - } - "anonymous": false, - "anonymous_to_peers": false, - "author_id": "NNNNNNN", - "comment_thread_id": { - "$oid": "52e4e880c0df1fa59600004d" - }, - "author_username": "AAAAAAAAAA", - "sk": "52e54fdd801eb74c33000070", - "updated_at": { - "$date": 1390759901966 - }, - "created_at": { - "$date": 1390759901966 - } - } - -***************** -Shared Fields -***************** - -Descriptions of the fields that are present for both ``CommentThread`` and ``Comment`` objects follow. - --------------------- -_id --------------------- - The 12-byte MongoDB unique ID for this collection. Like all MongoDB IDs, the IDs are monotonically increasing and the first four bytes are a timestamp. - --------------------- -_type --------------------- - ``CommentThread`` or ``Comment`` depending on the type of object. - --------------------- -anonymous --------------------- - If true, this ``CommentThread`` or ``Comment`` displays in the user interface as written by "anonymous", even to those who have course staff or discussion administration roles in the course. - --------------------- -anonymous_to_peers --------------------- - If true, this ``CommentThread`` or ``Comment`` displays in the user interface as written by "anonymous" to students, but course staff and discussion administrators see the author's username. - --------------------- -at_position_list --------------------- - No longer used. Child comments (replies) are sorted by their ``created_at`` timestamp only. - --------------------- -author_id --------------------- - Identifies the user who wrote this. Corresponds to the user IDs stored in the MySQL database as ``auth_user.id``. - --------------------- -author_username --------------------- - The username of the person who wrote the discussion post or comment. - --------------------- -body --------------------- - Text of the comment in Markdown. UTF-8 encoded. - --------------------- -course_id --------------------- - The full course_id of the course that this comment was made in, including org and run. This value can be seen in the URL when browsing the courseware section. Example: ``BerkeleyX/Stat2.1x/2013_Spring``. - -.. 12 Feb 14, Sarina: not yet relevant but with splitmongo changes course_id conventions will change. may be worth discussing with Don et al as to when we expect these changes to land and how to document. - --------------------- -created_at --------------------- - Timestamp in UTC. Example: ``ISODate("2013-02-21T03:03:04.587Z")``. - -.. FOR-482 open to research inconsistency between the data actually in the data package and this example and description. - --------------------- -updated_at --------------------- - Timestamp in UTC. Example: ``ISODate("2013-02-21T03:03:04.587Z")``. - -.. FOR-482 open to research inconsistency between the data actually in the data package and this example and description. - --------------------- -votes --------------------- - Both ``CommentThread`` and ``Comment`` objects support voting. In the user interface, students can vote for posts (``CommentThread`` objects) and for responses, but not for the third-level comments made on responses. All ``Comment`` objects still have this attribute, even though there is no way to actually vote on the comment-level items in the UI. This attribute is a dictionary that has the following items inside: - - * up = list of User IDs that up-voted this comment or thread. - * down = list of User IDs that down-voted this comment or thread (no longer used). - * up_count = total upvotes received. - * down_count = No longer used. Total downvotes received. - * count = total votes cast. - * point = net vote, now always equal to up_count. - -A user only has one vote per ``Comment`` or ``CommentThread``. Though it's still written to the database, the UI no longer displays an option to downvote anything. - -************************** -CommentThread Fields -************************** - -The following fields are specific to ``CommentThread`` objects. Each thread in the discussion forums is represented by one ``CommentThread``. - --------------------- -closed --------------------- - If true, this thread was closed by a discussion forum moderator or admin. - --------------------- -comment_count --------------------- - The number of comment replies in this thread. This includes all responses and replies, but does not include the original post that started the thread. So for this exchange:: - - CommentThread: "What's a good breakfast?" - * Comment: "Just eat cereal!" - * Comment: "Try a Loco Moco, it's amazing!" - * Comment: "A Loco Moco? Only if you want a heart attack!" - * Comment: "But it's worth it! Just get a spam musubi on the side." - - The ``comment_count`` for this ``CommentThread`` is **4**. - --------------------- -commentable_id --------------------- - A course team can attach a discussion to any piece of content in the course, or to top level categories like "General" and "Troubleshooting". When the discussion is a top level category it is specified in the course's policy file, and the ``commentable_id`` is formatted like this: "i4x-edX-edX101-course-How_to_Create_an_edX_Course". When the discussion is a specific component in the course, the ``commentable_id`` identifies that component: "d9f970a42067413cbb633f81cfb12604". - --------------------- -last_activity_at --------------------- - Timestamp in UTC indicating the last time there was activity in the thread (new posts, edits, etc). Closing the thread does not affect the value in this field. - -.. FOR-482 open to research inconsistency between the data actually in the data package and this example and description. - --------------------- -tags_array --------------------- - No longer used. - - **History**: Intended to be a list of user definable tags. - --------------------- -title --------------------- - Title of the thread. UTF-8 string. - --------------------- -thread_type --------------------- - Identifies the type of post as a "question" or "discussion". - - **History**: Added 4 Sep 2014. - -******************** -Comment Fields -******************** - -The following fields are specific to ``Comment`` objects. A ``Comment`` is either a response to a ``CommentThread`` (such as an answer to the question), or a reply to another ``Comment`` (a comment about somebody's answer). - -**History**: It used to be the case that ``Comment`` replies could nest much more deeply, but this was later capped at just these three levels (post, response, comment) much in the way that StackOverflow does. - --------------------- -visible --------------------- - Not used. - --------------------- -abuse_flaggers --------------------- - Records the user id of each user who selects the **Report Misuse** flag for a ``Comment`` in the user interface. Stores an array of user ids if more than one user flags the ``Comment``. This is empty if no users flag the ``Comment``. - ----------------------------------------- -historical_abuse_flaggers ----------------------------------------- - If a discussion moderator removes the **Report Misuse** flag from a ``Comment``, all user IDs are removed from the ``abuse_flaggers`` field and then written to this field. - --------------------- -endorsed --------------------- - Boolean value. True if a forum moderator has marked this response to a - ``CommentThread`` with a ``thread_type`` of "discussion" as a valuable - contribution, or if a forum moderator or the originator of a - ``CommentThread`` with a ``thread_type`` of "question" has marked this - response as the correct answer. - - The ``endorsed`` field is present for comments that are made as replies to - responses, but in these cases the value is always false: the user interface - does not offer a way to endorse comments. - --------------------- -endorsement --------------------- - Contains ``time`` and ``user_id`` fields for the date and time that this - response to a post was endorsed and the numeric user ID (from - ``auth_user.id``) of the person who endorsed it. - - **History**: Added 4 Sep 2014. - --------------------- -comment_thread_id --------------------- - Identifies the ``CommentThread`` that the ``Comment`` is a part of. - --------------------- -parent_id --------------------- - Applies only to comments made to a response. In the example given for ``comment_count`` above, "A Loco Moco? Only if you want a heart attack!" is a comment that was made to the response, "Try a Loco Moco, it's amazing!" - - The ``parent_id`` is the ``_id`` of the response-level ``Comment`` that this ``Comment`` is a reply to. Note that this field is only present in a ``Comment`` that is a reply to another ``Comment``; it does not appear in a ``Comment`` that is a reply to a ``CommentThread``. - --------------------- -parent_ids --------------------- - The ``parent_ids`` field appears in all ``Comment`` objects, and contains the ``_id`` of all ancestor comments. Since the UI now prevents comments from being nested more than one layer deep, it will only ever have at most one element in it. If a ``Comment`` has no parent, it is an empty list. - --------------------- -sk --------------------- - A randomly generated number that drives a sorted index to improve online performance. - diff --git a/docs/en_us/data/source/internal_data_formats/event_list.rst b/docs/en_us/data/source/internal_data_formats/event_list.rst deleted file mode 100644 index 7b742b72ed..0000000000 --- a/docs/en_us/data/source/internal_data_formats/event_list.rst +++ /dev/null @@ -1,220 +0,0 @@ -.. _event_list: - -####################### -Alphabetical Event List -####################### - -.. list-table:: - :widths: 40 40 - :header-rows: 1 - - * - Event - - Description - * - ``add-forum-admin`` - - :ref:`Instructor_Event_Types` - * - ``add-forum-community-TA`` - - :ref:`Instructor_Event_Types` - * - ``add-forum-mod`` - - :ref:`Instructor_Event_Types` - * - ``add-instructor`` - - :ref:`Instructor_Event_Types` - * - ``add-or-remove-user-group`` - - :ref:`Instructor_Event_Types` - * - ``assigned_user_to_partition`` - - :ref:`AB_Event_Types` - * - ``book`` - - :ref:`pdf` - * - ``calculate_grades_csv`` - - :ref:`Instructor_Event_Types` - * - ``child_render`` - - :ref:`AB_Event_Types` - * - ``delete-student-module-state`` - - :ref:`Instructor_Event_Types` - * - ``dump-answer-dist-csv`` - - :ref:`Instructor_Event_Types` - * - ``dump-graded-assignments-config`` - - :ref:`Instructor_Event_Types` - * - ``dump-grades`` - - :ref:`Instructor_Event_Types` - * - ``dump-grades-csv`` - - :ref:`Instructor_Event_Types` - * - ``dump-grades-csv-raw`` - - :ref:`Instructor_Event_Types` - * - ``dump-grades-raw`` - - :ref:`Instructor_Event_Types` - * - ``edx.cohort.created`` - - :ref:`student_cohort_events` - * - ``edx.cohort.creation_requested`` - - :ref:`instructor_cohort_events` - * - ``edx.cohort.user_add_requested`` - - :ref:`instructor_cohort_events` - * - ``edx.cohort.user_added`` - - :ref:`student_cohort_events` - * - ``edx.cohort.user_removed`` - - :ref:`student_cohort_events` - * - ``edx.course.enrollment.activated`` - - :ref:`enrollment` and :ref:`instructor_enrollment` - * - ``edx.course.enrollment.deactivated`` - - :ref:`enrollment` and :ref:`instructor_enrollment` - * - ``edx.forum.searched`` - - :ref:`forum_events` - * - ``get_anon_ids`` - - :ref:`Instructor_Event_Types` - * - ``get_student_progress_page`` - - :ref:`Instructor_Event_Types` - * - ``get_student_progress_url`` - - :ref:`Instructor_Event_Types` - * - ``get_students_features`` - - :ref:`Instructor_Event_Types` - * - ``get_students_features/csv`` - - :ref:`Instructor_Event_Types` - * - ``instructor`` - - :ref:`Instructor_Event_Types` - * - ``list-beta-testers`` - - :ref:`Instructor_Event_Types` - * - ``list-forum-admins`` - - :ref:`Instructor_Event_Types` - * - ``list-forum-community-TAs`` - - :ref:`Instructor_Event_Types` - * - ``list-forum-mods`` - - :ref:`Instructor_Event_Types` - * - ``list-instructors`` - - :ref:`Instructor_Event_Types` - * - ``list-staff`` - - :ref:`Instructor_Event_Types` - * - ``list-students`` - - :ref:`Instructor_Event_Types` - * - ``modify_access`` - - :ref:`Instructor_Event_Types` - * - ``oe_feedback_response_selected`` - - :ref:`ora` - * - ``oe_hide_question`` - - :ref:`ora` - * - ``oe_show_full_feedback`` - - :ref:`ora` - * - ``oe_show_question`` - - :ref:`ora` - * - ``oe_show_respond_to_feedback`` - - :ref:`ora` - * - ``openassessmentblock.get_peer_submission`` - - :ref:`ora2` - * - ``openassessmentblock.peer_assess`` - - :ref:`ora2` - * - ``openassessmentblock.self_assess`` - - :ref:`ora2` - * - ``openassessmentblock.submit_feedback_on_assessments`` - - :ref:`ora2` - * - ``openassessment.create_submission`` - - :ref:`ora2` - * - ``openassessment.save_submission`` - - :ref:`ora2` - * - ``openassessment.student_training_assess_example`` - - :ref:`ora2` - * - ``openassessment.upload_file`` - - :ref:`ora2` - * - ``page_close`` - - :ref:`navigational` - * - ``pause_video`` - - :ref:`video` - * - ``peer_grading_hide_question`` - - :ref:`ora` - * - ``peer_grading_show_question`` - - :ref:`ora` - * - ``play_video`` - - :ref:`video` - * - ``problem_check`` - - :ref:`problem` - * - ``problem_check_fail`` - - :ref:`problem` - * - ``problem_rescore`` - - :ref:`problem` - * - ``problem_rescore_fail`` - - :ref:`problem` - * - ``problem_save`` - - :ref:`problem` - * - ``problem_show`` - - :ref:`problem` - * - ``psychometrics-histogram-generation`` - - :ref:`Instructor_Event_Types` - * - ``remove-forum-admin`` - - :ref:`Instructor_Event_Types` - * - ``remove-forum-community-TA`` - - :ref:`Instructor_Event_Types` - * - ``remove-forum-mod`` - - :ref:`Instructor_Event_Types` - * - ``remove-instructor`` - - :ref:`Instructor_Event_Types` - * - ``rescore-all-submissions`` - - :ref:`Instructor_Event_Types` - * - ``rescore-student-submission`` - - :ref:`Instructor_Event_Types` - * - ``reset-all-attempts`` - - :ref:`Instructor_Event_Types` - * - ``reset_problem`` - - :ref:`problem` - * - ``reset_problem_fail`` - - :ref:`problem` - * - ``reset-student-attempts`` - - :ref:`Instructor_Event_Types` - * - ``rubric_select`` - - :ref:`ora` - * - ``save_problem_fail`` - - :ref:`problem` - * - ``save_problem_success`` - - :ref:`problem` - * - ``seek_video`` - - :ref:`video` - * - ``seq_goto`` - - :ref:`navigational` - * - ``seq_next`` - - :ref:`navigational` - * - ``seq_prev`` - - :ref:`navigational` - * - ``show_answer`` - - :ref:`problem` - * - ``speed_change_video`` - - :ref:`video` - * - ``staff_grading_hide_question`` - - :ref:`ora` - * - ``staff_grading_show_question`` - - :ref:`ora` - * - ``textbook.pdf.chapter.navigated`` - - :ref:`pdf` - * - ``textbook.pdf.display.scaled`` - - :ref:`pdf` - * - ``textbook.pdf.display.scrolled`` - - :ref:`pdf` - * - ``textbook.pdf.outline.toggled`` - - :ref:`pdf` - * - ``textbook.pdf.page.navigated`` - - :ref:`pdf` - * - ``textbook.pdf.search.casesensitivity.toggled`` - - :ref:`pdf` - * - ``textbook.pdf.search.executed`` - - :ref:`pdf` - * - ``textbook.pdf.search.highlight.toggled`` - - :ref:`pdf` - * - ``textbook.pdf.search.navigatednext`` - - :ref:`pdf` - * - ``textbook.pdf.thumbnails.navigated`` - - :ref:`pdf` - * - ``textbook.pdf.thumbnails.toggled`` - - :ref:`pdf` - * - ``textbook.pdf.zoom.buttons.changed`` - - :ref:`pdf` - * - ``textbook.pdf.zoom.menu.changed`` - - :ref:`pdf` - * - ``update_forum_role_membership`` - - :ref:`Instructor_Event_Types` - - -.. * - ``hide_transcript`` -.. - :ref:`video` -.. * - ``load_video`` -.. - :ref:`video` -.. * - ``problem_graded`` -.. - :ref:`problem` -.. * - ``problem_reset`` -.. - :ref:`problem` -.. * - ``show_transcript`` -.. - :ref:`video` diff --git a/docs/en_us/data/source/internal_data_formats/package.rst b/docs/en_us/data/source/internal_data_formats/package.rst deleted file mode 100644 index b0cc0ce005..0000000000 --- a/docs/en_us/data/source/internal_data_formats/package.rst +++ /dev/null @@ -1,238 +0,0 @@ -.. _Package: - -###################################### -Data Delivered in Data Packages -###################################### - -For partners who are running courses on edx.org and edge.edx.org, edX regularly -makes research data available for download from the Amazon S3 storage service. -The *data package* that data czars download from Amazon S3 consists of a set of -compressed and encrypted files that contain event logs and database snapshots -for all of their organizations' edx.org and edge.edx.org courses. - -* :ref:`Data Package Files` - -* :ref:`Amazon S3 Buckets and Directories` - -* :ref:`Download Data Packages from Amazon S3` - -* :ref:`Data Package Contents` - -Course-specific data is also available to the members of individual course -teams. Users who are assigned the Instructor or Course Staff role can view and -download data from the Instructor Dashboard in their live courses and from edX -Insights. The data available to course teams from these applications is a -subset of the data available in the data packages. For more information, see -`Building and Running an edX Course`_ and `Using edX Insights`_. - -.. _Data Package Files: - -********************** -Data Package Files -********************** - -A data package consists of different files that contain event data and database -data. - -.. note:: In all file names, the date is in {YYYY}-{MM}-{DD} format. - -You download these files from different Amazon S3 "buckets". See :ref:`Amazon -S3 Buckets and Directories`. - -============ -Event Data -============ - -The ``{org}-{site}-events-{date}.log.gz.gpg`` file contains a daily log of -course events. A separate file is available for courses running on edge.edx.org -(with "edge" for {site} in the file name) and on edx.org (with "edx" for -{site}). - -For a partner organization named UniversityX, these daily files are identified -by the organization name, the edX site name, and the date. For example, -``universityx-edge-2014-07-25.log.gz.gpg``. - -For information about the contents of these files, see :ref:`Data Package -Contents`. - -================== -Database Data -================== - -The ``{org}-{date}.zip`` file contains views on database tables. This file -includes data as of the time of the export, for all of an organization's -courses on both the edx.org and edge.edx.org. sites. A new file is available -every week, representing the database at that point in time. - -For a partner organization named UniversityX, each weekly file is identified by -the organization name and its extraction date: for example, -``universityx-2013-10-27.zip``. - -For information about the contents of this file, see :ref:`Data Package -Contents`. - -.. _Amazon S3 Buckets and Directories: - -******************************************** -Amazon S3 Buckets and Directories -******************************************** - -Data package files are located in the following buckets on Amazon S3: - -* The **edx-course-data** bucket contains the daily - ``{org}-{site}-events-{date}.log.gz.gpg`` files of course event data. - -* The **course-data** bucket contains the weekly ``{org}-{date}.zip`` database - snapshot. - -For information about accessing Amazon S3, see :ref:`Access Amazon S3`. - -.. _Download Data Packages from Amazon S3: - -**************************************************************** -Download Data Packages from Amazon S3 -**************************************************************** - -You download the files in your data package from the Amazon S3 storage service. - -========================== -Download Daily Event Files -========================== - -#. To download daily event files, use the AWS Command Line Interface or a - third-party tool to connect to the **edx-course-data** bucket on Amazon S3. - - For information about providing your credentials to connect to Amazon S3, - see :ref:`Access Amazon S3`. - -#. Navigate the directory structure in the **edx-course-data** bucket to locate - the files that you want: - - ``{org}/{site}/events/{year}`` - - The event logs in the ``{year}`` directory are in compressed, encrypted - files named ``{org}-{site}-events-{date}.log.gz.gpg``. - -3. Download the ``{org}-{site}-events-{date}.log.gz.gpg`` file. - - If your organization has courses running on both edx.org and edge.edx.org, - separate log files are available for the "edx" site and the "edge" site. - Repeat this step to download the file for the other site. - -============================ -Download Weekly Files -============================ - -.. note:: If you are using a third-party tool to connect to Amazon S3, you may - not be able to navigate from one edX bucket to the other in a single session. - You may need to disconnect from Amazon S3 and then reconnect to the other - bucket. - -#. To download a weekly database data file, connect to the edX **course-data** - bucket on Amazon S3 using the AWS Command Line Interface or a third-party - tool. - - For information about providing your credentials to connect to Amazon S3, - see :ref:`Access Amazon S3`. - -2. Download the ``{org}-{date}.zip`` database data file from the **course- - data** bucket. - -.. _AWS Command Line Interface: http://aws.amazon.com/cli/ - -.. _Data Package Contents: - -********************** -Data Package Contents -********************** - -Each of the files you download contains one or more files of research data. - -================================================================ -Extracted Contents of ``{org}-{site}-events-{date}.log.gz.gpg`` -================================================================ - -The ``{org}-{site}-events-{date}.log.gz.gpg`` file contains all event data for -courses on a single edX site for one 24-hour period. After you download a -``{org}-{site}-events-{date}.log.gz.gpg`` file for your institution, you: - -#. Use your private key to decrypt the file. See :ref:`Decrypt an Encrypted - File`. - -#. Extract the log file from the compressed .gz file. The result is a single - file named ``{org}-{site}-events-{date}.log``. (Alternatively, the data can - be decompressed in stream using a tool such as gzip or, related libraries in - your preferred programming language.) - -============================================ -Extracted Contents of ``{org}-{date}.zip`` -============================================ - -After you download the ``{org}-{date}.zip`` file for your -institution, you: - -#. Extract the contents of the file. When you extract (or unzip) this file, all - of the files that it contains are placed in the same directory. All of the - extracted files end in ``.gpg``, which indicates that they are encrypted. - -#. Use your private key to decrypt the extracted files. See - :ref:`Decrypt an Encrypted File`. - -The result of extracting and decrypting the ``{org}-{date}.zip`` file is the -following set of sql and mongo database files. - -``{org}-{course}-{date}-auth_user-{site}-analytics.sql`` - - Information about the users who are authorized to access the course. See - :ref:`auth_user`. - -``{org}-{course}-{date}-auth_userprofile-{site}-analytics.sql`` - - Demographic data provided by users during site registration. See - :ref:`auth_userprofile`. - -``{org}-{course}-{date}-certificates_generatedcertificate-{site}-analytics.sql`` - - The final grade and certificate status for students (populated after course - completion). See :ref:`certificates_generatedcertificate`. - -``{org}-{course}-{date}-courseware_studentmodule-{site}-analytics.sql`` - - The courseware state for each student, with a separate row for each item in - the course content that the student accesses. No file is produced for courses - that do not have any records in this table (for example, recently created - courses). See :ref:`courseware_studentmodule`. - -``{org}-{course}-{date}-student_courseenrollment-{site}-analytics.sql`` - - The enrollment status and type of enrollment selected by each student in the - course. See :ref:`student_courseenrollment`. - -``{org}-{course}-{date}-user_api_usercoursetag-{site}-analytics.sql`` - - Metadata that describes different types of student participation in the - course. See :ref:`user_api_usercoursetag`. - -``{org}-{course}-{date}-user_id_map-{site}-analytics.sql`` - - A mapping of user IDs to site-wide obfuscated IDs. See :ref:`user_id_map`. - -``{org}-{course}-{date}-{site}.mongo`` - - The content and characteristics of course discussion interactions. See - :ref:`Discussion Forums Data`. - -``{org}-{course}-{date}-wiki_article-{site}-analytics.sql`` - - Information about the articles added to the course wiki. See - :ref:`wiki_article`. - -``{org}-{course}-{date}-wiki_articlerevision-{site}-analytics.sql`` - - Changes and deletions affecting course wiki articles. See - :ref:`wiki_articlerevision`. - - - -.. _Using edX Insights: http://edx-insights.readthedocs.org/en/latest/ -.. _Building and Running an edX Course: http://edx.readthedocs.org/projects/edx-partner-course-staff/en/latest/ \ No newline at end of file diff --git a/docs/en_us/data/source/internal_data_formats/sql_schema.rst b/docs/en_us/data/source/internal_data_formats/sql_schema.rst deleted file mode 100644 index af3f6d8fab..0000000000 --- a/docs/en_us/data/source/internal_data_formats/sql_schema.rst +++ /dev/null @@ -1,1191 +0,0 @@ -.. _Student_Info: - -############################## -Student Info and Progress Data -############################## - -The following sections detail how edX stores stateful data for students internally, and is useful for developers and researchers who are examining database exports. This data includes: - -* :ref:`User_Data` -* :ref:`Courseware_Progress` -* :ref:`Certificates` - -Conventions to keep in mind: - -* EdX uses MySQL 5.1 relational database system with InnoDb storage engine. -* All strings are stored as UTF-8. -* All datetimes are stored as UTC (Coordinated Universal Time). - -.. note:: - EdX also uses the Django Python Web framework. Tables that are built into the Django Web framework are documented here only if they are used in unconventional ways. - -Descriptions of the tables and columns that store student data follow, first in summary form with field types and constraints, and then with a detailed explanation of each column. - -******************** -MySQL Terminology -******************** - -The summary information provided about the SQL table columns uses the following MySQL schema terminology. - -======== -Type -======== - - The kind of data and the size of the field. When a numeric field has a length specified, the length indicates how many digits display but does not affect the number of bytes used. - - .. list-table:: - :widths: 25 65 - :header-rows: 1 - - * - Value - - Description - * - int - - 4 byte integer. - * - smallint - - 2 byte integer, sometimes used for enumerated values. - * - tinyint - - 1 byte integer, usually used to indicate a Boolean with 0 = False and 1 = True. - * - varchar - - String, typically short and indexable. The length is the number of chars, not bytes, to support multi-byte character sets. - * - longtext - - A long block of text, usually not indexed. - * - date - - Date - * - datetime - - Datetime in UTC, precision in seconds. - -======== -Null -======== - - .. list-table:: - :widths: 25 70 - :header-rows: 1 - - * - Value - - Description - * - YES - - NULL values are allowed. - * - NO - - NULL values are not allowed. - -.. note:: - Django often just places blank strings instead of NULL when it wants to indicate a text value is optional. This is more meaningful for numeric and date fields. - -======== -Key -======== - - .. list-table:: - :widths: 25 65 - :header-rows: 1 - - * - Value - - Description - * - PRI - - Primary key for the table, usually named ``id``, unique. - * - UNI - - Unique - * - MUL - - Indexed for fast lookup, but the same value can appear multiple times. A unique index that allows NULL can also show up as MUL. - -.. _User_Data: - -**************** -User Data -**************** - -The following tables store data gathered during site registration and course enrollment. - -* :ref:`auth_user` -* :ref:`auth_userprofile` -* :ref:`student_courseenrollment` -* :ref:`user_api_usercoursetag` -* :ref:`user_id_map` - -.. _auth_user: - -================================ -Columns in the auth_user Table -================================ - -The ``auth_user`` table is built into the edX Django Web framework. It holds generic information necessary for user login and permissions. - -A sample of the heading row and a data row in the ``auth_user`` table follow. - -.. code-block:: json - - id username first_name last_name email password is_staff is_active - is_superuser last_login date_joined status email_key avatar_typ - country show_country date_of_birth interesting_tags ignored_tags - email_tag_filter_strategy display_tag_filter_strategy - consecutive_days_visit_count - - 9999999 AAAAAAAAA AAAAAA AAAAAA 1 1 0 2014-01-01 17:28:27 2012-03-04 - 00:57:49 NULL 0 NULL 0 0 - -The ``auth_user`` table has the following columns: - - +------------------------------+--------------+------+-----+------------------+ - | Column | Type | Null | Key | Comment | - +==============================+==============+======+=====+==================+ - | id | int(11) | NO | PRI | | - +------------------------------+--------------+------+-----+------------------+ - | username | varchar(30) | NO | UNI | | - +------------------------------+--------------+------+-----+------------------+ - | first_name | varchar(30) | NO | | # Never used | - +------------------------------+--------------+------+-----+------------------+ - | last_name | varchar(30) | NO | | # Never used | - +------------------------------+--------------+------+-----+------------------+ - | email | varchar(75) | NO | UNI | | - +------------------------------+--------------+------+-----+------------------+ - | password | varchar(128) | NO | | | - +------------------------------+--------------+------+-----+------------------+ - | is_staff | tinyint(1) | NO | | | - +------------------------------+--------------+------+-----+------------------+ - | is_active | tinyint(1) | NO | | | - +------------------------------+--------------+------+-----+------------------+ - | is_superuser | tinyint(1) | NO | | | - +------------------------------+--------------+------+-----+------------------+ - | last_login | datetime | NO | | | - +------------------------------+--------------+------+-----+------------------+ - | date_joined | datetime | NO | | | - +------------------------------+--------------+------+-----+------------------+ - | status | varchar(2) | NO | | # Obsolete | - +------------------------------+--------------+------+-----+------------------+ - | email_key | varchar(32) | YES | | # Obsolete | - +------------------------------+--------------+------+-----+------------------+ - | avatar_typ | varchar(1) | NO | | # Obsolete | - +------------------------------+--------------+------+-----+------------------+ - | country | varchar(2) | NO | | # Obsolete | - +------------------------------+--------------+------+-----+------------------+ - | show_country | tinyint(1) | NO | | # Obsolete | - +------------------------------+--------------+------+-----+------------------+ - | date_of_birth | date | YES | | # Obsolete | - +------------------------------+--------------+------+-----+------------------+ - | interesting_tags | longtext | NO | | # Obsolete | - +------------------------------+--------------+------+-----+------------------+ - | ignored_tags | longtext | NO | | # Obsolete | - +------------------------------+--------------+------+-----+------------------+ - | email_tag_filter_strategy | smallint(6) | NO | | # Obsolete | - +------------------------------+--------------+------+-----+------------------+ - | display_tag_filter_strategy | smallint(6) | NO | | # Obsolete | - +------------------------------+--------------+------+-----+------------------+ - | consecutive_days_visit_count | int(11) | NO | | # Obsolete | - +------------------------------+--------------+------+-----+------------------+ - ----- -id ----- - Primary key, and the value typically used in URLs that reference the user. A user has the same value for ``id`` here as they do in the MongoDB database's users collection. Foreign keys referencing ``auth_user.id`` will often be named ``user_id``, but are sometimes named ``student_id``. - ----------- -username ----------- - The unique username for a user in our system. It can contain alphanumerics and the special characters shown within the brackets: [ _ @ + - . ]. The username is the only user-provided information that other users can currently see. EdX has never allowed users to change usernames, but may do so in the future. - ------------- -first_name ------------- - Not used; a user's full name is stored in ``auth_userprofile.name`` instead. - ------------ -last_name ------------ - Not used; a user's full name is stored in ``auth_userprofile.name`` instead. - -------- -email -------- - The user's email address, which is the primary mechanism users use to log in. This value is optional by default in Django, but is required by edX. This value must be unique to each user and is never shown to other users. - ----------- -password ----------- - A hashed version of the user's password. Depending on when the password was last set, this will either be a SHA1 hash or PBKDF2 with SHA256 (Django 1.3 uses the former and 1.4 the latter). - ----------- -is_staff ----------- - Most users have a 0 for this field. Set to 1 if the user is a staff member of **edX**, with corresponding elevated privileges that cut across courses. It does not indicate that the person is a member of the course staff for any given course. - - Generally, users with this flag set to 1 are either edX program managers responsible for course delivery, or edX developers who need access for testing and debugging purposes. Users who have ``is_staff`` = 1 have instructor privileges on all courses and can see additional debug information on the Instructor tab. - -.. note:: - This designation has no bearing on a user's role in the discussion forums, and confers no elevated privileges there. - ------------ -is_active ------------ - This value is 1 if the user has clicked on the activation link that was sent to them when they created their account, and 0 otherwise. - - Users who have ``is_active`` = 0 generally cannot log into the system. However, when users first create an account, they are automatically logged in even though they have not yet activated the account. This is to let them experience the site immediately without having to check their email. A message displays on the dashboard to remind users to check their email and activate their accounts when they have time. When they log out, they cannot log back in again until activation is complete. However, because edX sessions last a long time, it is possible for someone to use the site as a student for days without being "active". - - Once ``is_active`` is set to 1, it is *only* set back to 0 if the user is banned (which is a very rare, manual operation). - --------------- -is_superuser --------------- - Controls access to django_admin views: set to 1 (true) only for site admins. 0 for almost everybody. - - **History**: Only the earliest developers of the system have this set to 1, and it is no longer really used in the codebase. - ------------- -last_login ------------- - A datetime of the user's last login. Should not be used as a proxy for activity, since people can use the site all the time and go days between logging in and out. - -------------- -date_joined -------------- - Date that the account was created. - -.. note:: - This is not the date that the user activated the account. - -------------------- -Obsolete columns -------------------- - All of the following columns were added by an application called Askbot, a discussion forum package that is no longer part of the system. - - * status - * email_key - * avatar_typ - * country - * show_country - * date_of_birth - * interesting_tags - * ignored_tags - * email_tag_filter_strategy - * display_tag_filter_strategy - * consecutive_days_visit_count - - Only users who were part of the prototype 6.002x course run in the Spring of 2012 have any information in these columns. Even for those users, most of this information was never collected. Only the columns with values that are automatically generated have any values in them, such as the tag-related columns. - - These columns are unrelated to the discussion forums that edX currently uses, and will eventually be dropped from this table. - -.. _auth_userprofile: - -====================================== -Columns in the auth_userprofile Table -====================================== - -The ``auth_userprofile`` table stores user demographic data collected during the student registration process. -Every row in this table corresponds to one row in ``auth_user``. - -A sample of the heading row and a data row in the ``auth_userprofile`` table follow. - -.. code-block:: json - - id user_id name language location meta courseware gender mailing_address - year_of_birth level_of_education goals allow_certificate country city - - 9999999 AAAAAAAA AAAAAAAAA English MIT {"old_emails": [["aaaaa@xxxxx.xxx", - "2012-11-16T10:28:10.096489"]], "old_names": [["BBBBBBBBBBBBB", "I wanted - to test out the name-change functionality", "2012-10-22T12:23:10.598444"]]} - course.xml NULL NULL NULL NULL NULL 1 NULL - -The ``auth_userprofile`` table has the following columns: - - +--------------------+--------------+------+-----+------------------------------------------+ - | Column | Type | Null | Key | Comment | - +====================+==============+======+=====+==========================================+ - | id | int(11) | NO | PRI | | - +--------------------+--------------+------+-----+------------------------------------------+ - | user_id | int(11) | NO | UNI | | - +--------------------+--------------+------+-----+------------------------------------------+ - | name | varchar(255) | NO | MUL | | - +--------------------+--------------+------+-----+------------------------------------------+ - | language | varchar(255) | NO | MUL | # Obsolete | - +--------------------+--------------+------+-----+------------------------------------------+ - | location | varchar(255) | NO | MUL | # Obsolete | - +--------------------+--------------+------+-----+------------------------------------------+ - | meta | longtext | NO | | | - +--------------------+--------------+------+-----+------------------------------------------+ - | courseware | varchar(255) | NO | | # Obsolete | - +--------------------+--------------+------+-----+------------------------------------------+ - | gender | varchar(6) | YES | MUL | # Only users signed up after prototype | - +--------------------+--------------+------+-----+------------------------------------------+ - | mailing_address | longtext | YES | | # Only users signed up after prototype | - +--------------------+--------------+------+-----+------------------------------------------+ - | year_of_birth | int(11) | YES | MUL | # Only users signed up after prototype | - +--------------------+--------------+------+-----+------------------------------------------+ - | level_of_education | varchar(6) | YES | MUL | # Only users signed up after prototype | - +--------------------+--------------+------+-----+------------------------------------------+ - | goals | longtext | YES | | # Only users signed up after prototype | - +--------------------+--------------+------+-----+------------------------------------------+ - | allow_certificate | tinyint(1) | NO | | | - +--------------------+--------------+------+-----+------------------------------------------+ - | country | varchar(2) | YES | | | - +--------------------+--------------+------+-----+------------------------------------------+ - | city | longtext | YES | | | - +--------------------+--------------+------+-----+------------------------------------------+ - -**History**: ``country`` and ``city`` added January 2014. The organization of this table was different for the students who signed up for the MITx prototype phase in the spring of 2012, than for those who signed up afterwards. The column descriptions that follow detail the differences in the demographic data gathered. - ----- -id ----- - Primary key, not referenced anywhere else. - ---------- -user_id ---------- - A foreign key that maps to ``auth_user.id``. - ------- -name ------- - String for a user's full name. EdX makes no constraints on language or breakdown into first/last name. The names are never shown to other students. International students usually enter a romanized version of their names, but not always. Name changes are permitted, and the previous name is logged in the ``meta`` field. - - **History**: A former edX policy required manual approval of name changes to guard the integrity of the certificates. Students would submit a name change request, and an edX team member would approve or reject the request. - ----------- -language ----------- - No longer used. - - **History**: User's preferred language, asked during the sign up process for the 6.002x prototype course given in the Spring of 2012. Sometimes written in those languages. EdX stopped collecting this data after MITx transitioned to edX, but never removed the values for the first group of students. - ----------- -location ----------- - No longer used. - - **History**: User's location, asked during the sign up process for the 6.002x prototype course given in the Spring of 2012. The request was not specific, so people tended to put the city they were in, though some just supplied a country and some got as specific as their street address. Again, sometimes romanized and sometimes written in their native language. Like ``language``, edX stopped collecting this column after MITx transitioned to edX, so it is only available for the first batch of students. - ------- -meta ------- - An optional, freeform text field that stores JSON data. This field allows us to associate arbitrary metadata with a user. An example of the JSON that can be stored in this field follows, using pretty print for an easier-to-read display format. - -.. code-block:: json - - { - "old_names": [ - [ - "Mike Smith", - "Mike's too informal for a certificate.", - "2012-11-15T17:28:12.658126" - ], - [ - "Michael Smith", - "I want to add a middle name as well.", - "2013-02-07T11:15:46.524331" - ] - ], - "old_emails": [ - [ - "mr_mike@email.com", - "2012-10-18T15:21:41.916389" - ] - ], - "6002x_exit_response": { - "rating": [ - "6" - ], - "teach_ee": [ - "I do not teach EE." - ], - "improvement_textbook": [ - "I'd like to get the full PDF." - ], - "future_offerings": [ - "true" - ], - "university_comparison": [ - "This course was on the same level<\/strong> as the university class." - ], - "improvement_lectures": [ - "More PowerPoint!" - ], - "highest_degree": [ - "Bachelor's degree." - ], - "future_classes": [ - "true" - ], - "future_updates": [ - "true" - ], - "favorite_parts": [ - "Releases, bug fixes, and askbot." - ] - } - } - -Details about this metadata follow. Please note that the "fields" described here are found as JSON attributes *inside* a given ``meta`` field, and are *not* separate database columns of their own. - - ``old_names`` - - A list of the previous names this user had, and the timestamps at which they submitted a request to change those names. These name change request submissions used to require a staff member to approve it before the name change took effect. This is no longer the case, though their previous names are still recorded. - - Note that the value stored for each entry is the name they had, not the name they requested to get changed to. People often changed their names as the time for certificate generation approached, to replace nicknames with their actual names or correct spelling/punctuation errors. - - The timestamps are UTC, like all datetimes stored in our system. - - ``old_emails`` - - A list of previous emails this user had, with timestamps of when they changed them, in a format similar to `old_names`. There was never an approval process for this. - - The timestamps are UTC, like all datetimes stored in our system. - - ``6002x_exit_response`` - - Answers to a survey that was sent to students after the prototype 6.002x course in the Spring of 2012. The questions and number of questions were randomly selected to measure how much survey length affected response rate. Only students from this course have this field. - ------------- -courseware ------------- - No longer used. - - **History**: At one point, it was part of a way to do A/B tests, but it has not been used for anything meaningful since the conclusion of the prototype course in the spring of 2012. - --------- -gender --------- - Collected during student signup from a dropdown list control. - - .. list-table:: - :widths: 10 80 - :header-rows: 1 - - * - Value - - Description - * - f - - Female - * - m - - Male - * - o - - Other - * - (blank) - - User did not specify a gender. - * - NULL - - This student signed up before this information was collected. - - **History**: This information began to be collected after the transition from MITx to edX; prototype course students have NULL for this field. - ------------------ -mailing_address ------------------ - Collected during student signup from a text field control. A blank string for students who elect not to enter anything. - - **History**: This information began to be collected after the transition from MITx to edX; prototype course students have NULL for this field. - ---------------- -year_of_birth ---------------- - Collected during student signup from a dropdown list control. NULL for students who decide not to fill this in. - - **History**: This information began to be collected after the transition from MITx to edX; prototype course students have NULL for this field. - --------------------- -level_of_education --------------------- - Collected during student signup from a dropdown list control. - - .. list-table:: - :widths: 10 80 - :header-rows: 1 - - * - Value - - Description - * - p - - Doctorate. - * - m - - Master's or professional degree. - * - b - - Bachelor's degree. - * - a - - Associate's degree. - * - hs - - Secondary/high school. - * - jhs - - Junior secondary/junior high/middle school. - * - el - - Elementary/primary school. - * - none - - None. - * - other - - Other. - * - (blank) - - User did not specify level of education. - * - p_se - - Doctorate in science or engineering (no longer used). - * - p_oth - - Doctorate in another field (no longer used). - * - NULL - - This student signed up before this information was collected. - - **History**: Data began to be collected in this column after the transition from MITx to edX; prototype course students have NULL for this field. - -------- -goals -------- - Collected during student signup from a text field control with the label "Goals in signing up for edX". A blank string for students who elect not to enter anything. - - **History**: This information began to be collected after the transition from MITx to edX; prototype course students have NULL for this field. - -------------------- -allow_certificate -------------------- - Set to 1 (true). - - **History**: Prior to 10 Feb 2014, this field was set to 0 (false) if log - analysis revealed that the student was accessing the edX site from a country - that the U.S. had embargoed. This restriction is no longer in effect, and on - 10 Feb 2014 this value was changed to 1 for all users. - - ----------------------- -country ----------------------- - Stores a two-digit country code based on the selection made by the student - during registration. Set to an empty string for students who do not select a - country. - - **History**: Added in Jan 2014, but not implemented until 18 Sep 2014. Null - for all user profiles created before 18 Sep 2014. - ------- -city ------- - Not currently used. Set to null for all user profiles. - - **History**: Added in Jan 2014, not yet implemented. - -.. _student_courseenrollment: - -============================================== -Columns in the student_courseenrollment Table -============================================== - -A row in this table represents a student's enrollment for a particular course run. - -.. note:: A row is created for every student who starts the enrollment process, even if they never complete registration. - -**History**: As of 20 Aug 2013, this table retains the records of students who unenroll. Records are no longer deleted from this table. - -A sample of the heading row and a data row in the ``student_courseenrollment`` table follow. - -.. code-block:: sql - - id user_id course_id created is_active mode - - 1135683 9999999 edX/DemoX/Demo_course 2013-03-19 17:20:58 1 honor - -The ``student_courseenrollment`` table has the following columns: - -+-----------+--------------+------+-----+---------+----------------+ -| Field | Type | Null | Key | Default | Extra | -+===========+==============+======+=====+=========+================+ -| id | int(11) | NO | PRI | NULL | auto_increment | -+-----------+--------------+------+-----+---------+----------------+ -| user_id | int(11) | NO | MUL | NULL | | -+-----------+--------------+------+-----+---------+----------------+ -| course_id | varchar(255) | NO | MUL | NULL | | -+-----------+--------------+------+-----+---------+----------------+ -| created | datetime | YES | MUL | NULL | | -+-----------+--------------+------+-----+---------+----------------+ -| is_active | tinyint(1) | NO | | NULL | | -+-----------+--------------+------+-----+---------+----------------+ -| mode | varchar(100) | NO | | NULL | | -+-----------+--------------+------+-----+---------+----------------+ - ----- -id ----- - Primary key. - ---------- -user_id ---------- - Student's ID in ``auth_user.id``. - ------------ -course_id ------------ - The ID of the course run that the user is enrolling in, in the format - ``{key type}:{org}+{course}+{run}``. For example, - ``course-v1:edX+DemoX+Demo_2014``. When you view the course content in your - browser, the ``course_id`` appears as part of the URL. For example, - ``http://www.edx.org/courses/course-v1:edX+DemoX+Demo_2014/info``. - - **History**: In October 2014, identifiers for some new courses began to use - the format shown above. Other new courses, and all courses created prior to - October 2014, use the format ``{org}/{course}/{run}``, for example, - ``MITx/6.002x/2012_Fall``. The URL format for a course with a ``course_id`` - in this format was - ``https://www.edx.org/courses/MITx/6.002x/2012_Fall/info``. - ---------- -created ---------- - Stores the date and time that this row was created, in UTC format. - ------------ -is_active ------------ - Boolean indicating whether this enrollment is active. If an enrollment is not active, a student is not enrolled in that course. For example, if a student decides to unenroll from the course, ``is_active`` is set to 0 (false). The student's state in ``courseware_studentmodule`` is untouched, so courseware state is not lost if a student unenrolls and then re-enrolls. - - ``is_active`` can also be set to 0 if a student begins the process of enrolling in a course by purchasing a verified certificate, but then abandond the shopping cart before completing the purchase (and the enrollment). - - **History**: This column was introduced in the 20 Aug 2013 release. Before this release, unenrolling a student simply deleted the row in ``student_courseenrollment``. - ------- -mode ------- - String indicating what kind of enrollment this is: blank, audit, honor, or verified. - - **History**: All enrollments prior to 20 Aug 2013 are "honor". - - .. _user_api_usercoursetag: - -============================================ -Columns in the user_api_usercoursetag Table -============================================ - -This table uses key-value pairs to store metadata about a specific student's involvement in a specific course. For example, for a course that assigns students to groups randomly for A/B testing, a row in this table identifies the student's assignment to a partition and group. - -**History**: Added 7 Mar 2014. - -.. need a sample header and row from a data package when available - -The ``user_api_usercoursetag`` table has the following columns: - -.. list-table:: - :widths: 15 15 15 15 - :header-rows: 1 - - * - Column - - Type - - Null - - Key - * - user_id - - int(11) - - NO - - PRI - * - course_id - - varchar(255) - - NO - - - * - key - - varchar(255) - - NO - - - * - value - - textfield - - NO - - - -.. need type, null, key for each one - ---------- -user_id ---------- - The student's ID in ``auth_user.id``. - ------------ -course_id ------------ - The course identifier, in the format ``{key type}:{org}+{course}+{run}``. For - example, ``course-v1:edX+DemoX+Demo_2014``. - - **History**: In October 2014, identifiers for some new courses began to use - the format shown above. Other new courses, and all courses created prior to - October 2014, use the format ``{org}/{course}/{run}``, for example, - ``MITx/6.002x/2012_Fall``. - ----- -key ----- - Identifies an attribute of the course. - - For example, for a course that includes modules that are set up to perform A/B testing, the value in this column identifies a partition, or type of experiment. The key for the partition is in the format ``xblock.partition_service.partition_ID``, where ID is an integer. - ------- -value ------- - The content for the key that is set for a student. - - For example, for a course that includes modules that are set up to perform A/B testing, this column stores the group ID of the particular group the student is assigned to within the partition. - -.. _user_id_map: - -================================== -Columns in the user_id_map Table -================================== - -A row in this table maps a student's real user ID to an anonymous ID generated to obfuscate the student's identity. - -A sample of the heading row and a data row in the ``user_id_map`` table follow. - -.. code-block:: sql - - hash_id id username - - e9989f2cca1d699d88e14fd43ccb5b5f 9999999 AAAAAAAA - -The ``student_courseenrollment`` table has the following columns: - -.. list-table:: - :widths: 15 15 15 15 - :header-rows: 1 - - * - Column - - Type - - Null - - Key - * - hashid - - int(11) - - NO - - PRI - * - id - - int(11) - - NO - - - * - username - - varchar(30) - - NO - - - ----------- -hash_id ----------- - The user ID generated to obfuscate the student's identity. - ---------- -id ---------- - The student's ID in ``auth_user.id``. - ------------ -username ------------ - The student's username in ``auth_user.username``. - -.. _Courseware_Progress: - -************************ -Courseware Progress Data -************************ - -Any piece of content in the courseware can store state and score in the ``courseware_studentmodule`` table. Grades and the user Progress page are generated by doing a walk of the course contents, searching for graded items, looking up a student's entries for those items in ``courseware_studentmodule`` via *(course_id, student_id, module_id)*, and then applying the grade weighting found in the course policy and grading policy files. Course policy files determine how much weight one problem has relative to another, and grading policy files determine how much categories of problems are weighted (for example, HW=50%, Final=25%, etc.). - -================================== -About Modules -================================== - -It's important to understand what "modules" are in the context of our system, as the terminology can be confusing. For the conventions of this table and many parts of our code, a "module" is a content piece that appears in the courseware. This can be nearly anything that appears when users are in the courseware tab: a video, a piece of HTML, a problem, etc. Modules can also be collections of other modules, such as sequences, verticals (modules stacked together on the same page), weeks, chapters, etc. In fact, the course itself is a top level module that contains all the other contents of the course as children. You can imagine the entire course as a tree with modules at every node. - -Modules can store state, but whether and how they do so varies based on the implementation for that particular kind of module. When a user loads a page, the system looks up all the modules that need to be rendered in order to display it, and then asks the database to look up state for those modules for that user. If there is no corresponding entry for that user for a given module, a new row is created and the state is set to an empty JSON dictionary. - -.. _courseware_studentmodule: - -==================================================================== -Columns in the courseware_studentmodule Table -==================================================================== - -The ``courseware_studentmodule`` table holds all courseware state for a given user. - -A sample of the heading row and a data row in the ``courseware_studentmodule`` table follow. - -.. code-block:: sql - - id module_type module_id student_id state grade created modified max_grade done - course_id - - 33973858 course i4x://edX/DemoX/course/Demo_course 96452 {"position": 3} NULL - 2013-03-19 17:21:07 2014-01-07 20:18:54 NULL na edX/DemoX/Demo_course - -Students have a separate row for every piece of content that they access or that is created to hold state data, making this the largest table in the data package. - - -The ``courseware_studentmodule`` table has the following columns: - -+-------------+--------------+------+-----+---------+----------------+ -| Field | Type | Null | Key | Default | Extra | -+=============+==============+======+=====+=========+================+ -| id | int(11) | NO | PRI | NULL | auto_increment | -+-------------+--------------+------+-----+---------+----------------+ -| module_type | varchar(32) | NO | MUL | problem | | -+-------------+--------------+------+-----+---------+----------------+ -| module_id | varchar(255) | NO | MUL | NULL | | -+-------------+--------------+------+-----+---------+----------------+ -| student_id | int(11) | NO | MUL | NULL | | -+-------------+--------------+------+-----+---------+----------------+ -| state | longtext | YES | | NULL | | -+-------------+--------------+------+-----+---------+----------------+ -| grade | double | YES | MUL | NULL | | -+-------------+--------------+------+-----+---------+----------------+ -| created | datetime | NO | MUL | NULL | | -+-------------+--------------+------+-----+---------+----------------+ -| modified | datetime | NO | MUL | NULL | | -+-------------+--------------+------+-----+---------+----------------+ -| max_grade | double | YES | | NULL | | -+-------------+--------------+------+-----+---------+----------------+ -| done | varchar(8) | NO | MUL | NULL | | -+-------------+--------------+------+-----+---------+----------------+ -| course_id | varchar(255) | NO | MUL | NULL | | -+-------------+--------------+------+-----+---------+----------------+ - ----- -id ----- - Primary key. Rarely used though, since most lookups on this table are searches on the three tuple of `(course_id, student_id, module_id)`. - -------------- -module_type -------------- - - .. list-table:: - :widths: 20 70 - :header-rows: 1 - - * - Type - - Description - * - chapter - - The top level categories for a course. Each of these is usually labeled as a Week in the courseware, but this is just convention. - * - combinedopenended - - A module type developed for grading open ended questions via self assessment, peer assessment, and machine learning. - * - conditional - - Allows you to prevent access to certain parts of the courseware if other parts have not been completed first. - * - course - - The top level course module of which all course content is descended. - * - crowdsource_hinter - - Not currently used. **History**: This ``module_type`` was included in a single course on a test basis and then deprecated. - * - lti - - Learning Tools Interoperability component that adds an external learning application to display content, or to display content and also require a student response. - * - peergrading - - Indicates a problem that is graded by other students. An option for grading open ended questions. - * - poll_question - - Not currently used. **History**: This ``module_type`` was included in a single course on a test basis and then deprecated. - * - problem - - A problem that the user can submit solutions for. EdX offers many different varieties. - * - problemset - - A collection of problems and supplementary materials, typically used for homeworks and rendered as a horizontal icon bar in the courseware. Use is inconsistent, and some courses use a ``sequential`` instead. - * - randomize - - Identifies a module in which one of several possible defined alternatives is randomly selected for display to each student. - * - selfassessment - - Self assessment problems. Used in a single course in Fall 2012 as an early test of the open ended grading system. Deprecated in favor of ``combinedopenended``. - * - sequential - - A collection of videos, problems, and other materials, rendered as a horizontal icon bar in the courseware. - * - timelimit - - Not currently used. **History**: This ``module_type`` was included in a single course on a test basis and then deprecated. - * - video - - A component that makes a video file available for students to play. - * - videoalpha - - Not currently used. **History**: During the implementation of a change to the ``video`` ``module_type``, both ``video`` and ``videoalpha`` were stored. The ``videoalpha`` type was then deprecated. - * - videosequence - - A collection of videos, exercise problems, and other materials, rendered as a horizontal icon bar in the courseware. **History**: This ``module_type`` is no longer in use, courses now use ``sequential`` instead. - * - word_cloud - - A specialized problem that produces a graphic from the words that students enter. - ------------ -module_id ------------ - Unique ID for a distinct piece of content in a course. Each ``module_id`` is - recorded as a URL with the format ``{key type}:{org}+{course}+{run}@{module - type}+block@{module name or hash code}``. Having URLs of this form gives - content a canonical representation even during a transition between back-end - data stores. - - As an example, this ``module_id``: - - ``block-v1:edX+DemoX+Demo_2014+type@problem+block@303034da25524878a2e66fb57c91cf85`` - - contains the following parts. - - .. list-table:: - :widths: 15 20 55 - :header-rows: 1 - - * - Part - - Example Value - - Definition - * - {key type} - - block-v1 - - The type of namespace identifier, including the implementation - version. - * - {org} - - edX - - The organization part of the ID, indicating what organization created - this piece of content. - * - {course} - - DemoX - - The course that this content was created for. - * - {run} - - Demo_2014 - - The term or specific iteration of the course. - * - type@{module type} - - type@problem - - The module type. The same value is stored in the - ``courseware_studentmodule.module_type`` column. - * - block@{module name or hash code} - - block@303034da25524878a2e66fb57c91cf85 - - The name that the content creators supplied for this module. If the - module does not have a name, the system generates a hash code as its - identifier. - -**History**: In October 2014, identifiers for modules in some new courses began -to use the format shown above. Other new courses, and all courses created prior -to October 2014, use the format ``i4x://{org}/{course}/{module type}/{module -name or hash code}``. For example, -``i4x://MITx/3.091x/problemset/Sample_Problems``. Note that this format does -not include course run information, so the -``courseware_studentmodule.course_id`` column may need to be used as well. - ------------- -student_id ------------- - A reference to ``auth_user.id``, this is the student that this module state row belongs to. - -------- -state -------- - This is a JSON text field where different module types are free to store their state however they wish. - - ``course``, ``chapter``, ``problemset``, ``sequential``, ``videosequence`` - - The state for all of these container modules is a JSON dictionary indicating the user's last known position within this container. This is 1-indexed, not 0-indexed, mostly because it was released that way and a later change would have broken saved navigation state for users. - - Example: ``{"position" : 3}`` - - When this user last interacted with this course/chapter/etc., they clicked on the third child element. Note that the position is a simple index and not a ``module_id``, so if you rearranged the order of the contents, it would not be smart enough to accomodate the changes and would point users to the wrong place. - - The hierarchy of these containers is ``course > chapter > (problemset | sequential | videosequence)`` - - ``combinedopenended`` - - The JSON document includes attributes that identify the student's ``answer``, a ``rubric_xml`` that includes the complete XML syntax for the rubric, the ``score`` earned and the ``max_score``, and the ``grader_id`` (the ``auth_user.id``) of each student who assessed the answer. - -.. is a complete list of all possible attributes needed? 26 Feb 14 - - ``conditional`` - - Conditionals don't actually store any state, so this value is always an empty JSON dictionary (`'{}'`). These entries may be removed altogether. - - ``problem`` - - There are many kinds of problems supported by the system, and they all have different state requirements. Note that a single problem can have many different response fields. If a problem generates a random circuit and asks five questions about it, then all of that is stored in one row in ``courseware_studentmodule``. - -.. Include the different problem types and info about the state. - - ``selfassessment`` - - In the course that used this module type, the JSON document included attributes for the ``student_answers``, the ``scores`` earned and ``max_score``, and any ``hints`` provided. - -------- -grade -------- - Floating point value indicating the total unweighted grade for this problem that the student has scored. Basically how many responses they got right within the problem. - - Only ``problem`` and ``selfassessment`` types use this column. All other modules set this to NULL. Due to a quirk in how rendering is done, ``grade`` can also be NULL for a tenth of a second or so the first time that a user loads a problem. The initial load triggers two writes, the first of which sets the ``grade`` to NULL, and the second of which sets it to 0. - ---------- -created ---------- - Datetime when this row was created, which is typically when the student first accesses this piece of content. - - **Note**: For a module that contains multiple child modules, a row is created for each of them when the student first accesses one of them. - ----------- -modified ----------- - Datetime when this row was last updated. Set to be equal to ``created`` at first. A change in ``modified`` implies that there was a state change, usually in response to a user action like saving or submitting a problem, or clicking on a navigational element that records its state. However it can also be triggered if the module writes multiple times on its first load, like problems do (see note in ``grade``). - ------------ -max_grade ------------ - Floating point value indicating the total possible unweighted grade for this problem, or basically the number of responses that are in this problem. Though in practice it's the same for every entry with the same ``module_id``, it is technically possible for it to be anything. - - Another way in which ``max_grade`` can differ between entries with the same ``module_id`` is if the problem was modified after the ``max_grade`` was written and the user never went back to the problem after it was updated. This might happen if a member of the course staff puts out a problem with five parts, realizes that the last part doesn't make sense, and decides to remove it. People who saw and answered it when it had five parts and never came back to it after the changes had been made will have a ``max_grade`` of 5, while people who saw it later will have a ``max_grade`` of 4. - - Only graded module types use this column, with ``problem`` being the primary example. All other modules set this to NULL. - ------- -done ------- - Not used. The value ``na`` appears in every row. - ------------ -course_id ------------ - The course that this row applies to, in the format ``{key - type}:{org}+{course}+{run}``. For example, ``course-v1:edX+DemoX+Demo_2014``. - - Because the same course content (content with the same ``module_id``) can be - used in different courses, student state is tracked separately for each - course. - - **History**: In October 2014, identifiers for some new courses began to use - the format shown above. Other new courses, and all courses created prior to - October 2014, use the format ``{org}/{course}/{run}``, for example, - ``MITx/6.002x/2012_Fall``. - -.. _Certificates: - -****************** -Certificate Data -****************** - -.. _certificates_generatedcertificate: - -======================================================= -Columns in the certificates_generatedcertificate Table -======================================================= - -The ``certificates_generatedcertificate`` table tracks the state of certificates and final grades for a course. The table is populated when a script is run to grade all of the students who are enrolled in the course at that time and issue certificates. The certificate process can be rerun and this table is updated appropriately. - -A sample of the heading row and two data rows in the ``certificates_generatedcertificate`` table follow. - -.. code-block:: sql - - id user_id download_url grade course_id key distinction status verify_uuid - download_uuid name created_date modified_date error_reason mode - - 26 9999999 - https://s3.amazonaws.com/verify.edx.org/downloads/9_hash_1/Certificate.pdf - 0.84 BerkeleyX/CS169.1x/2012_Fall f_hash_a 0 downloadable 2_hash_f - 9_hash_1 AAAAAA 2012-11-10 00:12:11 2012-11-10 00:12:13 honor - - 27 9999999 0.0 BerkeleyX/CS169.1x/2012_Fall 0 notpassing AAAAAA - 2012-11-10 00:12:11 2012-11-26 19:06:19 honor - -The ``certificates_generatedcertificate`` table has the following columns: - -+---------------+--------------+------+-----+---------+----------------+ -| Field | Type | Null | Key | Default | Extra | -+===============+==============+======+=====+=========+================+ -| id | int(11) | NO | PRI | NULL | auto_increment | -+---------------+--------------+------+-----+---------+----------------+ -| user_id | int(11) | NO | MUL | NULL | | -+---------------+--------------+------+-----+---------+----------------+ -| download_url | varchar(128) | NO | | NULL | | -+---------------+--------------+------+-----+---------+----------------+ -| grade | varchar(5) | NO | | NULL | | -+---------------+--------------+------+-----+---------+----------------+ -| course_id | varchar(255) | NO | MUL | NULL | | -+---------------+--------------+------+-----+---------+----------------+ -| key | varchar(32) | NO | | NULL | | -+---------------+--------------+------+-----+---------+----------------+ -| distinction | tinyint(1) | NO | | NULL | | -+---------------+--------------+------+-----+---------+----------------+ -| status | varchar(32) | NO | | NULL | | -+---------------+--------------+------+-----+---------+----------------+ -| verify_uuid | varchar(32) | NO | | NULL | | -+---------------+--------------+------+-----+---------+----------------+ -| download_uuid | varchar(32) | NO | | NULL | | -+---------------+--------------+------+-----+---------+----------------+ -| name | varchar(255) | NO | | NULL | | -+---------------+--------------+------+-----+---------+----------------+ -| created_date | datetime | NO | | NULL | | -+---------------+--------------+------+-----+---------+----------------+ -| modified_date | datetime | NO | | NULL | | -+---------------+--------------+------+-----+---------+----------------+ -| error_reason | varchar(512) | NO | | NULL | | -+---------------+--------------+------+-----+---------+----------------+ -| mode | varchar(32) | NO | | NULL | | -+---------------+--------------+------+-----+---------+----------------+ - ---------- -id ---------- - The primary key. - ----------------------- -user_id, course_id ----------------------- - The table is indexed by user and course. - --------------- -download_url --------------- - The ``download_url`` contains the full URL to the certificate. - -------- -grade -------- - The grade computed the last time certificate generation ran. If the courseware, student state, or grading policy change, the value in this column can be different than the grade shown on a student's Progress page. - ---------- -key ---------- - Used internally only. A random string that is used to match server requests to responses sent to the LMS. - ------------------ -distinction ------------------ - Not used. - - **History**: This was used for letters of distinction for 188.1x, but is not being used for any current courses. - --------- -status --------- - Status can be one of these states: - - .. list-table:: - :widths: 15 80 - :header-rows: 1 - - * - Value - - Description - * - deleted - - The certificate has been deleted. - * - deleting - - A request has been made to delete a certificate. - * - downloadable - - The student passed the course and a certificate is available for download. - * - error - - An error ocurred during certificate generation. - * - generating - - A request has been made to generate a certificate but it has not yet been generated. - * - notpassing - - The student's grade is not a passing grade. - * - regenerating - - A request has been made to regenerate a certificate but it has not yet been generated. - * - restricted - - No longer used. **History**: Specified when ``userprofile.allow_certificate`` was set to false: to indicate that the student was on the restricted embargo list. - * - unavailable - - No entry, typically because the student has not yet been graded for certificate generation. - - After a course has been graded and certificates have been issued, status is one of: - - * downloadable - * notpassing - -------------- -verify_uuid -------------- - A hash code that verifies the validity of a certificate. Included on the certificate itself as part of a URL. - -------------- -download_uuid -------------- - A hash code that identifies this student's certificate. Included as part of the ``download_url``. - ------- -name ------- - This column records the name of the student that was set at the time the student was graded and the certificate was generated. - ---------------- -created_date ---------------- - Date this row in the database was created. - ---------------- -modified_date ---------------- - Date this row in the database was modified. - ---------------- -error_reason ---------------- - Used internally only. Logs messages that are used for debugging if the certificate generation process fails. - ---------------- -mode ---------------- - Contains the value found in the ``enrollment.mode`` field for a student and course at the time the certificate was generated: blank, audit, honor, or verified. This value is not updated if the student's ``enrollment.mode`` changes after certificates are generated. diff --git a/docs/en_us/data/source/internal_data_formats/tracking_logs.rst b/docs/en_us/data/source/internal_data_formats/tracking_logs.rst deleted file mode 100644 index 52f4995de8..0000000000 --- a/docs/en_us/data/source/internal_data_formats/tracking_logs.rst +++ /dev/null @@ -1,3331 +0,0 @@ -.. _Tracking Logs: - -###################### -Tracking Logs -###################### - -This chapter provides reference information about the event data that is -delivered in data packages. Events are emitted by the server, the browser, or -the mobile device to capture information about interactions with the courseware -and the Instructor Dashboard in the LMS, and are stored in JSON documents. In -the data package, event data is delivered in a log file. - -The sections in this chapter describe: - -* A :ref:`sample_events`. -* :ref:`common` that are included in the JSON document of every event. -* :ref:`Student_Event_Types` for interactions with the LMS outside of the - Instructor Dashboard. -* :ref:`Instructor_Event_Types` for interactions with the Instructor Dashboard - in the LMS. - -Student and instructor events are grouped into categories in this chapter. For -a list of events, see the :ref:`event_list`. - - -.. _sample_events: - -************************* -Sample Event -************************* - -A sample event from an edX.log file follows. The JSON documents that include -event data are delivered in a compact, machine-readable format that can be -difficult to read at a glance. - -.. code-block:: json - - {"agent": "Mozilla/5.0 (X11; Linux x86_64) AppleWebKit/537.36 (KHTML, like Gecko) - Chrome/30.0.1599.101 Safari/537.36", "context": {"course_id": "edx/AN101/2014_T1", - "module": {"display_name": "Multiple Choice Questions"}, "org_id": "edx", "user_id": - 9999999}, "event": {"answers": {"i4x-edx-AN101-problem-a0effb954cca4759994f1ac9e9434bf4_2_1": - "yellow", "i4x-edx-AN101-problem-a0effb954cca4759994f1ac9e9434bf4_4_1": ["choice_0", "choice_2"]}, - "attempts": 1, "correct_map": {"i4x-edx-AN101-problem-a0effb954cca4759994f1ac9e9434bf4_2_1": - {"correctness": "incorrect", "hint": "", "hintmode": null, "msg": "", "npoints": null, - "queuestate": null}, "i4x-edx-AN101-problem-a0effb954cca4759994f1ac9e9434bf4_4_1": - {"correctness": "correct", "hint": "", "hintmode": null, "msg": "", "npoints": null, - "queuestate": null}}, "grade": 2, "max_grade": 3, "problem_id": "i4x://edx/AN101/problem/ - a0effb954cca4759994f1ac9e9434bf4", "state": {"correct_map": {}, "done": null, "input_state": - {"i4x-edx-AN101-problem-a0effb954cca4759994f1ac9e9434bf4_2_1": {}, "i4x-edx-AN101-problem- - a0effb954cca4759994f1ac9e9434bf4_4_1": {}}, "seed": 1, "student_answers": {}}, "submission": - {"i4x-edx-AN101-problem-a0effb954cca4759994f1ac9e9434bf4_2_1": {"answer": "yellow", "correct": - false, "input_type": "optioninput", "question": "What color is the open ocean on a sunny day?", - "response_type": "optionresponse", "variant": ""}, "i4x-edx-AN101-problem- - a0effb954cca4759994f1ac9e9434bf4_4_1": {"answer": ["a piano", "a guitar"], "correct": true, - "input_type": "checkboxgroup", "question": "Which of the following are musical instruments?", - "response_type": "choiceresponse", "variant": ""}}, "success": "incorrect"}, "event_source": - "server", "event_type": "problem_check", "host": "precise64", "ip": "NN.N.N.N", "page": "x_module", - "time": 2014-03-03T16:19:05.584523+00:00", "username": "AAAAAAAAAA"} - -If you use a JSON formatter to "pretty print" this event, a version that is more readable is produced. - -.. code-block:: json - - { - "agent": "Mozilla/5.0 (X11; Linux x86_64) AppleWebKit/537.36 (KHTML, like Gecko) Chrome/30.0.1599.101 Safari/537.36", - "context": { - "course_id": "edx/AN101/2014_T1", - "module": { - "display_name": "Multiple Choice Questions" - }, - "org_id": "edx", - "user_id": 9999999 - }, - "event": { - "answers": { - "i4x-edx-AN101-problem-a0effb954cca4759994f1ac9e9434bf4_2_1": "yellow", - "i4x-edx-AN101-problem-a0effb954cca4759994f1ac9e9434bf4_4_1": [ - "choice_0", - "choice_2" - ] - }, - "attempts": 1, - "correct_map": { - "i4x-edx-AN101-problem-a0effb954cca4759994f1ac9e9434bf4_2_1": { - "correctness": "incorrect", - "hint": "", - "hintmode": null, - "msg": "", - "npoints": null, - "queuestate": null - }, - "i4x-edx-AN101-problem-a0effb954cca4759994f1ac9e9434bf4_4_1": { - "correctness": "correct", - "hint": "", - "hintmode": null, - "msg": "", - "npoints": null, - "queuestate": null - } - }, - "grade": 2, - "max_grade": 3, - "problem_id": "i4x://edx/AN101/problem/a0effb954cca4759994f1ac9e9434bf4", - "state": { - "correct_map": {}, - "done": null, - "input_state": { - "i4x-edx-AN101-problem-a0effb954cca4759994f1ac9e9434bf4_2_1": {}, - "i4x-edx-AN101-problem-a0effb954cca4759994f1ac9e9434bf4_4_1": {} - }, - "seed": 1, - "student_answers": {} - }, - "submission": { - "i4x-edx-AN101-problem-a0effb954cca4759994f1ac9e9434bf4_2_1": { - "answer": "yellow", - "correct": false, - "input_type": "optioninput", - "question": "What color is the open ocean on a sunny day?", - "response_type": "optionresponse", - "variant": "" - }, - "i4x-edx-AN101-problem-a0effb954cca4759994f1ac9e9434bf4_4_1": { - "answer": [ - "a piano", - "a guitar" - ], - "correct": true, - "input_type": "checkboxgroup", - "question": "Which of the following are musical instruments?", - "response_type": "choiceresponse", - "variant": "" - } - }, - "success": "incorrect" - }, - "event_source": "server", - "event_type": "problem_check", - "host": "precise64", - "ip": "NN.N.N.N", - "page": "x_module", - "time": "2014-03-03T16:19:05.584523+00:00", - "username": "AAAAAAAAAA" - } - -.. _common: - -******************** -Common Fields -******************** - -This section describes the JSON fields that are common to the schema -definitions of all events. - -===================== -``agent`` Field -===================== - -**Type:** string - -**Details:** Browser agent string of the user who triggered the event. - -.. _context: - -=================== -``context`` Field -=================== - -**Type:** dict - -**Details:** For all events, this field includes member fields that -identify: - -* The ``course_id`` of the course that generated the event. -* The ``org_id`` of the organization that lists the course. -* The ``user_id`` of the individual who is performing the action. -* The URL ``path`` that generated the event. - -When included, ``course_user_tags`` contains a dictionary with the key(s) and -value(s) from the ``user_api_usercoursetag`` table for the user. See -:ref:`user_api_usercoursetag`. - -The member fields are blank if values cannot be determined. The ``context`` -field can also contain additional member fields that apply to specific events -only: see the description for each type of event. - -**History**: Added 23 Oct 2013; ``user_id`` added 6 Nov 2013. Other event -fields may duplicate this data. ``course_user_tags`` added 12 Mar 2014, -``path`` added 07 May 2014. - -=================== -``event`` Field -=================== - -**Type:** dict - -**Details:** This field includes member fields that identify specifics of each -triggered event. Different member fields are supplied for different events: see -the description for each type of event. - -======================== -``event_source`` Field -======================== - -**Type:** string - -**Details:** Specifies the source of the interaction that triggered the event. -The values in this field are: - -* 'browser' -* 'mobile' -* 'server' -* 'task' - -**History**: Updated 16 Oct 2014 to identify events emitted from mobile -devices. - -===================== -``event_type`` Field -===================== - -**Type:** string - -**Details:** The type of event triggered. Values depend on ``event_source``. - -The :ref:`Student_Event_Types` and :ref:`Instructor_Event_Types` sections in -this chapter provide descriptions of each type of event that is included in -data packages. To locate information about a specific event type, see the -:ref:`event_list`. - -=================== -``host`` Field -=================== - -**Type:** string - -**Details:** The site visited by the user, for example, courses.edx.org. - -=================== -``ip`` Field -=================== - -**Type:** string - -**Details:** IP address of the user who triggered the event. Empty for events -that originate on mobile devices. - -=================== -``page`` Field -=================== - -**Type:** string - -**Details:** The '$URL' of the page the user was visiting when the event was -emitted. - -For video events that originate on mobile devices, identifies the URL for the -video component. - -=================== -``session`` Field -=================== - -**Type:** string - -**Details:** This 32-character value is a key that identifies the user's -session. All browser events and the server :ref:`enrollment` events -include a value for the session. Other server events and mobile events do not -include a session value. - -=================== -``time`` Field -=================== - -**Type:** string - -**Details:** Gives the UTC time at which the event was emitted in 'YYYY-MM- -DDThh:mm:ss.xxxxxx' format. - -=================== -``username`` Field -=================== - -**Type:** string - -**Details:** The username of the user who caused the event to be emitted. This -string is empty for anonymous events, such as when the user is not logged in. - -.. _Student_Event_Types: - -**************************************** -Student Events -**************************************** - -This section lists the events that are logged for interactions with the LMS -outside the Instructor Dashboard. - -* :ref:`enrollment` - -* :ref:`navigational` - -* :ref:`video` - -* :ref:`pdf` - -* :ref:`problem` - -* :ref:`forum_events` - -* :ref:`ora2` - -* :ref:`AB_Event_Types` - -* :ref:`student_cohort_events` - -* :ref:`ora` - -The descriptions that follow include what each event represents, the system -component it originates from, the history of any changes made to the event over -time, and any additional member fields that the ``context`` and ``event`` -fields contain. - -The value in the ``event_source`` field (see the :ref:`common` section above) -distinguishes between events that originate in the browser (in JavaScript) and -events that originate on the server (during the processing of a request). - -.. _enrollment: - -========================= -Enrollment Events -========================= - -.. tracked_command.py - -``edx.course.enrollment.activated`` and ``edx.course.enrollment.deactivated`` ------------------------------------------------------------------------------- - -The server emits these events in response to course enrollment -activities completed by a student. - -* When a student enrolls in a course, ``edx.course.enrollment.activated`` is - emitted. On edx.org, this is typically the result of a student clicking - **Register** for the course. - -* When a student unenrolls from a course, ``edx.course.enrollment.deactivated`` - is emitted. On edx.org, this is typically the result of a student clicking - **Unregister** for the course. - -In addition, actions by instructors and course staff members also generate -enrollment events. For the actions that members of the course team complete -that result in these events, see :ref:`instructor_enrollment`. - -**Event Source**: Server - -**History**: These enrollment events were added on 03 Dec 2013. - -``event`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details - * - ``course_id`` - - string - - **History**: Maintained for backward compatibility. - - As of 23 Oct 2013, replaced by the ``context`` ``course_id`` field. - - See the description of the :ref:`context`. - - * - ``mode`` - - string - - 'audit', 'honor', 'verified' - * - ``name`` - - string - - Identifies the type of event: 'edx.course.enrollment.activated' or - 'edx.course.enrollment.deactivated'. - - **History**: Added 07 May 2014 to replace the ``event`` ``event_type`` - field. - - * - ``session`` - - string - - The Django session ID, if available. Can be used to identify events for - a specific user within a session. - - **History**: Added 07 May 2014. - - * - ``user_id`` - - integer - - Identifies the user who was enrolled or unenrolled. - -Example --------- - -.. reviewers, is this example accurate wrt the new fields? - -.. code-block:: json - - { - "username": "AAAAAAAAAA", - "host": "courses.edx.org", - "event_source": "server", - "event_type": "edx.course.enrollment.activated", - "context": { - "course_id": "edX\/DemoX\/Demo_Course", - "org_id": "edX", - "path": "/change_enrollment", - "user_id": 9999999 - }, - "time": "2014-01-26T00:28:28.388782+00:00", - "ip": "NN.NN.NNN.NNN", - "event": { - "course_id": "edX\/DemoX\/Demo_Course", - "user_id": 9999999, - "mode": "honor" - "name": "edx.course.enrollment.activated", - "session": a14j3ifhskngw0gfgn230g - }, - "agent": "Mozilla\/5.0 (Windows NT 6.1; WOW64; Trident\/7.0; rv:11.0) like Gecko", - "page": null - } - -``edx.course.enrollment.upgrade.clicked`` ------------------------------------------------ - -Students who enroll with a ``student_courseenrollment.mode`` of 'audit' or -'honor' in a course that has a verified certificate option see a **Challenge -Yourself** link for the course on their dashboards. The browser emits this -event when a student clicks this option, and the process of upgrading the -``student_courseenrollment.mode`` for the student to 'verified' begins. See -:ref:`student_courseenrollment`. - -**Event Source**: Browser - -**History**: Added 18 Dec 2013. - -``context`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details and Member Fields - * - ``mode`` - - string - - Enrollment mode when the user clicked **Challenge Yourself**: 'audit' or - 'honor'. - -``event`` **Member Fields**: None. - -``edx.course.enrollment.upgrade.succeeded`` --------------------------------------------- - -The server emits this event when the process of upgrading a student's -``student_courseenrollment.mode`` from 'audit' or 'honor' to 'verified' is -complete. - -**Event Source**: Server - -**History**: Added 18 Dec 2013. - -``context`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details and Member Fields - * - ``mode`` - - string - - Set to 'verified'. - -``event`` **Member Fields**: None. - -.. _navigational: - -============================== -Navigational Events -============================== - -.. display_spec.coffee - -The browser emits these events when a user selects a navigational control. - -* ``seq_goto`` is emitted when a user jumps between units in a sequence. - -* ``seq_next`` is emitted when a user navigates to the next unit in a sequence. - -* ``seq_prev`` is emitted when a user navigates to the previous unit in a - sequence. - -**Component**: Sequence - -.. **Question:** what does a "sequence" correspond to in Studio? a subsection? - -**Event Source**: Browser - -``event`` **Member Fields**: - -All of the navigational events add the same fields to the ``event`` dict field: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details - * - ``id`` - - integer - - The edX ID of the sequence. - * - ``new`` - - integer - - For ``seq_goto``, the index of the unit being jumped to. - - For ``seq_next`` and ``seq_prev``, the index of the unit being navigated - to. - - * - ``old`` - - integer - - For ``seq_goto``, the index of the unit being jumped from. - - For ``seq_next`` and ``seq_prev``, the index of the unit being navigated - away from. - - -``page_close`` ---------------- - -An additional type of event, ``page_close``, originates from within the -JavaScript Logger itself. - -.. what is the function of the Logger? what value do the events that it logs have? is event_source by any chance set to 'task' for these? - -**Component**: JavaScript Logger - -**Event Source**: Browser - -``event`` **Member Fields**: None - -.. _video: - -============================== -Video Interaction Events -============================== - -.. video_player_spec.js, lms-modules.js - -The browser or mobile device emits these events when a user works with a video. - -**Component**: Video - -**Event Source**: Browser or mobile - -**History**: Updated 16 Oct 2014 to include data applicable when the -``event_source`` is a mobile device. - -``play_video``, ``pause_video`` ---------------------------------- - -* The browser or mobile device emits ``play_video`` events when the user clicks - the video **play** control. - -* The browser or mobile device emits ``pause_video`` events when the user - clicks the video **pause** control. The browser or mobile device also emits - these events when the video player reaches the end of the video file and play - automatically stops. - -**History**: Updated 16 Oct 2014 to include fields that apply to events with an -``event_source`` of mobile only. - -``context`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details and Member Fields - * - ``client`` - - dict - - Applies to events with an ``event_source`` of mobile only. - - Includes member dictionaries and fields for special context data passed - from Segment.io. - - The data in this field reflects a third party integration and is subject - to change at any time without notice. - - **History**: Added 16 Oct 2014. - - * - ``received_at`` - - float - - Applies to events with an ``event_source`` of mobile only. - - Indicates the time at which Segment.io received the event. - - The data in this field reflects a third party integration and is subject - to change at any time without notice. - - **History**: Added 16 Oct 2014. - - -``event`` **Member Fields**: These events have the same additional ``event`` -member fields. - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details - * - ``code`` - - string - - For YouTube videos, the ID of the video being loaded (for example, - OEyXaRPEzfM). - - For non-YouTube videos, 'html5'. - - * - ``currentTime`` - - float - - Time the video was played, in seconds. To be deprecated. - * - ``current_time`` - - integer - - Applies to events with an ``event_source`` of mobile only. - - **History**: - Added 16 Oct 2014. - - * - ``id`` - - string - - For events with an ``event_source`` of 'browser', the optional name - value that the course creators supply or the system-generated hash code - for the video being watched. - - For example, ``0b9e39477cf34507a7a48f74be381fdd``. - - This value is part of the ``courseware_studentmodule.module_id``. See - :ref:`courseware_studentmodule`. - - **History**: In October 2014, identifiers for some new courses began to - use the format shown above. Other new courses, and all courses created - prior to October 2014, use an html-escaped version of the - ``courseware_studentmodule.module_id``. For example, - ``i4x-HarvardX-PH207x-video-Simple_Random_Sample``. - - * - ``module_id`` - - string - - For events with an ``event_source`` of 'mobile', the full identifier for - the video component. - - For example, - - ``block-v1:edX+DemoX+Demo_2014+type@problem+block@303034da25524878a2e66fb57c91cf85`` - - **History**: Added 16 Oct 2014. In October 2014, identifiers for some - new courses began to use the format shown above. Other new courses, and - all courses created prior to October 2014, use the format - ``i4x://MITx/4.605x_2/video/8b375e7e9c6d419c92a5cdc32f47d4f2``. - - * - ``name`` - - string - - ``edx.video.played`` or ``edx.video.paused`` - - Applies to events with an ``event_source`` of mobile only. - - **History**: Added 16 Oct 2014. - - * - ``speed`` - - string - - Video speed in use: '0.75', '1.0', '1.25', '1.50'. - - -Example ------------ - -.. code-block:: json - - { - "username": "xxx", - "event_type": "play_video", - "ip": "", - "agent": "Dalvik\/1.6.0 (Linux; U; Android 4.4.2; SM-G900H Build\/KOT49H)", - "host": "mobile3.m.sandbox.edx.org", - "event": { - "current_time": 0, - "code": "html5", - "module_id": "i4x:\/\/MITx\/4.605x_2\/video\/8b375e7e9c6d419c92a5cdc32f47d4f2", - "currentTime": 0 - }, - "event_source": "mobile", - "name": "edx.video.played", - "context": { - "user_id": 11, - "org_id": "MITx", - "client": { - "network": { - "carrier": "", - "wifi": true, - "cellular": false, - "bluetooth": false - }, - "locale": "en-GB", - "app": { - "name": "edX", - "packageName": "org.edx.mobile", - "version": "0.1.5 MobileN", - "build": "org.edx.mobile@22", - "versionName": "0.1.5 MobileN", - "versionCode": 22 - }, - "integrations": { - "all": true - }, - "library": { - "version": 203, - "name": "analytics-android", - "versionName": "2.0.3" - }, - "traits": { - "username": "xxx", - "event_source": "mobile", - "name": "abcd", - "userId": "11", - "anonymousId": "4483e039-77a1-44d7-a68a-d18fcde8345d", - "email": "abcd@gmail.com" - }, - "device": { - "model": "SM-G900H", - "userId": "ae5ada65ad732397", - "name": "k3g", - "manufacturer": "samsung" - }, - "userAgent": "Dalvik\/1.6.0 (Linux; U; Android 4.4.2; SM-G900H Build\/KOT49H)", - "os": { - "version": "4.4.2", - "name": "REL", - "sdk": 19 - }, - "screen": { - "densityBucket": "xxhdpi", - "density": 3, - "height": 1920, - "width": 1080, - "densityDpi": 480, - "scaledDensity": 3 - } - }, - "received_at": "2014-10-10T13:06:50.641000+00:00", - "course_id": "MITx\/4.605x_2\/3T2014", - "path": "\/segmentio\/event" - }, - "time": "2014-10-10T13:05:00+00:00", - "page": "http:\/\/mobileN.m.edx.org\/courses\/MITx\/4.605x_2\/3T2014\/courseware\/37568827279b4f70884c996e8d39f3aa\/74d6463a1b2d4a88a4e954a0dfacaf87\/4" - } - -``stop_video`` --------------------- - -The browser or mobile device emits ``stop_video`` events when the video player -reaches the end of the video file and play automatically stops. - -**History**: Added 25 June 2014. Updated 16 Oct 2014 to include fields that -apply to events with an ``event_source`` of mobile only. - -``context`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details and Member Fields - * - ``client`` - - dict - - Applies to events with an ``event_source`` of mobile only. - - Includes member dictionaries and fields for special context data passed - from Segment.io. - - The data in this field reflects a third party integration and is subject - to change at any time without notice. - - **History**: Added 16 Oct 2014. - - * - ``received_at`` - - float - - Applies to events with an ``event_source`` of mobile only. - - Indicates the time at which Segment.io received the event. - - The data in this field reflects a third party integration and is subject - to change at any time without notice. - - **History**: Added 16 Oct 2014. - - -``event`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details - * - ``currentTime`` - - float - - Time the video ended, in seconds. To be deprecated. - * - ``current_time`` - - integer - - Applies to events with an ``event_source`` of mobile only. - - **History**: Added 16 Oct 2014. - - * - ``name`` - - string - - ``edx.video.stopped`` - - Applies to events with an ``event_source`` of mobile only. - - **History**: Added 16 Oct 2014. - - -``seek_video`` ------------------ - -The browser or mobile device emits ``seek_video`` events when a user clicks the -playback bar or transcript to go to a different point in the video file. - -**History**: Prior to 25 Jun 2014, the ``old_time`` and ``new_time`` were set -to the same value. Updated 16 Oct 2014 to include fields that apply to events -with an ``event_source`` of mobile only. - -``context`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details and Member Fields - * - ``client`` - - dict - - Applies to events with an ``event_source`` of mobile only. - - Includes member dictionaries and fields for special context data passed - from Segment.io. - - The data in this field reflects a third party integration and is subject - to change at any time without notice. - - **History**: Added 16 Oct 2014. - - * - ``received_at`` - - float - - Applies to events with an ``event_source`` of mobile only. - - Indicates the time at which Segment.io received the event. - - The data in this field reflects a third party integration and is subject - to change at any time without notice. - - **History**: Added 16 Oct 2014. - - -``event`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details - * - ``name`` - - string - - ``edx.video.seeked`` - - Applies to events with an ``event_source`` of mobile only. - - **History**: Added 16 Oct 2014. - - * - ``new_time`` - - integer - - The time in the video, in seconds, that the user selected as the - destination point. - * - ``old_time`` - - integer - - The time in the video, in seconds, at which the user chose to go to a - different point in the file. - * - ``type`` - - string - - The navigational method used to change position within the video. - - 'onCaptionSeek', 'onSlideSeek', or 'onSkipSeek'. - - -``speed_change_video`` ------------------------- - -The browser or mobile device emits ``speed_change_video`` events when a user -selects a different playing speed for the video. - -**History**: Prior to 12 Feb 2014, this event was emitted when the user -selected either the same speed or a different speed. Updated 16 Oct 2014 to -include fields that apply to events with an ``event_source`` of mobile only. - -``context`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details and Member Fields - * - ``client`` - - dict - - Applies to events with an ``event_source`` of mobile only. - - Includes member dictionaries and fields for special context data passed - from Segment.io. - - The data in this field reflects a third party integration and is subject - to change at any time without notice. - - **History**: Added 16 Oct 2014. - - * - ``received_at`` - - float - - Applies to events with an ``event_source`` of mobile only. - - Indicates the time at which Segment.io received the event. - - The data in this field reflects a third party integration and is subject - to change at any time without notice. - - **History**: Added 16 Oct 2014. - - -``event`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details - * - ``current_time`` - - integer - - The time in the video that the user chose to change the playing speed. - * - ``name`` - - string - - ``edx.video.speed.changed`` - - Applies to events with an ``event_source`` of mobile only. - - **History**: Added 16 Oct 2014. - - * - ``new_speed`` - - - - The speed that the user selected for the video to play. - * - ``old_speed`` - - - - The speed at which the video was playing. - -``load_video`` ------------------ - -The browser or mobile device emits ``load_video`` events when the video is -fully rendered and ready to play. - -**History**: Updated 16 Oct 2014 to include fields that apply to events with an -``event_source`` of mobile only. - -``context`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details and Member Fields - * - ``client`` - - dict - - Applies to events with an ``event_source`` of mobile only. - - Includes member dictionaries and fields for special context data passed - from Segment.io. - - The data in this field reflects a third party integration and is subject - to change at any time without notice. - - **History**: Added 16 Oct 2014. - - * - ``received_at`` - - float - - Applies to events with an ``event_source`` of mobile only. - - Indicates the time at which Segment.io received the event. - - The data in this field reflects a third party integration and is subject - to change at any time without notice. - - **History**: Added 16 Oct 2014. - - -``event`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details - * - ``code`` - - string - - For YouTube videos, the ID of the video being loaded (for example, - OEyXaRPEzfM). - - For non-YouTube videos, 'html5'. - - * - ``name`` - - string - - ``edx.video.loaded`` - - Applies to events with an ``event_source`` of mobile only. - - **History**: Added 16 Oct 2014. - - -``hide_transcript`` -------------------- - -The browser or mobile device emits ``hide_transcript`` events when the user -clicks **CC** to suppress display of the video transcript. - -**History**: Updated 16 Oct 2014 to include fields that apply to events with an -``event_source`` of mobile only. - -``context`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details and Member Fields - * - ``client`` - - dict - - Applies to events with an ``event_source`` of mobile only. - - Includes member dictionaries and fields for special context data passed - from Segment.io. - - The data in this field reflects a third party integration and is subject - to change at any time without notice. - - **History**: Added 16 Oct 2014. - - * - ``received_at`` - - float - - Applies to events with an ``event_source`` of mobile only. - - Indicates the time at which Segment.io received the event. - - The data in this field reflects a third party integration and is subject - to change at any time without notice. - - **History**: Added 16 Oct 2014. - - -``event`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details - * - ``code`` - - string - - For YouTube videos, the ID of the video being loaded (for example, - OEyXaRPEzfM). For non-YouTube videos, 'html5'. - * - ``currentTime`` - - float - - The point in the video file at which the transcript was hidden, in - seconds. To be deprecated. - * - ``current_time`` - - integer - - Applies to events with an ``event_source`` of mobile only. **History**: - Added 16 Oct 2014. - * - ``name`` - - string - - ``edx.video.transcript.hide.clicked`` - - Applies to events with an ``event_source`` of mobile only. - - **History**: Added 16 Oct 2014. - - -``show_transcript`` --------------------- - -The browser or mobile device emits ``show_transcript`` events when the user -clicks **CC** to display the video transcript. - -**History**: Updated 16 Oct 2014 to include fields that apply to events with an -``event_source`` of mobile only. - -``context`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details and Member Fields - * - ``client`` - - dict - - Applies to events with an ``event_source`` of mobile only. - - Includes member dictionaries and fields for special context data passed - from Segment.io. - - The data in this field reflects a third party integration and is subject - to change at any time without notice. - - **History**: Added 16 Oct 2014. - - * - ``received_at`` - - float - - Applies to events with an ``event_source`` of mobile only. - - Indicates the time at which Segment.io received the event. - - The data in this field reflects a third party integration and is subject - to change at any time without notice. - - **History**: Added 16 Oct 2014. - - -``event`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details - * - ``code`` - - string - - For YouTube videos, the ID of the video being loaded (for example, - OEyXaRPEzfM). - - For non-YouTube videos, 'html5'. - - * - ``currentTime`` - - float - - The point in the video file at which the transcript was opened, in - seconds. To be deprecated. - * - ``current_time`` - - integer - - Applies to events with an ``event_source`` of mobile only. - - **History**: Added 16 Oct 2014. - - * - ``name`` - - string - - ``edx.video.transcript.show.clicked`` - - Applies to events with an ``event_source`` of mobile only. - - **History**: Added 16 Oct 2014. - - -.. _pdf: - -================================= -Textbook Interaction Events -================================= - -.. pdf-analytics.js - -``book`` ----------- - -The browser emits ``book`` events when a user navigates within the PDF Viewer -or the PNG Viewer. - -* For textbooks in PDF format, the URL in the common ``page`` field contains - '/pdfbook/'. -* For textbooks in PNG format, the URL in the common ``page`` field contains - '/book/'. - -**Component**: PDF Viewer, PNG Viewer - -**Event Source**: Browser - -**History**: This event changed on 16 Apr 2014 to include ``event`` member -fields ``name`` and ``chapter``. - -``event`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details - * - ``chapter`` - - string - - The name of the PDF file. - **History**: Added for events produced by the PDF Viewer on 16 Apr 2014. - * - ``name`` - - string - - - * For 'gotopage', set to ``textbook.pdf.page.loaded``. - * For 'prevpage', set to ``textbook.pdf.page.navigatedprevious``. - * For 'nextpage', set to ``textbook.pdf.page.navigatednext``. - - **History**: Added for events produced by the PDF Viewer on 16 Apr 2014. - * - ``new`` - - integer - - Destination page number. - * - ``old`` - - integer - - The original page number. Applies to 'gotopage' event types only. - * - ``type`` - - string - - - * 'gotopage' is emitted when a page loads after the student manually - enters its number. - * 'prevpage' is emitted when the next page button is clicked. - * 'nextpage' is emitted when the previous page button is clicked. - - -``textbook.pdf.thumbnails.toggled`` ------------------------------------- - -The browser emits ``textbook.pdf.thumbnails.toggled`` events when a user clicks -on the icon to show or hide page thumbnails. - -**Component**: PDF Viewer - -**Event Source**: Browser - -**History**: This event was added on 16 Apr 2014. - -``event`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details - * - ``chapter`` - - string - - The name of the PDF file. - * - ``name`` - - string - - ``textbook.pdf.thumbnails.toggled`` - * - ``page`` - - integer - - The number of the page that is open when the user clicks this icon. - -``textbook.pdf.thumbnail.navigated`` ------------------------------------- - -The browser emits ``textbook.pdf.thumbnail.navigated`` events when a user -clicks on a thumbnail image to navigate to a page. - -**Component**: PDF Viewer - -**Event Source**: Browser - -**History**: This event was added on 16 Apr 2014. - -``event`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details - * - ``chapter`` - - string - - The name of the PDF file. - * - ``name`` - - string - - ``textbook.pdf.thumbnail.navigated`` - * - ``page`` - - integer - - The page number of the thumbnail clicked. - * - ``thumbnail_title`` - - string - - The identifying name for the destination of the thumbnail. For example, - Page 2. - -``textbook.pdf.outline.toggled`` ------------------------------------- - -The browser emits ``textbook.pdf.outline.toggled`` events when a user clicks -the outline icon to show or hide a list of the book's chapters. - -**Component**: PDF Viewer - -**Event Source**: Browser - -**History**: This event was added on 16 Apr 2014. - -``event`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details - * - ``chapter`` - - string - - The name of the PDF file. - * - ``name`` - - string - - ``textbook.pdf.outline.toggled`` - * - ``page`` - - integer - - The number of the page that is open when the user clicks this link. - -``textbook.pdf.chapter.navigated`` ------------------------------------- - -The browser emits ``textbook.pdf.chapter.navigated`` events when a user clicks -on a link in the outline to navigate to a chapter. - -**Component**: PDF Viewer - -**Event Source**: Browser - -**History**: This event was added on 16 Apr 2014. - -``event`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details - * - ``chapter`` - - string - - The name of the PDF file. - * - ``chapter_title`` - - string - - The identifying name for the destination of the outline link. - * - ``name`` - - string - - ``textbook.pdf.chapter.navigated`` - -``textbook.pdf.page.navigated`` ------------------------------------- - -The browser emits ``textbook.pdf.page.navigated`` events when a user manually -enters a page number. - -**Component**: PDF Viewer - -**Event Source**: Browser - -**History**: This event was added on 16 Apr 2014. - -``event`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details - * - ``chapter`` - - string - - The name of the PDF file. - * - ``name`` - - string - - ``textbook.pdf.page.navigated`` - * - ``page`` - - integer - - The destination page number entered by the user. - -``textbook.pdf.zoom.buttons.changed`` --------------------------------------- - -The browser emits ``textbook.pdf.zoom.buttons.changed`` events when a user -clicks either the Zoom In or Zoom Out icon. - -**Component**: PDF Viewer - -**Event Source**: Browser - -**History**: This event was added on 16 Apr 2014. - -``event`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details - * - ``chapter`` - - string - - The name of the PDF file. - * - ``direction`` - - string - - 'in', 'out' - * - ``name`` - - string - - ``textbook.pdf.zoom.buttons.changed`` - * - ``page`` - - integer - - The number of the page that is open when the user clicks the icon. - -``textbook.pdf.zoom.menu.changed`` ------------------------------------- - -The browser emits ``textbook.pdf.zoom.menu.changed`` events when a user selects -a magnification setting. - -**Component**: PDF Viewer - -**Event Source**: Browser - -**History**: This event was added on 16 Apr 2014. - -``event`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details - * - ``amount`` - - string - - '1', '0.75', '1.5', 'custom', 'page_actual', 'auto', 'page_width', - 'page_fit'. - * - ``chapter`` - - string - - The name of the PDF file. - * - ``name`` - - string - - ``textbook.pdf.zoom.menu.changed`` - * - ``page`` - - integer - - The number of the page that is open when the user selects this value. - -``textbook.pdf.display.scaled`` ------------------------------------- - -The browser emits ``textbook.pdf.display.scaled`` events when the display -magnification changes. These changes occur after a student selects a -magnification setting from the zoom menu or resizes the browser window. - -**Component**: PDF Viewer - -**Event Source**: Browser - -**History**: This event was added on 16 Apr 2014. - -``event`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details - * - ``amount`` - - string - - The magnification setting; for example, 0.95 or 1.25. - * - ``chapter`` - - string - - The name of the PDF file. - * - ``name`` - - string - - ``textbook.pdf.display.scaled`` - * - ``page`` - - integer - - The number of the page that is open when the scaling takes place. - -``textbook.pdf.display.scrolled`` ------------------------------------- - -The browser emits ``textbook.pdf.display.scrolled`` events each time the -displayed page changes while a user scrolls up or down. - -**Component**: PDF Viewer - -**Event Source**: Browser - -**History**: This event was added on 16 Apr 2014. - -``event`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details - * - ``chapter`` - - string - - The name of the PDF file. - * - ``direction`` - - string - - 'up', 'down' - * - ``name`` - - string - - ``textbook.pdf.display.scrolled`` - * - ``page`` - - integer - - The number of the page that is open when the scrolling takes place. - -``textbook.pdf.search.executed`` ------------------------------------- - -The browser emits ``textbook.pdf.search.executed`` events when a user searches -for a text value in the file. To reduce the number of events produced, instead -of producing one event per entered character this event defines a search string -as the set of characters that is consecutively entered in the search field -within 500ms of each other. - -**Component**: PDF Viewer - -**Event Source**: Browser - -**History**: This event was added on 16 Apr 2014. - -``event`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - - * - Field - - Type - - Details - * - ``caseSensitive`` - - boolean - - 'true' if the case sensitive option is selected. - - 'false' if this option is not selected. - - * - ``chapter`` - - string - - The name of the PDF file. - * - ``highlightAll`` - - boolean - - 'true' if the option to highlight all matches is selected. - - 'false' if this option is not selected. - - * - ``name`` - - string - - ``textbook.pdf.search.executed`` - * - ``page`` - - integer - - The number of the page that is open when the search takes place. - * - ``query`` - - string - - The value in the search field. - * - ``status`` - - string - - A "not found" status phrase for a search string that is unsuccessful. - - Blank for successful search strings. - - -``textbook.pdf.search.navigatednext`` ---------------------------------------------- - -The browser emits ``textbook.pdf.search.navigatednext`` events when a user -clicks on the Find Next or Find Previous icons for an entered search string. - -**Component**: PDF Viewer - -**Event Source**: Browser - -**History**: This event was added on 16 Apr 2014. - -``event`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details - * - ``caseSensitive`` - - boolean - - 'true' if the case sensitive option is selected. - - 'false' if this option is not selected. - - * - ``chapter`` - - string - - The name of the PDF file. - * - ``findprevious`` - - boolean - - 'true' if the user clicks the Find Previous icon. - - 'false' if the user clicks the Find Next icon. - - * - ``highlightAll`` - - boolean - - 'true' if the option to highlight all matches is selected. - - 'false' if this option is not selected. - - * - ``name`` - - string - - ``textbook.pdf.search.navigatednext`` - * - ``page`` - - integer - - The number of the page that is open when the search takes place. - * - ``query`` - - string - - The value in the search field. - * - ``status`` - - string - - A "not found" status phrase for a search string that is unsuccessful. - - Blank for successful search strings. - - -``textbook.pdf.search.highlight.toggled`` ---------------------------------------------- - -The browser emits ``textbook.pdf.search.highlight.toggled`` events when a user -selects or clears the **Highlight All** option for a search. - -**Component**: PDF Viewer - -**Event Source**: Browser - -**History**: This event was added on 16 Apr 2014. - -``event`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details - * - ``caseSensitive`` - - boolean - - 'true' if the case sensitive option is selected. - - 'false' if this option is not selected. - - * - ``chapter`` - - string - - The name of the PDF file. - * - ``highlightAll`` - - boolean - - 'true' if the option to highlight all matches is selected. - - 'false' if this option is not selected. - - * - ``name`` - - string - - ``textbook.pdf.search.highlight.toggled`` - * - ``page`` - - integer - - The number of the page that is open when the search takes place. - * - ``query`` - - string - - The value in the search field. - * - ``status`` - - string - - A "not found" status phrase for a search string that is unsuccessful. - - Blank for successful search strings. - - -``textbook.pdf.search.casesensitivity.toggled`` ------------------------------------------------------- - -The browser emits ``textbook.pdf.search.casesensitivity.toggled`` events when a -user selects or clears the **Match Case** option for a search. - -**Component**: PDF Viewer - -**Event Source**: Browser - -**History**: This event was added on 16 Apr 2014. - -``event`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details - * - ``caseSensitive`` - - boolean - - 'true' if the case sensitive option is selected. - - 'false' if this option is not selected. - - * - ``chapter`` - - string - - The name of the PDF file. - * - ``highlightAll`` - - boolean - - 'true' if the option to highlight all matches is selected. - - 'false' if this option is not selected. - - * - ``name`` - - string - - ``textbook.pdf.search.casesensitivity.toggled`` - * - ``page`` - - integer - - The number of the page that is open when the search takes place. - * - ``query`` - - string - - The value in the search field. - * - ``status`` - - string - - A "not found" status phrase for a search string that is unsuccessful. - - Blank for successful search strings. - - -.. _problem: - -================================= -Problem Interaction Events -================================= - -.. lms-modules.js These events are Capa Module - -Problem interaction events are emitted by the server or the browser to capture -information about interactions with problems, specifically, problems defined in -the edX Capa module. - -``problem_check`` (Browser) ----------------------------- - -.. no sample to check - -Both browser interactions and server requests produce ``problem_check`` events. -The browser emits ``problem_check`` events when a user checks a problem. - -**Event Source**: Browser - -``event`` **Member Fields**: For browser-emitted ``problem_check`` events, the -``event`` field contains the values of all input fields from the problem being -checked, styled as GET parameters. - -``problem_check`` (Server) ----------------------------- - -.. no sample to check - -Both browser interactions and server requests produce ``problem_check`` events. - -The server emits ``problem_check`` events when a problem is successfully -checked. - -**Event Source**: Server - -**History**: - -* On 5 Mar 2014, the ``submission`` dictionary was added to the ``event`` field - and ``module`` was added to the ``context`` field. - -* Prior to 15 Oct 2013, this server-emitted event was named - ``save_problem_check``. - -* Prior to 15 Jul 2013, this event was emitted twice for the same action. - -``context`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details - * - ``module`` - - dict - - Provides the specific problem component as part of the context. - - Contains the member field ``display_name``, which is the string value - for the **Display Name** given to the problem component. - - -``event`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details - * - ``answers`` - - dict - - The problem ID and the internal answer identifier in a name:value pair. - For a component with multiple problems, lists every problem and - answer. - * - ``attempts`` - - integer - - The number of times the user attempted to answer the problem. - * - ``correct_map`` - - dict - - For each problem ID value listed by ``answers``, provides: - - * ``correctness``: string; 'correct', 'incorrect' - * ``hint``: string; Gives optional hint. Nulls allowed. - * ``hintmode``: string; None, 'on_request', 'always'. Nulls allowed. - * ``msg``: string; Gives extra message response. - * ``npoints``: integer; Points awarded for this ``answer_id``. Nulls allowed. - * ``queuestate``: dict; None when not queued, else ``{key:'', time:''}`` - where ``key`` is a secret string dump of a DateTime object in the form - '%Y%m%d%H%M%S'. Nulls allowed. - - * - ``grade`` - - integer - - Current grade value. - * - ``max_grade`` - - integer - - Maximum possible grade value. - * - ``problem_id`` - - string - - ID of the problem that was checked. - * - ``state`` - - dict - - Current problem state. - * - ``submission`` - - object - - Provides data about the response made. - - For components that include multiple problems, a separate submission - object is provided for each one. - - * ``answer``: string; The value that the student entered, or the display - name of the value selected. - * ``correct``: Boolean; 'true', 'false' - * ``input_type``: string; The type of value that the student supplies - for the ``response_type``. Based on the XML element names used in the - Advanced Editor. Examples include 'checkboxgroup', 'radiogroup', - 'choicegroup', and 'textline'. - * ``question``: string; Provides the text of the question. - * ``response_type``: string; The type of problem. Based on the XML - element names used in the Advanced Editor. Examples include - 'choiceresponse', 'optionresponse', and 'multiplechoiceresponse'. - * ``variant``: integer; For problems that use problem randomization - features such as answer pools or choice shuffling, contains the unique - ID of the variant that was presented to this user. - - * - ``success`` - - string - - 'correct', 'incorrect' - -``problem_check_fail`` ------------------------------ - -.. no sample to check - -The server emits ``problem_check_fail`` events when a problem cannot be checked -successfully. - -**Event Source**: Server - -**History**: Prior to 15 Oct 2013, this event was named -``save_problem_check_fail``. - -``event`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details - * - ``answers`` - - dict - - - * - ``failure`` - - string - - 'closed', 'unreset' - * - ``problem_id`` - - string - - ID of the problem being checked. - * - ``state`` - - dict - - Current problem state. - -``problem_reset`` --------------------- - -The browser emits ``problem_reset`` events when a user clicks **Reset** to -reset the answer to a problem. - -.. return Logger.log('problem_reset', [_this.answers, response.contents], _this.id); - -**Event Source**: Browser - -``event`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details - * - ``answers`` - - string - - The value reset by the user. - -``problem_rescore`` ------------------------------ - -.. no sample to check - -The server emits ``problem_rescore`` events when a problem is successfully -rescored. - -**Event Source**: Server - -``event`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details - * - ``attempts`` - - integer - - - * - ``correct_map`` - - dict - - See the fields for the ``problem_check`` server event above. - * - ``new_score`` - - integer - - - * - ``new_total`` - - integer - - - * - ``orig_score`` - - integer - - - * - ``orig_total`` - - integer - - - * - ``problem_id`` - - string - - ID of the problem being rescored. - * - ``state`` - - dict - - Current problem state. - * - ``success`` - - string - - 'correct', 'incorrect' - -``problem_rescore_fail`` ------------------------------ - -.. no sample to check - -The server emits ``problem_rescore_fail`` events when a problem cannot be -successfully rescored. - -**Event Source**: Server - -``event`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details - * - ``failure`` - - string - - 'unsupported', 'unanswered', 'input_error', 'unexpected' - * - ``problem_id`` - - string - - ID of the problem being checked. - * - ``state`` - - dict - - Current problem state. - -``problem_save`` ------------------------------ - -.. no sample to check - -The browser emits ``problem_save`` events when a user saves a problem. - -**Event Source**: Browser - -``event`` **Member Fields**: None - -``problem_show`` ------------------------------ - -.. no sample to check - -The browser emits ``problem_show`` events when a problem is shown. - -.. %% - -**Event Source**: Browser - -``event`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details - * - ``problem`` - - string - - The optional name value that the course creators supply or the - system-generated hash code for the problem being shown. - - For example, ``input_303034da25524878a2e66fb57c91cf85_2_1`` or - ``303034da25524878a2e66fb57c91cf85_2_1``. - - This value is based on part of the - ``courseware_studentmodule.module_id``. See - :ref:`courseware_studentmodule`. - - **History**: In October 2014, identifiers for some new courses began to - use the format shown above. Other new courses, and all courses created - prior to October 2014, use an html-escaped version of the - ``courseware_studentmodule.module_id``. For example, - i4x://MITx/6.00x/problem/L15:L15_Problem_2. - -``reset_problem`` ------------------------------------------------- - -.. no sample to check - -The server emits ``reset_problem`` events when a problem has been reset -successfully. - -.. %%what is the difference between reset_problem and problem_reset? - -**Event Source**: Server - -``event`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details - * - ``new_state`` - - dict - - New problem state. - * - ``old_state`` - - dict - - The state of the problem before the reset was performed. - * - ``problem_id`` - - string - - ID of the problem being reset. - -``reset_problem_fail`` ------------------------------------------------- - -.. no sample to check - -The server emits ``reset_problem_fail`` events when a problem cannot be reset -successfully. - -**Event Source**: Server - -``event`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details - * - ``failure`` - - string - - 'closed', 'not_done' - * - ``old_state`` - - dict - - The state of the problem before the reset was requested. - * - ``problem_id`` - - string - - ID of the problem being reset. - -``show_answer`` ------------------------------------------------- - -.. no sample to check - -The server emits ``show_answer`` events when the answer to a problem is shown. - -**Event Source**: Server - -**History**: The original name for this event was ``showanswer``. - -.. **Question** is this renaming info correct? - -``event`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details - * - ``problem_id`` - - string - - EdX ID of the problem being shown. - -``save_problem_fail`` ------------------------------------------------- - -.. no sample to check - -The server emits ``save_problem_fail`` events when a problem cannot be saved -successfully. - -**Event Source**: Server - -``event`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details - * - ``answers`` - - dict - - - * - ``failure`` - - string - - 'closed', 'done' - * - ``problem_id`` - - string - - ID of the problem being saved. - * - ``state`` - - dict - - Current problem state. - -``save_problem_success`` ------------------------------------------------- - -.. no sample to check - -The server emits ``save_problem_success`` events when a problem is saved -successfully. - -**Event Source**: Server - -``event`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details - * - ``answers`` - - dict - - - * - ``problem_id`` - - string - - ID of the problem being saved. - * - ``state`` - - dict - - Current problem state. - -``problem_graded`` -------------------- - -.. return Logger.log('problem_graded', [_this.answers, response.contents], _this.id); - -The server emits a ``problem_graded`` event each time a user clicks **Check** -for a problem and it is graded successfully. - -``event`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details - * - ``[answers, contents]`` - - array - - ``answers`` provides the value checked by the user. - - ``contents`` delivers HTML using data entered for the problem in Studio, - including the display name, problem text, and choices or response field - labels. - - The array includes each problem in a problem component that has multiple - problems. - - -.. _forum_events: - -========================== -Forum Events -========================== - -``edx.forum.searched`` ----------------------------------- - -After a user executes a text search in the navigation sidebar of the course -**Discussion** page, the server emits an ``edx.forum.searched`` event. - -**Component**: Discussion - -**Event Source**: Server - -**History**: Added 16 May 2014. The ``corrected_text`` field was added 5 -Jun 2014. The ``group_id`` field was added 7 October 2014. - -``event`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details - * - ``corrected_text`` - - string - - A re-spelling of the query, suggested by the search engine, which was - automatically substituted for the original one. - - This happens only when there are no results for the original query, but - the index contains matches for a similar term or phrase. - - Otherwise, this field is null. - - * - ``group_id`` - - integer - - The numeric ID of the cohort group to which the user's search is - restricted, or ``null`` if the search is not restricted in this way. - - In a course with cohorts enabled, a student's searches will always be - restricted to the student's cohort group. - - Discussion admins, moderators, and Community TAs in such a course can - search all discussions without specifying a cohort group, which leaves - this field ``null``, or they can specify a single cohort group to - search. - - * - ``page`` - - integer - - Results are returned in sets of 20 per page. - - Identifies the page of results requested by the user. - - * - ``query`` - - string - - The text entered into the search box by the user. - * - ``total_results`` - - integer - - The total number of results matching the query. - -.. _ora2: - -====================================== -Open Response Assessment Events -====================================== - -In an open response assessment, students review a question and then submit a -text response and, optionally, an image file. To evaluate their own and one or -more other students' responses to the questions, students use an instructor- -definfed scoring rubric. For more information about open response assessments, -see `Creating a Peer Assessment`_. - -**Component**: Open Response Assessments - -**History:** The open response assessment feature was released in August 2014; -limited release of this feature began in April 2014. - -openassessmentblock.get_peer_submission ----------------------------------------- - -After students submit their own responses for evaluation, they use the scoring -rubric to evaluate the responses of other course participants. The server emits -this event when a response is delivered to a student for evaluation. - -**Event Source**: Server - -**History**: Added 3 April 2014. - -``event`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details - * - ``course_id`` - - string - - The identifier of the course that includes this assessment. For open - response assessment problems, the course ID is stated in org/course/run - format. - - (For courses created after mid-2014, the course ID is converted to this - format for open response assessment problems only.) - - * - ``item_id`` - - string - - The i4x:// style locator that identifies the problem in the course. - * - ``requesting_student_id`` - - string - - The course-specific anonymized user ID of the student who requested the - response. - * - ``submission_returned_uuid`` - - string - - The unique identifer of the response that the student retrieved for - assessment. - - If no assessment is available, this is set to "None". - - -openassessmentblock.peer_assess and openassessmentblock.self_assess ----------------------------------------------------------------------- - -The server emits this event when a student either submits an assessment of a -peer's response or submits a self-assessment of her own response. - -**Event Source**: Server - -**History**: Added 3 April 2014. - -``event`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details - * - ``feedback`` - - string - - The student's comments about the submitted response. - * - ``parts: [criterion, option, feedback]`` - - array - - The ``parts`` field contains member fields for each ``criterion`` in the - rubric, the ``option`` that the student selected for it, and any - ``feedback`` comments that the student supplied. - - These member fields are repeated in an array to include all of the - rubric's criteria. - - * ``criterion`` (object) contains ``points possible`` and ``name`` - member fields - * ``option`` (string) - * ``feedback`` (string) - - When the only criterion in the rubric is student feedback, ``points - possible`` is 0 and the ``option`` field is not included. - - * - ``rubric`` - - dict - - This field contains the member field ``contenthash``, which identifies - the rubric that the student used to assess the response. - * - ``scored_at`` - - datetime - - Timestamp for when the assessment was submitted. - * - ``scorer_id`` - - string - - The course-specific anonymized user ID of the student who submitted this - assessment. - * - ``score_type`` - - string - - "PE" for a peer evaluation, "SE" for a self evaluation. - * - ``submission_uuid`` - - string - - The unique identifier for the submitted response. - -openassessmentblock.submit_feedback_on_assessments ----------------------------------------------------- - -The server emits this event when a student submits a suggestion, opinion, or -other feedback about the assessment process. - -**Event Source**: Server - -**History**: Added 3 April 2014. - -``event`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details - * - ``feedback_text`` - - string - - The student's comments about the assessment process. - * - ``options`` - - array - - The label of each check box option that the student selected to evaluate - the assessment process. - * - ``submission_uuid`` - - string - - The unique identifier of the feedback. - -openassessment.create_submission --------------------------------- - -The server emits this event when a student submits a response. The same event -is emitted when a student submits a response for peer assessment or for self -assessment. - -**Event Source**: Server - -**History**: Added 3 April 2014. - -``event`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details - * - ``answer`` - - dict - - This field contains a ``text`` (string) member field for the response. - - For responses that also include an image file, this field contains a - ``file_upload_key`` (string) member field with the AWS S3 key that - identifies the location of the image file on the Amazon S3 storage - service. This key is provided for reference only. - - * - ``attempt_number`` - - int - - This value is currently always set to 1. - * - ``created_at`` - - datetime - - Timestamp for when the student submitted the response. - * - ``submitted_at`` - - datetime - - Timestamp for when the student submitted the response. This value is - currently always the same as ``created_at``. - * - ``submission_uuid`` - - string - - The unique identifier of the response. - -openassessment.save_submission -------------------------------- - -The server emits this event when a student saves a response. Students -save responses before they submit them for assessment. - -**Event Source**: Server - -**History**: Added 3 April 2014. - -``event`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details - * - ``saved_response`` - - dict - - This field contains a ``text`` (string) member field for the response. - - For responses that also include an image file, this field contains a - ``file_upload_key`` (string) member field with the AWS S3 key that - identifies the location of the image file on the Amazon S3 storage - service. - - -openassessment.student_training_assess_example ------------------------------------------------ - -The server emits this event when a student submits an assessment for an -example response. To assess the example, the student uses a scoring rubric -provided by the instructor. These events record the options the student -selected to assess the example and identifies any criteria that the student -scored differently than the instructor. - -**Event Source**: Server - -**History**: Added 6 August 2014. - -``event`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details - * - ``corrections`` - - object - - A set of name/value pairs that identify criteria for which the student - selected a different option than the instructor, in the format - ``criterion_name: instructor-defined_option_name``. - * - ``options_selected`` - - object - - A set of name/value pairs that identify the option that the student - selected for each criterion in the rubric, in the format - ``'criterion_name': 'option_name'``. - * - ``submission_uuid`` - - string - - The unique identifier of the response. Identifies the student who - is undergoing training. - -openassessment.upload_file ------------------------------ - -The browser emits this event when a student successfully uploads an image file -as part of a response. Students complete the upload process before they submit -the response. - -**Event Source**: Browser - -**History**: Added 6 August 2014. - -``event`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details - * - ``fileName`` - - string - - The name of the uploaded file, as stored on the student's client - machine. - * - ``fileSize`` - - int - - The size of the uploaded file in bytes. Reported by the student's - browser. - * - ``fileType`` - - string - - The MIME type of the uploaded file. Reported by the student's browser. - -.. _AB_Event_Types: - -========================== -A/B Testing Events -========================== - -Course authors can configure course content to present modules that contain -other modules. For example, a parent module can include two child modules with -content that differs in some way for comparison testing. When a student -navigates to a module that is set up for A/B testing in this way, the student -is randomly assigned to a group and shown only one of the child modules. - -* Internally, a *partition* defines the type of experiment: comparing the - effectiveness of video alone to text alone, for example. A course can include - any number of modules with the same partition, or experiment type. - -* For each partition, students are randomly assigned to a *group*. The group - determines which content, either video or text in this example, is shown by - every module with that partitioning. - -The events that follow apply to modules that are set up to randomly assign -students to groups so that different content can be shown to the different -groups. - -**History**: These events were added on 12 Mar 2014. - -``assigned_user_to_partition`` ----------------------------------- - -When a student views a module that is set up to test different child modules, -the server checks the ``user_api_usercoursetag`` table for the student's -assignment to the relevant partition, and to a group for that partition. - -* The partition ID is the ``user_api_usercoursetag.key``. - -* The group ID is the ``user_api_usercoursetag.value``. - -If the student does not yet have an assignment, the server emits an -``assigned_user_to_partition`` event and adds a row to the -``user_api_usercoursetag`` table for the student. See -:ref:`user_api_usercoursetag`. - -.. note:: After this event is emitted, the common ``context`` field in all - subsequent events includes a ``course_user_tags`` member field with the - student's assigned partition and group. - -**Component**: Split Test - -**Event Source**: Browser - -``event`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details - * - ``group_id`` - - integer - - Identifier of the group. - * - ``group_name`` - - string - - Name of the group. - * - ``partition_id`` - - integer - - Identifier for the partition, in the format - ``xblock.partition_service.partition_ID`` where ID is an integer. - * - ``partition_name`` - - string - - Name of the partition. - -``child_render`` ----------------------------------- - -When a student views a module that is set up to test different content using -child modules, the server emits a ``child_render`` event to identify -the child module that was shown to the student. - -**Component**: Split Test - -**Event Source**: Server - -``event`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details - * - ``child_id`` - - string - - ID of the module that displays to the student. - - **History**: Renamed on 16 Oct 2014 from ``child-id`` to ``child_id``. - - -.. _student_cohort_events: - -========================== -Student Cohort Events -========================== - -``edx.cohort.created`` ----------------------------------- - -When a cohort group is created, the server emits an ``edx.cohort.created`` -event. A member of the course staff can create a cohort group manually via the -Instructor Dashboard (see :ref:`instructor_cohort_events`). The system -automatically creates the default cohort group and cohort groups included in -the course's ``auto_cohort_groups`` setting as they are needed (e.g. when a -student is assigned to one). - -**Event Source**: Server - -**History** Added 7 Oct 2014. - -``event`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details - * - ``cohort_id`` - - integer - - The numeric ID of the cohort group. - * - ``cohort_name`` - - string - - The display name of the cohort group. - -``edx.cohort.user_added`` ----------------------------------- - -When a user is added to a cohort group, the server emits an -``edx.cohort.user_added`` event. A member of the course staff can add a user to -a cohort group manually via the Instructor Dashboard (see -:ref:`instructor_cohort_events`). The system automatically adds a user to the -default cohort group or a cohort group included in the course's -``auto_cohort_groups`` setting if the user accesses a discussion but has not -yet been assigned to a cohort group. - -**Event Source**: Server - -**History** Added 7 Oct 2014. - -``event`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details - * - ``cohort_id`` - - integer - - The numeric ID of the cohort group. - * - ``cohort_name`` - - string - - The display name of the cohort group. - * - ``user_id`` - - integer - - The numeric ID (from auth_user.id) of the added user. - -``edx.cohort.user_removed`` ----------------------------------- - -When a user is removed from a cohort group (by being assigned to a different -cohort group via the Instructor Dashboard), the server emits an -``edx.cohort.user_removed`` event. - -**Event Source**: Server - -**History** Added 7 Oct 2014. - -``event`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details - * - ``cohort_id`` - - integer - - The numeric ID of the cohort group. - * - ``cohort_name`` - - string - - The display name of the cohort group. - * - ``user_id`` - - integer - - The numeric ID (from auth_user.id) of the removed user. - -.. _ora: - -============================================ -Open Response Assessment Events (Deprecated) -============================================ - -**History**: The events in this section recorded interactions with the -prototype implementation of open response assessment (ORA) problem types. As of -May 2014, new courses no longer used this implementation for open response -assessments. - -``oe_hide_question`` and ``oe_show_question`` ---------------------------------------------------------------------------- - -The browser emits ``oe_hide_question`` and ``oe_show_question`` events when the -user hides or redisplays a combined open-ended problem. - -**History**: These events were previously named ``oe_hide_problem`` and -``oe_show_problem``. - -**Component**: Combined Open-Ended - -**Event Source**: Browser - -``event`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details - * - ``location`` - - string - - The location of the question whose prompt is being shown or hidden. - -``rubric_select`` ----------------------- - -**Component**: Combined Open-Ended - -**Event Source**: Browser - -``event`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details - * - ``category`` - - integer - - Rubric category selected. - * - ``location`` - - string - - The location of the question whose rubric is being selected. - * - ``selection`` - - integer - - Value selected on rubric. - -``oe_show_full_feedback`` and ``oe_show_respond_to_feedback`` ------------------------------------------------------------------- - -**Component**: Combined Open-Ended - -**Event Source**: Browser - -``event`` **Member Fields**: None. - -``oe_feedback_response_selected`` --------------------------------------------- - -**Component**: Combined Open-Ended - -**Event Source**: Browser - -``event`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details - * - ``value`` - - integer - - Value selected in the feedback response form. - -``peer_grading_hide_question`` and ``peer_grading_show_question`` ---------------------------------------------------------------------- - -.. I couldn't find these names in any js file. peer_grading_problem.js includes oe_hide or show_question. - -The browser emits ``peer_grading_hide_question`` and -``peer_grading_show_question`` events when the user hides or redisplays a -problem that is peer graded. - -**History**: These events were previously named ``peer_grading_hide_problem`` -and ``peer_grading_show_problem``. - -**Component**: Peer Grading - -**Event Source**: Browser - -``event`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details - * - ``location`` - - string - - The location of the question whose prompt is being shown or hidden. - -``staff_grading_hide_question`` and ``staff_grading_show_question`` ------------------------------------------------------------------------ - -.. staff_grading.js - -The browser emits ``staff_grading_hide_question`` and -``staff_grading_show_question`` events when the user hides or redisplays a -problem that is staff graded. - -**History**: These events were previously named ``staff_grading_hide_problem`` -and ``staff_grading_show_problem``. - -**Component**: Staff Grading - -**Event Source**: Browser - -``event`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details - * - ``location`` - - string - - The location of the question whose prompt is being shown or hidden. - -.. _Instructor_Event_Types: - -************************* -Instructor Events -************************* - -This section lists the events that the server emits as a result of course team -interaction with the Instructor Dashboard in the LMS. - -The schema definitions of each of these events include only the JSON fields -that are common to all events. See :ref:`common`. - -* ``dump-answer-dist-csv`` -* ``dump-graded-assignments-config`` -* ``dump-grades`` -* ``dump-grades-csv`` -* ``dump-grades-csv-raw`` -* ``dump-grades-raw`` -* ``list-beta-testers`` -* ``list-instructors`` -* ``list-staff`` -* ``list-students`` - -.. _rescore_all: - -====================================================== -``rescore-all-submissions`` and ``reset-all-attempts`` -====================================================== - -**Component**: Instructor Dashboard - -**Event Source**: Server - -``event`` **Member Fields**: - -.. list-table:: - :widths: 40 40 - :header-rows: 1 - - * - Field - - Type - * - ``course`` - - string - * - ``problem`` - - string - -.. _rescore_student: - -=================================================================== - ``delete-student-module-state`` and ``rescore-student-submission`` -=================================================================== - -.. previously a comma-separated list; "Rows identical after the second column" (which means the name and description columns) were combined - -**Component**: Instructor Dashboard - -**Event Source**: Server - -``event`` **Member Fields**: - -.. list-table:: - :widths: 40 40 - :header-rows: 1 - - * - Field - - Type - * - ``course`` - - string - * - ``problem`` - - string - * - ``student`` - - string - -.. _reset_attempts: - -====================================================== -``reset-student-attempts`` -====================================================== - -**Component**: Instructor Dashboard - -**Event Source**: Server - -``event`` **Member Fields**: - -.. list-table:: - :widths: 40 40 - :header-rows: 1 - - * - Field - - Type - * - ``course`` - - string - * - ``old_attempts`` - - string - * - ``problem`` - - string - * - ``student`` - - string - -.. _progress: - -====================================================== -``get-student-progress-page`` -====================================================== - -**Component**: Instructor Dashboard - -**Event Source**: Server - -``event`` **Member Fields**: - -.. list-table:: - :widths: 40 40 - :header-rows: 1 - - * - Field - - Type - * - ``course`` - - string - * - ``instructor`` - - string - * - ``student`` - - string - -====================================================== -``add_instructor`` and ``remove_instructor`` -====================================================== - -.. previously a comma-separated list; "Rows identical after the second column" (which means the name and description columns) were combined - -**Component**: Instructor Dashboard - -**Event Source**: Server - -``event`` **Member Fields**: - -.. list-table:: - :widths: 40 40 - :header-rows: 1 - - * - Field - - Type - * - ``instructor`` - - string - -.. _list_forum: - -====================================================== -List Discussion Staff Events -====================================================== - -.. previously a comma-separated list; "Rows identical after the second column" (which means the name and description columns) were combined - -* ``list-forum-admins`` - -* ``list-forum-mods`` - -* ``list-forum-community-TAs`` - -**Component**: Instructor Dashboard - -**Event Source**: Server - -``event`` **Member Fields**: - -.. list-table:: - :widths: 40 40 - :header-rows: 1 - - * - Field - - Type - * - ``course`` - - string - -.. _forum: - -====================================================== -Manage Discussion Staff Events -====================================================== - -.. previously a comma-separated list; "Rows identical after the second column" (which means the name and description columns) were combined - -* ``add-forum-admin`` - -* ``remove-forum-admin`` - -* ``add-forum-mod`` - -* ``remove-forum-mod`` - -* ``add-forum-community-TA`` - -* ``remove-forum-community-TA`` - -**Component**: Instructor Dashboard - -**Event Source**: Server - -``event`` **Member Fields**: - -.. list-table:: - :widths: 40 40 - :header-rows: 1 - - * - Field - - Type - * - ``course`` - - string - * - ``username`` - - string - -.. _histogram: - -====================================================== -``psychometrics-histogram-generation`` -====================================================== - -**Component**: Instructor Dashboard - -**Event Source**: Server - -``event`` **Member Fields**: - -.. list-table:: - :widths: 40 40 - :header-rows: 1 - - * - Field - - Type - * - ``problem`` - - string - -.. _user_group: - -====================================================== -``add-or-remove-user-group`` -====================================================== - -**Component**: Instructor Dashboard - -**Event Source**: Server - -``event`` **Member Fields**: - -.. list-table:: - :widths: 40 40 - :header-rows: 1 - - * - Field - - Type - * - ``event`` - - string - * - ``event_name`` - - string - * - ``user`` - - string - -.. _instructor_enrollment: - -============================= -Instructor Enrollment Events -============================= - -In addition to the enrollment events that are generated when students -enroll in or unenroll from a course, actions by instructors and course staff -members also generate enrollment events. - -* When a course author creates a course, his or her user account is enrolled in - the course and the server emits an ``edx.course.enrollment.activated`` event. - -* When a user with the Instructor or Course Staff role enrolls in a course, the - server emits ``edx.course.enrollment.activated``. The server emits - ``edx.course.enrollment.deactivated`` events when these users unenroll from a - course. - -* When a user with the Instructor or Course Staff role uses the **Batch - Enrollment** feature to enroll students or other staff members in a course, - the server emits an ``edx.course.enrollment.activated`` event for each - enrollment. When this feature is used to unenroll students from a course, the - server emits a ``edx.course.enrollment.deactivated`` for each unenrollment. - -For details about the enrollment events, see :ref:`enrollment`. - -.. _instructor_cohort_events: - -============================= -Instructor Cohort Events -============================= - -In addition to the cohort events that are generated when students are assigned -to cohort groups (which can happen automatically or manually via the Instructor -Dashboard; see :ref:`student_cohort_events`), actions by instructors and course -staff members generate additional events. - -``edx.cohort.creation_requested`` ----------------------------------- - -When an instructor or course staff member manually creates a cohort group via -the Instructor Dashboard, the server emits an ``edx.cohort.creation_requested`` -event. - -**Event Source**: Server - -**History** Added 7 Oct 2014. - -``event`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details - * - ``cohort_id`` - - integer - - The numeric ID of the cohort group. - * - ``cohort_name`` - - string - - The display name of the cohort group. - -``edx.cohort.user_add_requested`` ----------------------------------- - -When an instructor or course staff member adds a student to a cohort group via -the Instructor Dashboard, the server emits an ``edx.cohort.user_add_requested`` -event. - -**Event Source**: Server - -**History** Added 7 Oct 2014. - -``event`` **Member Fields**: - -.. list-table:: - :widths: 15 15 60 - :header-rows: 1 - - * - Field - - Type - - Details - * - ``cohort_id`` - - integer - - The numeric ID of the cohort group. - * - ``cohort_name`` - - string - - The display name of the cohort group. - * - ``previous_cohort_id`` - - integer - - The numeric ID of the cohort group that the user was previously assigned - to (or null if the user was not previously assigned to a cohort group). - * - ``previous_cohort_name`` - - string - - The display name of the cohort group that the user was previously - assigned to (or null if the user was not previously assigned to a cohort - group). - * - ``user_id`` - - integer - - The numeric ID (from auth_user.id) of the added user. - - -.. _Creating a Peer Assessment: http://edx.readthedocs.org/projects/edx-open-response-assessments/en/latest/ diff --git a/docs/en_us/data/source/internal_data_formats/wiki_data.rst b/docs/en_us/data/source/internal_data_formats/wiki_data.rst deleted file mode 100644 index 7f872f7882..0000000000 --- a/docs/en_us/data/source/internal_data_formats/wiki_data.rst +++ /dev/null @@ -1,238 +0,0 @@ -.. _Wiki_Data: - -############################## -Wiki Data -############################## - -The following sections detail how edX stores wiki data internally, and is useful for developers and researchers who are examining database exports. - -EdX currently uses an external application called django-wiki for wiki functionality within courses. - -In the data package, wiki data is delivered in two SQL files: - -* The wiki_article file is a container for each article that is added to the wiki. The full name of this file also includes the organization and course, and indicates a source of either prod (edX) or edge, in this format: edX-*organization*-*course*-wiki_article-*source*-analytics.sql. - -* The wiki_articlerevision file stores data about the articles, including data about changes and deletions. The full name of this file is in this format: edX-*organization*-*course*-wiki_articlerevision-*source*-analytics.sql. - -.. _wiki_article: - -*********************************** -Fields in the wiki_article file -*********************************** - -The header row of the wiki_article SQL file, and a row of sample data, follow. - -.. code-block:: json - - id current_revision_id created modified owner_id group_id group_read group_write - other_read other_write - - 1437 29819 2013-07-17 21:53:57 2014-01-26 14:48:02 NULL NULL 1 1 1 1 - -The table that follows provides a reference to each field in this file. A description of each field follows the table. - -+-----------------------+--------------------+--------------+--------------+ -| Field | Type | Null | Key | -+=======================+====================+==============+==============+ -| id | int(11) | NO | PRI | -+-----------------------+--------------------+--------------+--------------+ -| current_revision_id | int(11) | NO | UNI | -+-----------------------+--------------------+--------------+--------------+ -| created | datetime | NO | | -+-----------------------+--------------------+--------------+--------------+ -| modified | datetime | NO | | -+-----------------------+--------------------+--------------+--------------+ -| owner_id | int(11) | YES | MUL | -+-----------------------+--------------------+--------------+--------------+ -| group_id | int(11) | YES | MUL | -+-----------------------+--------------------+--------------+--------------+ -| group_read | tinyint(1) | NO | | -+-----------------------+--------------------+--------------+--------------+ -| group_write | tinyint(1) | NO | | -+-----------------------+--------------------+--------------+--------------+ -| other_read | tinyint(1) | NO | | -+-----------------------+--------------------+--------------+--------------+ -| other_write | tinyint(1) | NO | | -+-----------------------+--------------------+--------------+--------------+ - -id ----- - The primary key. - -current_revision_id ------------------------------- - The ID of the revision that displays for this article. - -created ------------- - The date the article was created. - -modified ------------- - The date the article properties were last modified. - -owner_id ------------- - The owner of the article, usually the creator. The owner always has both read and write access. - -group_id ------------- - As in a UNIX file system, permissions can be given to a user according to group membership. - Groups are handled through the Django authentication system. - -group_read ------------- - Defines whether the group has read access to the article. 1 if so, 0 if not. - -group_write --------------- - Defines whether the group has write access to the article. 1 if so, 0 if not. - -other_read ------------- - Defines whether others have read access to the article. 1 if so, 0 if not. - -other_write ----------------------- - Defines whether others have write access to the article. 1 if so, 0 if not. - -.. _wiki_articlerevision: - -****************************************************** -Fields in the wiki_articlerevision file -****************************************************** - -The header row of the wiki_articlerevision SQL file, and a row of sample data, follow. - -.. code-block:: json - - id revision_number user_message automatic_log ip_address user_id modified created - previous_revision_id deleted locked article_id content title - - 17553 1 Course page automatically created. NULL NULL 2013-07-17 21:53:57 2013-07-17 - 21:53:57 NULL 0 0 1437 This is the wiki for edX's edX Demonstration Course. DemoX - -The table that follows provides a reference to the characteristics of each field in this file. Descriptions of the fields follow the table. - -.. list-table:: - :widths: 15 15 10 10 - :header-rows: 1 - - * - Field - - Type - - Null - - Key - * - id - - int(11) - - NO - - PRI - * - revision_number - - int(11) - - NO - - - * - user_message - - longtext - - NO - - - * - automatic_log - - longtext - - NO - - - * - ip_address - - char(15) - - YES - - - * - user_id - - int(11) - - YES - - MUL - * - modified - - datetime - - NO - - - * - created - - datetime - - NO - - - * - previous_revision_id - - int(11) - - YES - - MUL - * - deleted - - tinyint(1) - - NO - - - * - locked - - tinyint(1) - - NO - - - * - article_id - - int(11) - - NO - - MUL - * - content - - longtext - - NO - - - * - title - - varchar(512) - - NO - - - -id ----- - The primary key. - -revision_number --------------------- - The ID of the revision. - -user_message ----------------------- - The message the user added when saving the revision. - -automatic_log ----------------------- - Some changes to wiki pages are logged to make the revision history for an article available in the user interface. - -ip_address ----------------------- - The IP address of the device where the revision was made. - -user_id ------------- - The ID of the user who made the revision. - -modified ------------- - The date the article was last modified. - -created ------------- - The date the article was created. - -previous_revision_id ----------------------- - The ID of the revision previous to this one. - -deleted ------------- - Defines whether the revision was deleted. - -locked ------------- - Defines whether the revision is locked. - -article_id --------------------- - The ID of the revision that displays data for this article. - -content ------------- - The content of the article revision. - -title ----------- - The title of the article revision. - - diff --git a/docs/en_us/data/source/preface.rst b/docs/en_us/data/source/preface.rst deleted file mode 100644 index 53895c8473..0000000000 --- a/docs/en_us/data/source/preface.rst +++ /dev/null @@ -1 +0,0 @@ -.. include:: ../../shared/preface.rst \ No newline at end of file diff --git a/docs/en_us/data/source/read_me.rst b/docs/en_us/data/source/read_me.rst deleted file mode 100644 index df40a0a466..0000000000 --- a/docs/en_us/data/source/read_me.rst +++ /dev/null @@ -1,19 +0,0 @@ -******* -Read Me -******* - -The *edX Research Guide* is created using RST_ files and Sphinx_. You, the -user community, can help update and revise this documentation project on -GitHub:: - - https://github.com/edx/edx-platform/docs/en_us/data/source - -To suggest a revision, fork the project, make changes in your fork, and submit -a pull request back to the original project: this is known as the `GitHub Flow`_. -All pull requests need approval from edX. For more information, contact edX at `docs@edx.org`_. - -.. _docs@edx.org: docs@edx.org -.. _Sphinx: http://sphinx-doc.org/ -.. _LaTeX: http://www.latex-project.org/ -.. _`GitHub Flow`: https://github.com/blog/1557-github-flow-in-the-browser -.. _RST: http://docutils.sourceforge.net/rst.html \ No newline at end of file diff --git a/docs/en_us/install_operations/Makefile b/docs/en_us/install_operations/Makefile deleted file mode 100644 index 7a4baa06c4..0000000000 --- a/docs/en_us/install_operations/Makefile +++ /dev/null @@ -1,183 +0,0 @@ -# Makefile for Sphinx documentation -# - -# You can set these variables from the command line. -SPHINXOPTS ?= -SPHINXBUILD ?= sphinx-build -PAPER ?= -BUILDDIR ?= build - -# User-friendly check for sphinx-build -ifeq ($(shell which $(SPHINXBUILD) >/dev/null 2>&1; echo $$?), 1) -$(error The '$(SPHINXBUILD)' command was not found. Make sure you have Sphinx installed, then set the SPHINXBUILD environment variable to point to the full path of the '$(SPHINXBUILD)' executable. Alternatively you can add the directory with the executable to your PATH. If you don't have Sphinx installed, grab it from http://sphinx-doc.org/) -endif - -Q_FLAG = - -ifeq ($(quiet), true) -Q_FLAG = -Q -endif - -# Internal variables. -PAPEROPT_a4 = -D latex_paper_size=a4 -PAPEROPT_letter = -D latex_paper_size=letter -ALLSPHINXOPTS = $(Q_FLAG) -d $(BUILDDIR)/doctrees -c source $(PAPEROPT_$(PAPER)) $(SPHINXOPTS) source -# the i18n builder cannot share the environment and doctrees with the others -I18NSPHINXOPTS = $(PAPEROPT_$(PAPER)) $(SPHINXOPTS) source - -.PHONY: help clean html dirhtml singlehtml pickle json htmlhelp qthelp devhelp epub latex latexpdf text man changes linkcheck doctest gettext - -help: - @echo "Please use \`make ' where is one of" - @echo " html to make standalone HTML files" - @echo " dirhtml to make HTML files named index.html in directories" - @echo " singlehtml to make a single large HTML file" - @echo " pickle to make pickle files" - @echo " json to make JSON files" - @echo " htmlhelp to make HTML files and a HTML help project" - @echo " qthelp to make HTML files and a qthelp project" - @echo " devhelp to make HTML files and a Devhelp project" - @echo " epub to make an epub" - @echo " latex to make LaTeX files, you can set PAPER=a4 or PAPER=letter" - @echo " latexpdf to make LaTeX files and run them through pdflatex" - @echo " latexpdfja to make LaTeX files and run them through platex/dvipdfmx" - @echo " text to make text files" - @echo " man to make manual pages" - @echo " texinfo to make Texinfo files" - @echo " info to make Texinfo files and run them through makeinfo" - @echo " gettext to make PO message catalogs" - @echo " changes to make an overview of all changed/added/deprecated items" - @echo " xml to make Docutils-native XML files" - @echo " pseudoxml to make pseudoxml-XML files for display purposes" - @echo " linkcheck to check all external links for integrity" - @echo " doctest to run all doctests embedded in the documentation (if enabled)" - -clean: - rm -rf $(BUILDDIR)/* - -html: - $(SPHINXBUILD) -b html $(ALLSPHINXOPTS) $(BUILDDIR)/html - @echo - @echo "Build finished. The HTML pages are in $(BUILDDIR)/html." - -dirhtml: - $(SPHINXBUILD) -b dirhtml $(ALLSPHINXOPTS) $(BUILDDIR)/dirhtml - @echo - @echo "Build finished. The HTML pages are in $(BUILDDIR)/dirhtml." - -singlehtml: - $(SPHINXBUILD) -b singlehtml $(ALLSPHINXOPTS) $(BUILDDIR)/singlehtml - @echo - @echo "Build finished. The HTML page is in $(BUILDDIR)/singlehtml." - -pickle: - $(SPHINXBUILD) -b pickle $(ALLSPHINXOPTS) $(BUILDDIR)/pickle - @echo - @echo "Build finished; now you can process the pickle files." - -json: - $(SPHINXBUILD) -b json $(ALLSPHINXOPTS) $(BUILDDIR)/json - @echo - @echo "Build finished; now you can process the JSON files." - -htmlhelp: - $(SPHINXBUILD) -b htmlhelp $(ALLSPHINXOPTS) $(BUILDDIR)/htmlhelp - @echo - @echo "Build finished; now you can run HTML Help Workshop with the" \ - ".hhp project file in $(BUILDDIR)/htmlhelp." - -qthelp: - $(SPHINXBUILD) -b qthelp $(ALLSPHINXOPTS) $(BUILDDIR)/qthelp - @echo - @echo "Build finished; now you can run "qcollectiongenerator" with the" \ - ".qhcp project file in $(BUILDDIR)/qthelp, like this:" - @echo "# qcollectiongenerator $(BUILDDIR)/qthelp/getting_started.qhcp" - @echo "To view the help file:" - @echo "# assistant -collectionFile $(BUILDDIR)/qthelp/getting_started.qhc" - -devhelp: - $(SPHINXBUILD) -b devhelp $(ALLSPHINXOPTS) $(BUILDDIR)/devhelp - @echo - @echo "Build finished." - @echo "To view the help file:" - @echo "# mkdir -p $$HOME/.local/share/devhelp/getting_started" - @echo "# ln -s $(BUILDDIR)/devhelp $$HOME/.local/share/devhelp/getting_started" - @echo "# devhelp" - -epub: - $(SPHINXBUILD) -b epub $(ALLSPHINXOPTS) $(BUILDDIR)/epub - @echo - @echo "Build finished. The epub file is in $(BUILDDIR)/epub." - -latex: - $(SPHINXBUILD) -b latex $(ALLSPHINXOPTS) $(BUILDDIR)/latex - @echo - @echo "Build finished; the LaTeX files are in $(BUILDDIR)/latex." - @echo "Run \`make' in that directory to run these through (pdf)latex" \ - "(use \`make latexpdf' here to do that automatically)." - -latexpdf: - $(SPHINXBUILD) -b latex $(ALLSPHINXOPTS) $(BUILDDIR)/latex - @echo "Running LaTeX files through pdflatex..." - $(MAKE) -C $(BUILDDIR)/latex all-pdf - @echo "pdflatex finished; the PDF files are in $(BUILDDIR)/latex." - -latexpdfja: - $(SPHINXBUILD) -b latex $(ALLSPHINXOPTS) $(BUILDDIR)/latex - @echo "Running LaTeX files through platex and dvipdfmx..." - $(MAKE) -C $(BUILDDIR)/latex all-pdf-ja - @echo "pdflatex finished; the PDF files are in $(BUILDDIR)/latex." - -text: - $(SPHINXBUILD) -b text $(ALLSPHINXOPTS) $(BUILDDIR)/text - @echo - @echo "Build finished. The text files are in $(BUILDDIR)/text." - -man: - $(SPHINXBUILD) -b man $(ALLSPHINXOPTS) $(BUILDDIR)/man - @echo - @echo "Build finished. The manual pages are in $(BUILDDIR)/man." - -texinfo: - $(SPHINXBUILD) -b texinfo $(ALLSPHINXOPTS) $(BUILDDIR)/texinfo - @echo - @echo "Build finished. The Texinfo files are in $(BUILDDIR)/texinfo." - @echo "Run \`make' in that directory to run these through makeinfo" \ - "(use \`make info' here to do that automatically)." - -info: - $(SPHINXBUILD) -b texinfo $(ALLSPHINXOPTS) $(BUILDDIR)/texinfo - @echo "Running Texinfo files through makeinfo..." - make -C $(BUILDDIR)/texinfo info - @echo "makeinfo finished; the Info files are in $(BUILDDIR)/texinfo." - -gettext: - $(SPHINXBUILD) -b gettext $(I18NSPHINXOPTS) $(BUILDDIR)/locale - @echo - @echo "Build finished. The message catalogs are in $(BUILDDIR)/locale." - -changes: - $(SPHINXBUILD) -b changes $(ALLSPHINXOPTS) $(BUILDDIR)/changes - @echo - @echo "The overview file is in $(BUILDDIR)/changes." - -linkcheck: - $(SPHINXBUILD) -b linkcheck $(ALLSPHINXOPTS) $(BUILDDIR)/linkcheck - @echo - @echo "Link check complete; look for any errors in the above output " \ - "or in $(BUILDDIR)/linkcheck/output.txt." - -doctest: - $(SPHINXBUILD) -b doctest $(ALLSPHINXOPTS) $(BUILDDIR)/doctest - @echo "Testing of doctests in the sources finished, look at the " \ - "results in $(BUILDDIR)/doctest/output.txt." - -xml: - $(SPHINXBUILD) -b xml $(ALLSPHINXOPTS) $(BUILDDIR)/xml - @echo - @echo "Build finished. The XML files are in $(BUILDDIR)/xml." - -pseudoxml: - $(SPHINXBUILD) -b pseudoxml $(ALLSPHINXOPTS) $(BUILDDIR)/pseudoxml - @echo - @echo "Build finished. The pseudo-XML files are in $(BUILDDIR)/pseudoxml." diff --git a/docs/en_us/install_operations/__init__.py b/docs/en_us/install_operations/__init__.py deleted file mode 100644 index e69de29bb2..0000000000 diff --git a/docs/en_us/install_operations/source/browsers.rst b/docs/en_us/install_operations/source/browsers.rst deleted file mode 100644 index c98836b8f7..0000000000 --- a/docs/en_us/install_operations/source/browsers.rst +++ /dev/null @@ -1 +0,0 @@ -.. include:: ../../shared/browsers.rst \ No newline at end of file diff --git a/docs/en_us/install_operations/source/change_log.rst b/docs/en_us/install_operations/source/change_log.rst deleted file mode 100644 index e0a8980769..0000000000 --- a/docs/en_us/install_operations/source/change_log.rst +++ /dev/null @@ -1,20 +0,0 @@ -############ -Change Log -############ - -************ -May, 2014 -************ - -.. list-table:: - :widths: 10 70 - :header-rows: 1 - - * - Date - - Change - * - 06/07/2014 - - Addition of the section :ref:`Installing the edX Production Stack` - * - 05/21/2014 - - The initial release of this guide, with the sections :ref:`Installing the - edX Developer Stack` and :ref:`Running the edX Developer Stack`. - \ No newline at end of file diff --git a/docs/en_us/install_operations/source/conf.py b/docs/en_us/install_operations/source/conf.py deleted file mode 100644 index b807ea84a7..0000000000 --- a/docs/en_us/install_operations/source/conf.py +++ /dev/null @@ -1,46 +0,0 @@ -# -*- coding: utf-8 -*- -# - -import sys, os - -# on_rtd is whether we are on readthedocs.org, this line of code grabbed from docs.readthedocs.org -on_rtd = os.environ.get('READTHEDOCS', None) == 'True' - -if not on_rtd: # only import and set the theme if we're building docs locally - import sphinx_rtd_theme - html_theme = 'sphinx_rtd_theme' - html_theme_path = [sphinx_rtd_theme.get_html_theme_path()] - - - - - - - - -sys.path.append(os.path.abspath('../../../')) -sys.path.append(os.path.abspath('../../')) - -#from docs.shared.conf import * - -sys.path.insert(0, os.path.abspath('.')) - -master_doc = 'index' - -# Add any paths that contain templates here, relative to this directory. -#templates_path.append('source/_templates') - -# Add any paths that contain custom static files (such as style sheets) here, -# relative to this directory. They are copied after the builtin static files, -# so a file named "default.css" will overwrite the builtin "default.css". -#html_static_path.append('source/_static') - - -# General information about the project. -project = u'Installing, Configuring, and Running the edX Platform' -copyright = u'2014, edX' - -# The short X.Y version. -version = '' -# The full version, including alpha/beta/rc tags. -release = '' diff --git a/docs/en_us/install_operations/source/devstack/install_devstack.rst b/docs/en_us/install_operations/source/devstack/install_devstack.rst deleted file mode 100644 index 2d27f8c1f6..0000000000 --- a/docs/en_us/install_operations/source/devstack/install_devstack.rst +++ /dev/null @@ -1,141 +0,0 @@ -.. include:: ../links.rst - -.. _Installing the edX Developer Stack: - -#################################### -Installing the edX Developer Stack -#################################### - -This chapter is intended for those who are installing and running the edX Developer Stack. - -See the following sections: - -* `Overview`_ -* `Components`_ -* `Knowledge Prerequisites`_ -* `Software Prerequisites`_ -* `Install DevStack`_ -* `Install DevStack using the Torrent file`_ - - -********** -Overview -********** - -The edX Developer Stack, known as **Devstack**, is a Vagrant instance designed -for local development. - -Devstack: - -* Uses the same system requirements as production. This allows you to - discover and fix system configuration issues early in development. - -* Simplifies certain production settings to make development more convenient. - For example, `nginx`_ and `gunicorn`_ are disabled in Devstack; Devstack uses - Django's runserver instead. - -See the `Vagrant documentation`_ for more information. - -******************** -Components -******************** - -Devstack includes the following edX components: - -* The Learning Management System (LMS) -* edX Studio -* Discussion Forums -* Open Response Assessor (ORA) - -Devstack also includes a demo edX course. - -************************** -Knowledge Prerequisites -************************** - -To use Devstack, you should: - -* Understand basic terminal usage. If you are using a Mac computer, see - `Introduction to the Mac OS X Command Line`_. If you are using a Windows - computer, see `Windows Command Line Reference`_. - -* Understand Vagrant commands. See the `Vagrant Getting Started`_ guide for more - information. - - -************************** -Software Prerequisites -************************** - -To install and run Devstack, you must first install: - -* `VirtualBox`_ 4.3.10 or higher - -* `Vagrant`_ 1.5.3 or higher - -* An NFS client, if your operating system does not include one. Devstack uses - VirtualBox Guest Editions to share folders through NFS. - - -************************** -Install DevStack -************************** - -To install Devstack directly from the command line, follow the instructions -below. You can also install DevStack using a Torrent file, as explained in the -next section. - -Before beginning the installation, ensure that you have your local computer's administrator's password. - -#. Ensure the ``nfsd`` client is running. - -#. Create the ``devstack`` directory and navigate to it in the command prompt. - - .. code-block:: bash - - mkdir devstack - cd devstack - -#. Download the Devstack Vagrant file. - - .. code-block:: bash - - curl -L https://raw.github.com/edx/configuration/master/vagrant/release/devstack/Vagrantfile > Vagrantfile - -#. Install the Vagrant vbguest plugin. - - .. code-block:: bash - - vagrant plugin install vagrant-vbguest - -#. Create the Devstack virtual machine. - - .. code-block:: bash - - vagrant up - - The first time you create the Devstack virtual machine, Vagrant downloads the - base box, which is about 4GB. If you destroy and recreate the virtual - machine, Vagrant re-uses the box it downloaded. See `Vagrant's documentation on boxes`_ for more information. - -#. When prompted, enter your local computer's administrator's password. - - Your password is needed so that NFS can be set up to allow users to access - code directories directly from your computer. - -When you have completed these steps, see :ref:`Running the edX Developer Stack` -to begin using Devstack. - - -***************************************** -Install Devstack using the Torrent file -***************************************** - -#. Download the Devstack `Torrent`_ file. - -#. When you have the file on your computer, add the Virtual machine using the - command: - - .. code-block:: bash - - vagrant box add box-name path-to-box-file diff --git a/docs/en_us/install_operations/source/devstack/run_devstack.rst b/docs/en_us/install_operations/source/devstack/run_devstack.rst deleted file mode 100644 index 89af489740..0000000000 --- a/docs/en_us/install_operations/source/devstack/run_devstack.rst +++ /dev/null @@ -1,196 +0,0 @@ -.. include:: ../links.rst - -.. _Running the edX Developer Stack: - -#################################### -Running the edX Developer Stack -#################################### - -See the following sections: - -* `Connect to the Devstack Virtual Machine`_ -* `Set Up Ability to Preview Units (Mac/Linux Only)`_ -* `Customize the Source Code Location`_ -* `Run the LMS on Devstack`_ -* `Run Studio on Devstack`_ -* `Run Discussion Forums on Devstack`_ -* `Default Accounts on Devstack`_ - - -**************************************** -Connect to the Devstack Virtual Machine -**************************************** - -#. To connect to the Devstack virtual machine, use the SSH command from the - `devstack` directory. - - .. code-block:: bash - - vagrant ssh - -2. To use Devstack and perform any of the tasks described in this section, you - must connect as the user **edxapp**. - - .. code-block:: bash - - sudo su edxapp - - This command loads the edxapp environment from the file - ``/edx/app/edxapp/edxapp_env``. This puts ``venv python`` and ``rbenv ruby`` - in your search path. - - This command also sets the current working directory to the edx-platform - repository (``/edx/app/edxapp/edx-platform``). - - -**************************************************** -Set Up Ability to Preview Units (Mac/Linux Only) -**************************************************** - -If you are installing Devstack on a Linux or Macintosh computer, in order to use -the preview feature in edX Studio, you must add the following line to the -``etc/hosts`` file: - - .. code-block:: bash - - 192.168.33.10 preview.localhost - - -************************************ -Customize the Source Code Location -************************************ - -You can customize the location of the edX source code that gets cloned when you -provision Devstack. You may want to do this to have Devstack work with source -code that already exists on your computer. - -By default, the source code location is the directory in which you run ``vagrant -up``. To change this location, set the ``VAGRANT_MOUNT_BASE`` environment -variable to set the base directory for the edx-platform and cs_comments_service -source code directories. - -.. WHERE IS VARIABLE? - -************************************ -Run the LMS on Devstack -************************************ - -When you run the LMS on Devstack, the command updates requirements and -compiles assets, unless you use the ``fast`` option. - -The command uses the file ``lms/envs/devstack.py``. This file -overrides production settings for the LMS. - -To run the LMS on Devstack: - -#. `Connect to the Devstack Virtual Machine`_. -#. Run the following command: - - .. code-block:: bash - - paver lms - - Or, to start the LMS without updating requirements and compiling assets, use the ``fast`` option: - - .. code-block:: bash - - paver lms --fast - - The LMS starts. - -#. Open the LMS in your browser at ``http://localhost:8000/``. - - Vagrant forwards port 8000 to the LMS server running in the virtual machine. - - -************************************ -Run Studio on Devstack -************************************ - -When you run Studio on Devstack, the command updates requirements and compiles -assets, unless you use the ``fast`` option. - -You run Studio on Devstack with the file ``cms/envs/devstack.py``. This file -overrides production settings for Studio. - -To run Studio on Devstack: - -#. `Connect to the Devstack Virtual Machine`_. -#. Run the following command: - - .. code-block:: bash - - paver studio - - Or, to start Studio without updating requirements and compiling assets, use - the ``fast`` option: - - .. code-block:: bash - - paver studio --fast - - Studio starts. - -#. Open the LMS in your browser at ``http://localhost:8001/``. - - Vagrant forwards port 8001 to the Studio server running in the virtual - machine. - -************************************ -Run Discussion Forums on Devstack -************************************ - -To run discussion forums on Devstack: - -#. `Connect to the Devstack Virtual Machine`_. -#. Switch to the discussion forum account: - - .. code-block:: bash - - sudo su forum - -#. Update Ruby requirements. - - .. code-block:: bash - - bundle install - - .. note:: - If you get a message for entering a password to install the bundled - RubyGems to the system, you can safely exit by entering ``control+c`` on a - Macintosh or ``Ctrl+C`` on Windows. The RubyGems will still be installed - correctly for the forum user. - -#. Start the discussion forums server. - - .. code-block:: bash - - ruby app.rb -p 18080 - -The discussions forum server starts. You can access the discussion forums API at -``http://localhost:18080/``. - -************************************ -Default Accounts on Devstack -************************************ - -When you install Devstack, the following accounts are created: - - .. list-table:: - :widths: 20 60 - :header-rows: 1 - - * - Account - - Description - * - staff@example.com - - An LMS and Studio user with course creation and editing permissions. This - user is a course staff member with rights to work with the demonstration - course in Studio. - * - verified@example.com - - A student account that you can use to access the LMS for testing verified certificates. - * - audit@example.com - - A student account that you can use the access the LMS for testing course auditing. - * - honor@example.com - - A student account that you can use the access the LMS for testing honor code certificates. - -The password for all of these accounts is ``edx``. diff --git a/docs/en_us/install_operations/source/index.rst b/docs/en_us/install_operations/source/index.rst deleted file mode 100755 index 0669ad21f1..0000000000 --- a/docs/en_us/install_operations/source/index.rst +++ /dev/null @@ -1,20 +0,0 @@ -.. Getting_Started documentation master file, created by - sphinx-quickstart on Tue Apr 16 11:19:12 2013. - You can adapt this file completely to your liking, but it should at least - contain the root `toctree` directive. - -###################################################### -Installing, Configuring, and Running the edX Platform -###################################################### - -.. toctree:: - :numbered: - :maxdepth: 2 - - read_me - change_log - browsers - install_options - devstack/install_devstack - devstack/run_devstack - prodstack/install_prodstack diff --git a/docs/en_us/install_operations/source/install_options.rst b/docs/en_us/install_operations/source/install_options.rst deleted file mode 100644 index c07e1b0a22..0000000000 --- a/docs/en_us/install_operations/source/install_options.rst +++ /dev/null @@ -1,59 +0,0 @@ -.. include:: links.rst - -######################################## -Open edX Platform Installation Options -######################################## - -You can install the Open edX Platform in one of the following three ways. - -********** -Devstack -********** - -The edX Developer Stack, known as **Devstack**, is a Vagrant instance designed -for local development. - -Devstack is in the `edx configuration repository`_ on GitHub. - -This guide includes the following sections about Devstack: - -* :ref:`Installing the edX Developer Stack` - -* :ref:`Running the edX Developer Stack` - -Additional sections are planned for future versions of this guide. - -See the `edx configuration repository wiki`_ for information from -edX and the Open edX community about Devstack and other installation and -configuration options. This wiki contains two pages with more information about Devstack: - -* `Devstack wiki`_ -* `Developing on Devstack`_ - - -********************* -edX Production Stack -********************* - -The edX Production Stack, known as **Fullstack**, is a Vagrant instance designed -for deploying all edX services on a single server. - -Fullstack is in the `edx configuration repository`_ on GitHub. - -This guide includes :ref:`Installing the edX Production Stack`. - -See the `edx configuration repository wiki`_ for information from edX and the -Open edX community on Fullstack and other installation and configuration -options. - -================== -Ubuntu 12.04 64 -================== - -You can install the edX Production Stack on a single Ubuntu 12.04 64-bit server. - -Ubuntu information is planned for future versions of this guide. - -You can see the `edx configuration repository wiki`_ for information from edX -and the Open edX community about Ubuntu and other installation and configuration -options. \ No newline at end of file diff --git a/docs/en_us/install_operations/source/links.rst b/docs/en_us/install_operations/source/links.rst deleted file mode 100644 index f5bb67bcab..0000000000 --- a/docs/en_us/install_operations/source/links.rst +++ /dev/null @@ -1,18 +0,0 @@ -.. _nginx: http://nginx.com -.. _gunicorn: http://gunicorn.org -.. _Introduction to the Mac OS X Command Line: http://blog.teamtreehouse.com/introduction-to-the-mac-os-x-command-line -.. _Windows Command Line Reference: http://www.microsoft.com/resources/documentation/windows/xp/all/proddocs/en-us/ntcmds.mspx?mfr=true -.. _Vagrant Getting Started: http://docs.vagrantup.com/v2/getting-started/index.html -.. _VirtualBox: https://www.virtualbox.org/wiki/Downloads -.. _Vagrant: http://www.vagrantup.com/downloads.html -.. _Torrent: https://s3.amazonaws.com/edx-static/vagrant-images/20140418-injera-devstack.box?torrent -.. _edx configuration repository: https://github.com/edx/configuration -.. _edx configuration repository wiki: https://github.com/edx/configuration/wiki -.. _Devstack wiki: https://github.com/edx/configuration/wiki/edX-Developer-Stack -.. _Developing on Devstack: https://github.com/edx/edx-platform/wiki/Developing-on-the-edX-Developer-Stack -.. _RabbitMQ: http://www.rabbitmq.com/ -.. _Discern: http://code.edx.org/discern/ -.. _Ease: https://github.com/edx/ease -.. _VirtualBox Guest Editions: http://www.virtualbox.org/manual/ch04.html -.. _Vagrant documentation: http://docs.vagrantup.com/v2/ -.. _Vagrant's documentation on boxes: http://docs.vagrantup.com/v2/boxes.html \ No newline at end of file diff --git a/docs/en_us/install_operations/source/prodstack/install_prodstack.rst b/docs/en_us/install_operations/source/prodstack/install_prodstack.rst deleted file mode 100644 index c404da6800..0000000000 --- a/docs/en_us/install_operations/source/prodstack/install_prodstack.rst +++ /dev/null @@ -1,125 +0,0 @@ -.. include:: ../links.rst - -.. _Installing the edX Production Stack: - -#################################### -Installing the edX Production Stack -#################################### - -This chapter is intended for those who are installing and running the edX Production Stack. - -See the following sections: - -* `Overview`_ -* `Components`_ -* `Knowledge Prerequisites`_ -* `Software Prerequisites`_ -* `Install the edX Production Stack`_ - - -********** -Overview -********** - -The edX Production Stack, known as **Fullstack**, is a Vagrant instance designed -for deploying all edX services on a single server. - -See the `Vagrant documentation`_ for more information. - - -******************** -Components -******************** - -Fullstack includes the following edX components: - -* The Learning Management System (LMS) -* edX Studio -* XQueue, the queuing server that uses `RabbitMQ`_ for external graders -* Discussion Forums -* Open Response Assessor (ORA) -* `Discern`_, the machine-learning-based automated textual classification API - service. -* `Ease`_, a library for the classification of textual content. - - -************************** -Knowledge Prerequisites -************************** - -To use Fullstack, you should: - -* Understand basic terminal usage. If you are using a Mac computer, see - `Introduction to the Mac OS X Command Line`_. If you are using a Windows - computer, see `Windows Command Line Reference`_. - -* Understand Vagrant commands. See the `Vagrant Getting Started`_ guide for more - information. - - -************************** -Software Prerequisites -************************** - -To install and run Fullstack, you must first install: - -* `VirtualBox`_ 4.3.10 or higher - -* `Vagrant`_ 1.5.3 or higher - -* An NFS client, if your operating system does not include one. Fullstack uses - `VirtualBox Guest Editions`_ to share folders through NFS. - - -********************************* -Install the edX Production Stack -********************************* - -To install Fullstack directly from the command line, follow the instructions -below. - -Before beginning the installation, ensure that you have your local computer's administrator's password. - -#. Ensure the ``nfsd`` client is running. - -#. Create the ``fullstack`` directory and navigate to it in the command prompt. - - .. code-block:: bash - - mkdir fullstack - cd fullstack - -#. Download the fullstack Vagrant file. - - .. code-block:: bash - - curl -L https://raw.githubusercontent.com/edx/configuration/master/vagrant/release/fullstack/Vagrantfile > Vagrantfile - -#. Install the Vagrant hostsupdater plugin. - - .. code-block:: bash - - vagrant plugin install vagrant-hostsupdater - -#. Create the Fullstack virtual machine. - - .. code-block:: bash - - vagrant up - - The first time you create the Fullstack virtual machine, Vagrant downloads the - base box, which is about 4GB. If you destroy and recreate the virtual - machine, Vagrant re-uses the box it downloaded. See `Vagrant's documentation on boxes`_ for more information. - -#. When prompted, enter your local computer's administrator's password. - - Your password is needed so that NFS can be set up to allow users to access - code directories directly from your computer. - -********************************************** -Browser Login To Your New edX Production Stack -********************************************** - -#. Go to preview.localhost in your browser, which is an alias entry for 192.168.33.10 that was created in your /etc/hosts file. - - When prompted, enter **edx** for both username and password. diff --git a/docs/en_us/install_operations/source/read_me.rst b/docs/en_us/install_operations/source/read_me.rst deleted file mode 100644 index 076b276e49..0000000000 --- a/docs/en_us/install_operations/source/read_me.rst +++ /dev/null @@ -1,16 +0,0 @@ -######### -Read Me -######### - -The edX *Installing and Configuring the edX Platform* documentation is created -using RST_ files and Sphinx_. You, the user community, can help update and revise this documentation project on GitHub: - - https://github.com/edx/edx-platform/tree/master/docs/install_operations/source - -To suggest a revision, fork the project, make changes in your fork, and submit -a pull request back to the original project: this is known as the `GitHub Flow`_. - -.. _Sphinx: http://sphinx-doc.org/ -.. _LaTeX: http://www.latex-project.org/ -.. _`GitHub Flow`: https://github.com/blog/1557-github-flow-in-the-browser -.. _RST: http://docutils.sourceforge.net/rst.html \ No newline at end of file diff --git a/docs/en_us/mobile/Makefile b/docs/en_us/mobile/Makefile deleted file mode 100644 index 7a4baa06c4..0000000000 --- a/docs/en_us/mobile/Makefile +++ /dev/null @@ -1,183 +0,0 @@ -# Makefile for Sphinx documentation -# - -# You can set these variables from the command line. -SPHINXOPTS ?= -SPHINXBUILD ?= sphinx-build -PAPER ?= -BUILDDIR ?= build - -# User-friendly check for sphinx-build -ifeq ($(shell which $(SPHINXBUILD) >/dev/null 2>&1; echo $$?), 1) -$(error The '$(SPHINXBUILD)' command was not found. Make sure you have Sphinx installed, then set the SPHINXBUILD environment variable to point to the full path of the '$(SPHINXBUILD)' executable. Alternatively you can add the directory with the executable to your PATH. If you don't have Sphinx installed, grab it from http://sphinx-doc.org/) -endif - -Q_FLAG = - -ifeq ($(quiet), true) -Q_FLAG = -Q -endif - -# Internal variables. -PAPEROPT_a4 = -D latex_paper_size=a4 -PAPEROPT_letter = -D latex_paper_size=letter -ALLSPHINXOPTS = $(Q_FLAG) -d $(BUILDDIR)/doctrees -c source $(PAPEROPT_$(PAPER)) $(SPHINXOPTS) source -# the i18n builder cannot share the environment and doctrees with the others -I18NSPHINXOPTS = $(PAPEROPT_$(PAPER)) $(SPHINXOPTS) source - -.PHONY: help clean html dirhtml singlehtml pickle json htmlhelp qthelp devhelp epub latex latexpdf text man changes linkcheck doctest gettext - -help: - @echo "Please use \`make ' where is one of" - @echo " html to make standalone HTML files" - @echo " dirhtml to make HTML files named index.html in directories" - @echo " singlehtml to make a single large HTML file" - @echo " pickle to make pickle files" - @echo " json to make JSON files" - @echo " htmlhelp to make HTML files and a HTML help project" - @echo " qthelp to make HTML files and a qthelp project" - @echo " devhelp to make HTML files and a Devhelp project" - @echo " epub to make an epub" - @echo " latex to make LaTeX files, you can set PAPER=a4 or PAPER=letter" - @echo " latexpdf to make LaTeX files and run them through pdflatex" - @echo " latexpdfja to make LaTeX files and run them through platex/dvipdfmx" - @echo " text to make text files" - @echo " man to make manual pages" - @echo " texinfo to make Texinfo files" - @echo " info to make Texinfo files and run them through makeinfo" - @echo " gettext to make PO message catalogs" - @echo " changes to make an overview of all changed/added/deprecated items" - @echo " xml to make Docutils-native XML files" - @echo " pseudoxml to make pseudoxml-XML files for display purposes" - @echo " linkcheck to check all external links for integrity" - @echo " doctest to run all doctests embedded in the documentation (if enabled)" - -clean: - rm -rf $(BUILDDIR)/* - -html: - $(SPHINXBUILD) -b html $(ALLSPHINXOPTS) $(BUILDDIR)/html - @echo - @echo "Build finished. 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The message catalogs are in $(BUILDDIR)/locale." - -changes: - $(SPHINXBUILD) -b changes $(ALLSPHINXOPTS) $(BUILDDIR)/changes - @echo - @echo "The overview file is in $(BUILDDIR)/changes." - -linkcheck: - $(SPHINXBUILD) -b linkcheck $(ALLSPHINXOPTS) $(BUILDDIR)/linkcheck - @echo - @echo "Link check complete; look for any errors in the above output " \ - "or in $(BUILDDIR)/linkcheck/output.txt." - -doctest: - $(SPHINXBUILD) -b doctest $(ALLSPHINXOPTS) $(BUILDDIR)/doctest - @echo "Testing of doctests in the sources finished, look at the " \ - "results in $(BUILDDIR)/doctest/output.txt." - -xml: - $(SPHINXBUILD) -b xml $(ALLSPHINXOPTS) $(BUILDDIR)/xml - @echo - @echo "Build finished. The XML files are in $(BUILDDIR)/xml." - -pseudoxml: - $(SPHINXBUILD) -b pseudoxml $(ALLSPHINXOPTS) $(BUILDDIR)/pseudoxml - @echo - @echo "Build finished. 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a/docs/en_us/mobile/source/SFD_mobileFAQ.rst +++ /dev/null @@ -1,270 +0,0 @@ -.. _SFD Mobile FAQ: - -######################## -edX Mobile App FAQ -######################## - -.. _General Questions: - -************************* -General Questions -************************* - -================================ -How do I get the mobile app? -================================ - -This beta version of the mobile app is only available for a few select courses. -If you're registered for a course that's available on the mobile app, the -instructor for the course will send or post a link that you can use to join the -**edX Android Beta Testers** Google group. You can then install the edX mobile -app by using either your mobile device or your computer. - -Install the edX Mobile App Using Your Mobile Device -************************************************************ - -#. Click the link that you've received from your instructor to access the **edX - Android Beta Testers** Google group. -#. On the **EdX Android Beta Testers** Google group page, tap **Join Group**. -#. In the dialog box that opens, select the options that you want, and then tap - **Join this group**. -#. On the group's home page, tap the **Announcing edX beta app for Android - smartphone** post. -#. On the **Announcing edX beta app for Android smartphone** page, tap the link - to the app in the Google Play store. -#. On the app's page in the Google Play store, tap **Become a Tester**. -#. Tap the link under **Get the test version** to download the app from the - Google Play store. -#. On the app's page in the Google Play store, tap **Install**, and then tap - **Accept** to allow the app to access your device. -#. When the app finishes installing, click **Open**. - - -Install the edX Mobile App Using Your Computer -*************************************************** - -#. Click the link that you've received from your instructor to access the **edX - Android Beta Testers** Google group. -#. On the **EdX Android Beta Testers** Google group page, click **Join Group**. -#. In the dialog box that opens, select the options that you want, and then - click **Join this group**. -#. On the group's home page, click the link to the app in the Google Play store. -#. On the app's page in the Google Play store, click **Become a Tester**. -#. Click the link under **Get the test version** to download the app from the - Google Play store. -#. Click **Install**. In the dialog box that opens, select the devices that you - want to install the app on, and then click **OK**. -#. When you a see a message saying that the app has been installed, go to your - device. Check the app list on your device for the edX app. - - -================================ -How much does the app cost? -================================ - -The app is free. You don't have to pay or buy anything to download or use it. - -======================================== -What platforms does the app run on? -======================================== - -Our current beta app is available for Android smartphones. We're also working to -make it available on Android tablets, iPhones, and iPads. - -================================================ -Which courses are available in the mobile app? -================================================ - -The following courses are currently available for the mobile beta. We'll be -adding more courses over the next few weeks, so check the **EdX Android Beta -Testers** Google group page for updates. - -* `edX - DemoX `_: A fun and interactive course designed to - help you get to know the edX learning experience. Perfect to take before you - start another course. - -* `MITx 6.002x - Circuits and Electronics - `_: A course that teaches the fundamentals of - circuit and electronic analysis. - -* `MITx 4.605x - A Global History of Architecture — Part 1 - `_: A history of architecture from a global - perspective. - -* `DelftX ET.3034TU - Solar Energy `_: A course that allows students to - discover the power of solar energy and design a complete photovoltaic system. - -======================================================== -Can I take a course entirely on my mobile device? -======================================================== - -This beta version of our mobile app is a companion app that you can use to watch -course videos and see announcements and handouts. To complete readings, homework -problems, and exams, you can tap **View on Web** in the bottom right corner of -any screen to access the content in your browser, or you can complete -assignments on your computer. - -======================================================== -How do I post questions on the discussion board? -======================================================== - -Right now, you can't participate in discussions by using the app. However, when -you tap **View on Web** in the bottom right corner of any screen, the course -opens in your browser. You can then tap the **Discussion** tab in your course to -participate in discussions. - -======================================== -How do I change my download settings? -======================================== - -#. In the upper left corner of your **My Courses** page, tap the menu icon. - - .. image:: /Images/Mob_Menu.png - :width: 300 - :alt: Mobile "My Courses" page with an arrow pointing to the menu in the upper left corner - -#. In the list that appears, locate **SETTINGS: Download only on Wi-Fi**, and - then tap the option's current setting to change it. - -.. note:: By default, the app is set so that it will only download content, - including videos, if you're on a Wi-Fi network. If you change this setting, - you may exceed the data allowance for your cellular plan. - -======================================== -How do I un-enroll from a course? -======================================== - -To un-enroll from a course, visit the edX website on your mobile browser or on -your computer. - -================================================ -How can I send questions or comments to edX? -================================================ - -We'd love to receive your feedback on this beta version of our mobile app. In -the app home page, tap the menu in the upper left corner, and then tap **Submit -Feedback**. - - -.. _Video Questions: - -************************* -Video Questions -************************* - -================================ -How do I download videos? -================================ - -To download videos, tap the download icon that appears to the right of each -section, subsection, or video name. If you tap the download icon for a video, -you'll download just that video. If you tap the download icon for a section or -subsection, you'll download all of the videos in that section or subsection. - -.. image:: /Images/Mob_DownloadIcon.png - :width: 300 - :alt: List of sections with the download icon circled - -================================================ -How much data will the videos in this app use? -================================================ - -Course videos are optimized for mobile playback, but watching or downloading any -video can result in heavy data use. We recommend using a Wi-Fi connection if you -intend to watch or download a lot of videos. The edX app has a **Download only -on Wi-Fi** setting that's enabled by default to help you avoid using your -cellular network accidentally. - -======================================================================== -What are the numbers to the right of section and subsection names? -======================================================================== - -The number to the right of a section or subsection name is the number of videos -in that section or subsection. - -.. image:: /Images/Mob_NumberVideos.png - :width: 300 - :alt: List of sections with the number of videos circled - -======================================================== -What are the circles to the left of the video name? -======================================================== - -The circle indicates whether you've watched a video. A blue circle means that -you haven't started watching the video. A half-filled circle means that you've -watched part of the video. A gray circle means that you've watched the entire -video. - -======================================== -How can I make the video full screen? -======================================== - -Tilt your phone until the video changes to landscape, or tap the full screen -icon in the bottom right corner of the video screen. - -.. image:: /Images/Mob_FullScreenIcon.png - :width: 300 - :alt: Video in windowed mode with full screen icon circled - -================================== -How can I see captions? -================================== - -When you're playing a video, tap the gear icon in the lower right corner, and -then tap **Closed Captions**. If the video has captions, a list of available -languages for the captions appears. Tap the language that you want in the list. -Some captions are available in just one language, and others are available in -several languages. - -.. image:: /Images/Mob_CCwithLanguages.png - :width: 500 - :alt: Video with closed caption language menu visible - -======================================================================================================================================== -If I watch a course video in the mobile app, and then I access the course on a computer, will I be in the same place in the course? -======================================================================================================================================== - -Right now, your course activity on the mobile app doesn't affect your course -activity on your computer. That is, if you use your computer to access the -course, and then you watch a few videos on your mobile device, the next time you -access the course with your computer you'll return to the last page that you -viewed on your computer. You won't go to the last video that you watched on your -mobile device. - -================================== -Can I speed up the videos? -================================== - -Currently, the videos only run in their original speeds. We're currently working -on the ability to change video speeds. - -================================== -How do I delete downloaded videos? -================================== - -#. In the upper left corner of your home page, tap the menu icon, and then tap - **My Videos**. -#. Tap the course that has the video that you want to delete. -#. At the bottom of the screen, tap **Edit**. -#. Tap to select the box that appears to the right of the video name, and then - tap **Delete** at the bottom of the screen. -#. In the **Confirm Delete** dialog box, tap **Delete**. - - -.. _Troubleshooting: - -************************* -Troubleshooting -************************* - -====================================================================================================== -I get a "This video is not available" screen when I try to watch a video. What can I do? -====================================================================================================== - -If you run into problems, make sure you have an Internet connection. If problems -persist, let us know: go to your **My Courses** page on the app, tap the menu -icon in the upper left corner, and then tap **Submit Feedback**. diff --git a/docs/en_us/mobile/source/conf.py b/docs/en_us/mobile/source/conf.py deleted file mode 100644 index 833a833a2e..0000000000 --- a/docs/en_us/mobile/source/conf.py +++ /dev/null @@ -1,46 +0,0 @@ -# -*- coding: utf-8 -*- -# - -import sys, os - -# on_rtd is whether we are on readthedocs.org, this line of code grabbed from docs.readthedocs.org -on_rtd = os.environ.get('READTHEDOCS', None) == 'True' - -if not on_rtd: # only import and set the theme if we're building docs locally - import sphinx_rtd_theme - html_theme = 'sphinx_rtd_theme' - html_theme_path = [sphinx_rtd_theme.get_html_theme_path()] - - - - - - - - -sys.path.append(os.path.abspath('../../../')) -sys.path.append(os.path.abspath('../../')) - -#from docs.shared.conf import * - -sys.path.insert(0, os.path.abspath('.')) - -master_doc = 'index' - -# Add any paths that contain templates here, relative to this directory. -#templates_path.append('source/_templates') - -# Add any paths that contain custom static files (such as style sheets) here, -# relative to this directory. They are copied after the builtin static files, -# so a file named "default.css" will overwrite the builtin "default.css". -#html_static_path.append('source/_static') - - -# General information about the project. -project = u'edX Mobile for Students' -copyright = u'2014, edX' - -# The short X.Y version. -version = '' -# The full version, including alpha/beta/rc tags. -release = '' diff --git a/docs/en_us/mobile/source/index.rst b/docs/en_us/mobile/source/index.rst deleted file mode 100644 index 1b3c54f796..0000000000 --- a/docs/en_us/mobile/source/index.rst +++ /dev/null @@ -1,14 +0,0 @@ -.. Getting_Started documentation master file, created by - sphinx-quickstart on Tue Apr 16 11:19:12 2013. - You can adapt this file completely to your liking, but it should at least - contain the root `toctree` directive. - - -Mobile FAQ for Students -======================================== - -.. toctree:: - :numbered: - :maxdepth: 2 - - SFD_mobileFAQ \ No newline at end of file diff --git a/docs/en_us/mobile/source/latex/Makefile b/docs/en_us/mobile/source/latex/Makefile deleted file mode 100644 index 6b87ad8814..0000000000 --- a/docs/en_us/mobile/source/latex/Makefile +++ /dev/null @@ -1,66 +0,0 @@ -# Makefile for Sphinx LaTeX output - -ALLDOCS = $(basename $(wildcard *.tex)) -ALLPDF = $(addsuffix .pdf,$(ALLDOCS)) -ALLDVI = $(addsuffix .dvi,$(ALLDOCS)) - -# Prefix for archive names -ARCHIVEPRREFIX = -# Additional LaTeX options -LATEXOPTS = - -all: $(ALLPDF) -all-pdf: $(ALLPDF) -all-dvi: $(ALLDVI) -all-ps: all-dvi - for f in *.dvi; do dvips $$f; done - -all-pdf-ja: - for f in *.pdf *.png *.gif *.jpg *.jpeg; do extractbb $$f; done - for f in *.tex; do platex -kanji=utf8 $(LATEXOPTS) $$f; done - for f in *.tex; do platex -kanji=utf8 $(LATEXOPTS) $$f; done - for f in *.tex; do platex -kanji=utf8 $(LATEXOPTS) $$f; done - -for f in *.idx; do mendex -U -f -d "`basename $$f .idx`.dic" -s python.ist $$f; done - for f in *.tex; do platex -kanji=utf8 $(LATEXOPTS) $$f; done - for f in *.tex; do platex -kanji=utf8 $(LATEXOPTS) $$f; done - for f in *.dvi; do dvipdfmx $$f; done - -zip: all-$(FMT) - mkdir $(ARCHIVEPREFIX)docs-$(FMT) - cp $(ALLPDF) $(ARCHIVEPREFIX)docs-$(FMT) - zip -q -r -9 $(ARCHIVEPREFIX)docs-$(FMT).zip $(ARCHIVEPREFIX)docs-$(FMT) - rm -r $(ARCHIVEPREFIX)docs-$(FMT) - -tar: all-$(FMT) - mkdir $(ARCHIVEPREFIX)docs-$(FMT) - cp $(ALLPDF) $(ARCHIVEPREFIX)docs-$(FMT) - tar cf $(ARCHIVEPREFIX)docs-$(FMT).tar $(ARCHIVEPREFIX)docs-$(FMT) - rm -r $(ARCHIVEPREFIX)docs-$(FMT) - -bz2: tar - bzip2 -9 -k $(ARCHIVEPREFIX)docs-$(FMT).tar - -# The number of LaTeX runs is quite conservative, but I don't expect it -# to get run often, so the little extra time won't hurt. -%.dvi: %.tex - latex $(LATEXOPTS) '$<' - latex $(LATEXOPTS) '$<' - latex $(LATEXOPTS) '$<' - -makeindex -s python.ist '$(basename $<).idx' - latex $(LATEXOPTS) '$<' - latex $(LATEXOPTS) '$<' - -%.pdf: %.tex - pdflatex $(LATEXOPTS) '$<' - pdflatex $(LATEXOPTS) '$<' - pdflatex $(LATEXOPTS) '$<' - -makeindex -s python.ist '$(basename $<).idx' - pdflatex $(LATEXOPTS) '$<' - pdflatex $(LATEXOPTS) '$<' - -clean: - rm -f *.dvi *.log *.ind *.aux *.toc *.syn *.idx *.out *.ilg *.pla - -.PHONY: all all-pdf all-dvi all-ps clean -.PHONY: all-pdf-ja - diff --git a/docs/en_us/olx/Makefile b/docs/en_us/olx/Makefile deleted file mode 100644 index 7a930576ed..0000000000 --- a/docs/en_us/olx/Makefile +++ /dev/null @@ -1,164 +0,0 @@ -# Makefile for Sphinx documentation -# - -# You can set these variables from the command line. -SPHINXOPTS ?= -SPHINXBUILD ?= sphinx-build -PAPER ?= -BUILDDIR ?= build - -# User-friendly check for sphinx-build -ifeq ($(shell which $(SPHINXBUILD) >/dev/null 2>&1; echo $$?), 1) -$(error The '$(SPHINXBUILD)' command was not found. Make sure you have Sphinx installed, then set the SPHINXBUILD environment variable to point to the full path of the '$(SPHINXBUILD)' executable. Alternatively you can add the directory with the executable to your PATH. If you don't have Sphinx installed, grab it from http://sphinx-doc.org/) -endif - -Q_FLAG = - -ifeq ($(quiet), true) -Q_FLAG = -Q -endif - -# Internal variables. -PAPEROPT_a4 = -D latex_paper_size=a4 -PAPEROPT_letter = -D latex_paper_size=letter -ALLSPHINXOPTS = $(Q_FLAG) -d $(BUILDDIR)/doctrees -c source $(PAPEROPT_$(PAPER)) $(SPHINXOPTS) source -# the i18n builder cannot share the environment and doctrees with the others -I18NSPHINXOPTS = $(PAPEROPT_$(PAPER)) $(SPHINXOPTS) source - -.PHONY: help clean html dirhtml singlehtml pickle json htmlhelp qthelp devhelp epub latex latexpdf text man changes linkcheck doctest gettext - -help: - @echo "Please use \`make ' where is one of" - @echo " html to make standalone HTML files" - @echo " dirhtml to make HTML files named index.html in directories" - @echo " singlehtml to make a single large HTML file" - @echo " pickle to make pickle files" - @echo " json to make JSON files" - @echo " htmlhelp to make HTML files and a HTML help project" - @echo " qthelp to make HTML files and a qthelp project" - @echo " devhelp to make HTML files and a Devhelp project" - @echo " epub to make an epub" - @echo " latex to make LaTeX files, you can set PAPER=a4 or PAPER=letter" - @echo " latexpdf to make LaTeX files and run them through pdflatex" - @echo " text to make text files" - @echo " man to make manual pages" - @echo " texinfo to make Texinfo files" - @echo " info to make Texinfo files and run them through makeinfo" - @echo " gettext to make PO message catalogs" - @echo " changes to make an overview of all changed/added/deprecated items" - @echo " linkcheck to check all external links for integrity" - @echo " doctest to run all doctests embedded in the documentation (if enabled)" - -clean: - -rm -rf $(BUILDDIR)/* - -html: - $(SPHINXBUILD) -b html $(ALLSPHINXOPTS) $(BUILDDIR)/html - @echo - @echo "Build finished. The HTML pages are in $(BUILDDIR)/html." - -dirhtml: - $(SPHINXBUILD) -b dirhtml $(ALLSPHINXOPTS) $(BUILDDIR)/dirhtml - @echo - @echo "Build finished. The HTML pages are in $(BUILDDIR)/dirhtml." - -singlehtml: - $(SPHINXBUILD) -b singlehtml $(ALLSPHINXOPTS) $(BUILDDIR)/singlehtml - @echo - @echo "Build finished. The HTML page is in $(BUILDDIR)/singlehtml." - -pickle: - $(SPHINXBUILD) -b pickle $(ALLSPHINXOPTS) $(BUILDDIR)/pickle - @echo - @echo "Build finished; now you can process the pickle files." - -json: - $(SPHINXBUILD) -b json $(ALLSPHINXOPTS) $(BUILDDIR)/json - @echo - @echo "Build finished; now you can process the JSON files." - -htmlhelp: - $(SPHINXBUILD) -b htmlhelp $(ALLSPHINXOPTS) $(BUILDDIR)/htmlhelp - @echo - @echo "Build finished; now you can run HTML Help Workshop with the" \ - ".hhp project file in $(BUILDDIR)/htmlhelp." - -qthelp: - $(SPHINXBUILD) -b qthelp $(ALLSPHINXOPTS) $(BUILDDIR)/qthelp - @echo - @echo "Build finished; now you can run "qcollectiongenerator" with the" \ - ".qhcp project file in $(BUILDDIR)/qthelp, like this:" - @echo "# qcollectiongenerator $(BUILDDIR)/qthelp/edXDocs.qhcp" - @echo "To view the help file:" - @echo "# assistant -collectionFile $(BUILDDIR)/qthelp/edXDocs.qhc" - -devhelp: - $(SPHINXBUILD) -b devhelp $(ALLSPHINXOPTS) $(BUILDDIR)/devhelp - @echo - @echo "Build finished." - @echo "To view the help file:" - @echo "# mkdir -p $$HOME/.local/share/devhelp/edXDocs" - @echo "# ln -s $(BUILDDIR)/devhelp $$HOME/.local/share/devhelp/edXDocs" - @echo "# devhelp" - -epub: - $(SPHINXBUILD) -b epub $(ALLSPHINXOPTS) $(BUILDDIR)/epub - @echo - @echo "Build finished. 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b/docs/en_us/olx/source/Images/multiple-choice-shuffle-2.png deleted file mode 120000 index 158a771b3b..0000000000 --- a/docs/en_us/olx/source/Images/multiple-choice-shuffle-2.png +++ /dev/null @@ -1 +0,0 @@ -/Users/markhoeber/Documents/edx/edx-platform/docs/en_us/course_authors/source/Images/multiple-choice-shuffle-2.png \ No newline at end of file diff --git a/docs/en_us/olx/source/about/index.rst b/docs/en_us/olx/source/about/index.rst deleted file mode 100644 index 885e797970..0000000000 --- a/docs/en_us/olx/source/about/index.rst +++ /dev/null @@ -1,14 +0,0 @@ -.. _The Course About Pages: - -################################# -The Course About Pages -################################# - -Use the chapters in this section to create the information prospective students -will see about your course. - -.. toctree:: - :maxdepth: 2 - - overview - short-description \ No newline at end of file diff --git a/docs/en_us/olx/source/about/overview.rst b/docs/en_us/olx/source/about/overview.rst deleted file mode 100644 index 0db5cc4ec4..0000000000 --- a/docs/en_us/olx/source/about/overview.rst +++ /dev/null @@ -1,90 +0,0 @@ -.. _Course Overview: - -################################# -Course Overview -################################# - -Each course must have an overview page. Students see the overview page when -searching and registering for the course. - -********************************************* -Create the Overview File -********************************************* - -You create an HTML file called ``overview.html`` in the ``overview`` directory. - -********************************************* -Overview Sections -********************************************* - -The ``overview.html`` must contain specific sections. - -Each section is wrapped in ``section`` tags. The value of the ``class`` -attribute specifies what the section is for and how it is displayed to -students. Within the ``section`` tags, you use valid HTML. - -The overview must contain sections named the following: - -* ``about`` -* ``prerequisites`` -* ``course-staff`` -* ``teacher`` -* ``faq`` - - -.. _A Template For Course Overview: - -************************************************ - A Template For Your Course Overview -************************************************ - -Replace the placeholders in the following template with your information. - -.. code-block:: html - -
-

About This Course

-

Include your long course description here. The long course description - should contain 150-400 words.

-

This is paragraph 2 of the long course description. Add more paragraphs - as needed. Make sure to enclose them in paragraph tags.

-
-
-

Prerequisites

-

Add information about class prerequisites here.

-
-
-

Course Staff

-
-
- - -
-

Staff Member

-

Biography of instructor/staff member

-
-
-
- -
-

Staff Member Name

-

Biography of instructor/staff member

-
-
-
-
-

Frequently Asked Questions

-
-

Do I need to buy a textbook?

-

No, a free online version of Chemistry: Principles, Patterns, and - Applications, First Edition by Bruce Averill and Patricia Eldredge - will be available, though you can purchase a printed version - (published by FlatWorld Knowledge) if you'd like.

-
-
-

Question 2?

-

Answer 2.

-
-
-
diff --git a/docs/en_us/olx/source/about/short-description.rst b/docs/en_us/olx/source/about/short-description.rst deleted file mode 100644 index 0371c0470d..0000000000 --- a/docs/en_us/olx/source/about/short-description.rst +++ /dev/null @@ -1,22 +0,0 @@ -.. _Short Description: - -################################# -Short Description -################################# - -Optionally, you can define a short description for your course. - -Students see the short description when they move their cursors over the course -image in the catalog. - -********************************************* -Create the Short Description File -********************************************* - -You create an HTML file called ``short_description.html`` in the ``overview`` -directory. - -The short description is limited to 150 characters. - -Within that limit, you can add any text and HTML markup to the short -description file within that. \ No newline at end of file diff --git a/docs/en_us/olx/source/assets/assets.rst b/docs/en_us/olx/source/assets/assets.rst deleted file mode 100644 index fd3d9f79ab..0000000000 --- a/docs/en_us/olx/source/assets/assets.rst +++ /dev/null @@ -1,12 +0,0 @@ -.. _Course Assets: - -################################# -Course Assets -################################# - -You must put all assets, or files that support your course, in the ``static`` -directory. Assets include any image files, textbooks, handouts, and supporting -JavaScript files. - -You must also define the asset in the assets policy file. See :ref:`Course -Asset Policy` for more information. \ No newline at end of file diff --git a/docs/en_us/olx/source/change_log.rst b/docs/en_us/olx/source/change_log.rst deleted file mode 100644 index cecc70a35f..0000000000 --- a/docs/en_us/olx/source/change_log.rst +++ /dev/null @@ -1,54 +0,0 @@ -############ -Change Log -############ - - -***************** -October, 2014 -***************** - -.. list-table:: - :widths: 10 70 - :header-rows: 1 - - * - Date - - Change - - * - 10/28/14 - - Added the section :ref:`Example of an OLX Course`. - * - - - Added :ref:`Create a Randomized Custom Python-Evaluated Input Problem` - * - 10/23/14 - - Fixed the code sample in :ref:`Script Tag Format` in the :ref:`Write - Your Own Grader` chapter. - * - - - Fixed a bug in the :ref:`Text Input Problem XML`. - * - 10/17/14 - - Provided more explanation to the introduction to :ref:`Problems`. - * - - - Reorganized the :ref:`Problems` and :ref:`Course Components` - sections to properly categorize these types of objects. - * - - - Updated the :ref:`ODL Directory Structure` chapter to accurately reflect - how an OLX course is organized. - * - - - Updated the :ref:`HTML Components`, :ref:`Discussion Components`, and - :ref:`Video Components` chapters to explain the option to embed content - in container objects. - * - 10/07/14 - - Added pages for the :ref:`Graphical Slider Tool` and - :ref:`Symbolic Response` to the :ref:`Problems` section. - -***************** -September, 2014 -***************** - -.. list-table:: - :widths: 10 70 - :header-rows: 1 - - * - Date - - Change - * - 09/30/14 - - Release of the *Alpha* version of this document. - diff --git a/docs/en_us/olx/source/components/annotation.rst b/docs/en_us/olx/source/components/annotation.rst deleted file mode 100644 index 8f16d4d17a..0000000000 --- a/docs/en_us/olx/source/components/annotation.rst +++ /dev/null @@ -1,2 +0,0 @@ -.. include:: ../../../shared/exercises_tools/annotation.rst - diff --git a/docs/en_us/olx/source/components/conditional_module.rst b/docs/en_us/olx/source/components/conditional_module.rst deleted file mode 100644 index d7b194b76c..0000000000 --- a/docs/en_us/olx/source/components/conditional_module.rst +++ /dev/null @@ -1,2 +0,0 @@ -.. include:: ../../../shared/exercises_tools/conditional_module.rst - diff --git a/docs/en_us/olx/source/components/discussion-components.rst b/docs/en_us/olx/source/components/discussion-components.rst deleted file mode 100644 index 9c4bcc7d3b..0000000000 --- a/docs/en_us/olx/source/components/discussion-components.rst +++ /dev/null @@ -1,106 +0,0 @@ -.. _Discussion Components: - -################################# -Discussion Components -################################# - -You can add inline discussion components to any container in your -course. - -See: - -* `Create the XML File for a Discussion Component`_ -* `Discussion Component XML File Elements`_ -* `discussion Element Attributes`_ -* `Example Discussion Component XML File`_ - -********************************************** -Create the XML File for a Discussion Component -********************************************** - -You create an XML file in the ``discussion`` directory for each inline -discussion component in your course. - -The name of the XML file must match the value of the @url_name attribute of the -``discussion`` element in the vertical XML file. - -In-line, you can create, if the vertical XML file contains: - -.. code-block:: xml - - - - - -If you prefer to create the discussion in its own file, you can create: - -.. code-block:: xml - - - - - -You create the file ``discussion/Introduce_Yourself.xml`` to define the inline -discussion component. - -*************************************** -Discussion Component XML File Elements -*************************************** - -The root element of the XML file for the HTML component is file is -``discussion``. - -The ``discussion`` element contains not children. - -************************************* -``discussion`` Element Attributes -************************************* - -.. list-table:: - :widths: 10 70 - :header-rows: 1 - - * - Attribute - - Meaning - * - ``display_name`` - - The value that is displayed to students as the name of the discussion - component. - * - ``discussion_category`` - - The name of the category for the inline discussion as shown in the main - **Discussion** tab of the course. - * - ``for`` - - A string that describes the discussion for students. - * - ``id`` - - The unique identifier that the discussion forum service uses to refer to - this inline discussion component. This value must be unique across all - courses in the edX deployment. Therefore it is recommended that you use - the standard *__* as in the above - example. Do not use a period (.) in the ID value. - * - ``discussion_id`` - - ??? - * - ``discussion_target`` - - ??? - - -************************************* -Example Discussion Component XML File -************************************* - -The following example shows an XML file for a discussion component: - -.. code-block:: xml - - diff --git a/docs/en_us/olx/source/components/full_screen_image.rst b/docs/en_us/olx/source/components/full_screen_image.rst deleted file mode 100644 index 493b72221b..0000000000 --- a/docs/en_us/olx/source/components/full_screen_image.rst +++ /dev/null @@ -1,2 +0,0 @@ -.. include:: ../../../shared/exercises_tools/full_screen_image.rst - diff --git a/docs/en_us/olx/source/components/google_hangout.rst b/docs/en_us/olx/source/components/google_hangout.rst deleted file mode 100644 index 715047feb2..0000000000 --- a/docs/en_us/olx/source/components/google_hangout.rst +++ /dev/null @@ -1,2 +0,0 @@ -.. include:: ../../../shared/exercises_tools/google_hangouts.rst - diff --git a/docs/en_us/olx/source/components/graphical_slider_tool.rst b/docs/en_us/olx/source/components/graphical_slider_tool.rst deleted file mode 100644 index 0d86e1ce10..0000000000 --- a/docs/en_us/olx/source/components/graphical_slider_tool.rst +++ /dev/null @@ -1,565 +0,0 @@ -.. _Graphical Slider Tool: - -********************************************* -Graphical Slider Tool -********************************************* - -.. module:: xml_format_gst - - -Format description -================== - -Graphical slider tool (GST) main tag is:: - - BODY - -``graphical_slider_tool`` tag must have two children tags: ``render`` -and ``configuration``. - - -Render tag ----------- - -Render tag can contain usual html tags mixed with some GST specific tags:: - - - represents jQuery slider for changing a parameter's value - - represents a text input field for changing a parameter's value - - represents Flot JS plot element - -Also GST will track all elements inside ```` where ``id`` -attribute is set, and a corresponding parameter referencing that ``id`` is present -in the configuration section below. These will be referred to as dynamic elements. - -The contents of the section will be shown to the user after -all occurrences of:: - - - - - -have been converted to actual sliders, text inputs, and a plot graph. -Everything in square brackets is optional. After initialization, all -text input fields, sliders, and dynamic elements will be set to the initial -values of the parameters that they are assigned to. - -``{parameter name}`` specifies the parameter to which the slider or text -input will be attached to. - -[style="{CSS statements}"] specifies valid CSS styling. It will be passed -directly to the browser without any parsing. - -There is a one-to-one relationship between a slider and a parameter. -I.e. for one parameter you can put only one ```` in the -```` section. However, you don't have to specify a slider - they -are optional. - -There is a many-to-one relationship between text inputs and a -parameter. I.e. for one parameter you can put many '' elements in -the ```` section. However, you don't have to specify a text -input - they are optional. - -You can put only one ```` in the ```` section. It is not -required. - - -Slider tag -.......... - -Slider tag must have ``var`` attribute and optional ``style`` attribute:: - - - -After processing, slider tags will be replaced by jQuery UI sliders with applied -``style`` attribute. - -``var`` attribute must correspond to a parameter. Parameters can be used in any -of the ``function`` tags in ``functions`` tag. By moving slider, value of -parameter ``a`` will change, and so result of function, that depends on parameter -``a``, will also change. - - -Textbox tag -........... - -Texbox tag must have ``var`` attribute and optional ``style`` attribute:: - - - -After processing, textbox tags will be replaced by html text inputs with applied -``style`` attribute. If you want a readonly text input, then you should use a -dynamic element instead (see section below "HTML tagsd with ID"). - -``var`` attribute must correspond to a parameter. Parameters can be used in any -of the ``function`` tags in ``functions`` tag. By changing the value on the text input, -value of parameter ``a`` will change, and so result of function, that depends on -parameter ``a``, will also change. - - -Plot tag -........ - -Plot tag may have optional ``style`` attribute:: - - - -After processing plot tags will be replaced by Flot JS plot with applied -``style`` attribute. - - -HTML tags with ID (dynamic elements) -.................................... - -Any HTML tag with ID, e.g. ```` can be used as a -place where result of function can be inserted. To insert function result to -an element, element ID must be included in ``function`` tag as ``el_id`` attribute -and ``output`` value must be ``"element"``:: - - - function add(a, b, precision) { - var x = Math.pow(10, precision || 2); - return (Math.round(a * x) + Math.round(b * x)) / x; - } - - return add(a, b, 5); - - - -Configuration tag ------------------ - -The configuration tag contains parameter settings, graph -settings, and function definitions which are to be plotted on the -graph and that use specified parameters. - -Configuration tag contains two mandatory tag ``functions`` and ``parameters`` and -may contain another ``plot`` tag. - - -Parameters tag -.............. - -``Parameters`` tag contains ``parameter`` tags. Each ``parameter`` tag must have -``var``, ``max``, ``min``, ``step`` and ``initial`` attributes:: - - - - - - -``var`` attribute links min, max, step and initial values to parameter name. - -``min`` attribute is the minimal value that a parameter can take. Slider and input -values can not go below it. - -``max`` attribute is the maximal value that a parameter can take. Slider and input -values can not go over it. - -``step`` attribute is value of slider step. When a slider increase or decreases -the specified parameter, it will do so by the amount specified with 'step' - -``initial`` attribute is the initial value that the specified parameter should be -set to. Sliders and inputs will initially show this value. - -The parameter's name is specified by the ``var`` property. All occurrences -of sliders and/or text inputs that specify a ``var`` property, will be -connected to this parameter - i.e. they will reflect the current -value of the parameter, and will be updated when the parameter -changes. - -If at lest one of these attributes is not set, then the parameter -will not be used, slider's and/or text input elements that specify -this parameter will not be activated, and the specified functions -which use this parameter will not return a numeric value. This means -that neglecting to specify at least one of the attributes for some -parameter will have the result of the whole GST instance not working -properly. - - -Functions tag -............. - -For the GST to do something, you must defined at least one -function, which can use any of the specified parameter values. The -function expects to take the ``x`` value, do some calculations, and -return the ``y`` value. I.e. this is a 2D plot in Cartesian -coordinates. This is how the default function is meant to be used for -the graph. - -There are other special cases of functions. They are used mainly for -outputting to elements, plot labels, or for custom output. Because -the return a single value, and that value is meant for a single element, -these function are invoked only with the set of all of the parameters. -I.e. no ``x`` value is available inside them. They are useful for -showing the current value of a parameter, showing complex static -formulas where some parameter's value must change, and other useful -things. - -The different style of function is specified by the ``output`` attribute. - -Each function must be defined inside ``function`` tag in ``functions`` tag:: - - - - function add(a, b, precision) { - var x = Math.pow(10, precision || 2); - return (Math.round(a * x) + Math.round(b * x)) / x; - } - - return add(a, b, 5); - - - -The parameter names (along with their values, as provided from text -inputs and/or sliders), will be available inside all defined -functions. A defined function body string will be parsed internally -by the browser's JavaScript engine and converted to a true JS -function. - -The function's parameter list will automatically be created and -populated, and will include the ``x`` (when ``output`` is not specified or -is set to ``"graph"``), and all of the specified parameter values (from sliders -and text inputs). This means that each of the defined functions will have -access to all of the parameter values. You don't have to use them, but -they will be there. - -Examples:: - - - return x; - - - - return (x + a) * Math.sin(x * b); - - - - function helperFunc(c1) { - return c1 * c1 - a; - } - return helperFunc(x + 10 * a * b) + Math.sin(a - x); - - -Required parameters:: - - function body: - - A string composing a normal JavaScript function - except that there is no function declaration - (along with parameters), and no closing bracket. - - So if you normally would have written your - JavaScript function like this: - - function myFunc(x, a, b) { - return x * a + b; - } - - here you must specify just the function body - (everything that goes between '{' and '}'). So, - you would specify the above function like so (the - bare-bone minimum): - - return x * a + b; - - VERY IMPORTANT: Because the function will be passed - to the browser as a single string, depending on implementation - specifics, the end-of-line characters can be stripped. This - means that single line JavaScript comments (starting with "//") - can lead to the effect that everything after the first such comment - will be treated as a comment. Therefore, it is absolutely - necessary that such single line comments are not used when - defining functions for GST. You can safely use the alternative - multiple line JavaScript comments (such comments start with "/*" - and end with "*/). - - VERY IMPORTANT: If you have a large function body, and decide to - split it into several lines, than you must wrap it in "CDATA" like - so: - - - - - -Optional parameters:: - - - color: Color name ('red', 'green', etc.) or in the form of - '#FFFF00'. If not specified, a default color (different - one for each graphed function) will be given by Flot JS. - line: A string - 'true' or 'false'. Should the data points be - connected by a line on the graph? Default is 'true'. - dot: A string - 'true' or 'false'. Should points be shown for - each data point on the graph? Default is 'false'. - bar: A string - 'true' or 'false'. When set to 'true', points - will be plotted as bars. - label: A string. If provided, will be shown in the legend, along - with the color that was used to plot the function. - output: 'element', 'none', 'plot_label', or 'graph'. If not defined, - function will be plotted (same as setting 'output' to 'graph'). - If defined, and other than 'graph', function will not be - plotted, but it's output will be inserted into the element - with ID specified by 'el_id' attribute. - el_id: Id of HTML element, defined in '' section. Value of - function will be inserted as content of this element. - disable_auto_return: By default, if JavaScript function string is written - without a "return" statement, the "return" will be - prepended to it. Set to "true" to disable this - functionality. This is done so that simple functions - can be defined in an easy fashion (for example, "a", - which will be translated into "return a"). - update_on: A string - 'change', or 'slide'. Default (if not set) is - 'slide'. This defines the event on which a given function is - called, and its result is inserted into an element. This - setting is relevant only when "output" is other than "graph". - -When specifying ``el_id``, it is essential to set "output" to one of - element - GST will invoke the function, and the return of it will be - inserted into a HTML element with id specified by ``el_id``. - none - GST will simply inoke the function. It is left to the instructor - who writes the JavaScript function body to update all necesary - HTML elements inside the function, before it exits. This is done - so that extra steps can be preformed after an HTML element has - been updated with a value. Note, that because the return value - from this function is not actually used, it will be tempting to - omit the "return" statement. However, in this case, the attribute - "disable_auto_return" must be set to "true" in order to prevent - GST from inserting a "return" statement automatically. - plot_label - GST will process all plot labels (which are strings), and - will replace the all instances of substrings specified by - ``el_id`` with the returned value of the function. This is - necessary if you want a label in the graph to have some changing - number. Because of the nature of Flot JS, it is impossible to - achieve the same effect by setting the "output" attribute - to "element", and including a HTML element in the label. - -The above values for "output" will tell GST that the function is meant for an -HTML element (not for graph), and that it should not get an 'x' parameter (along -with some value). - - -[Note on MathJax and labels] -............................ - -Independently of this module, will render all TeX code -within the ```` section into nice mathematical formulas. Just -remember to wrap it in one of:: - - \( and \) - for inline formulas (formulas surrounded by - standard text) - \[ and \] - if you want the formula to be a separate line - -It is possible to define a label in standard TeX notation. The JS -library MathJax will work on these labels also because they are -inserted on top of the plot as standard HTML (text within a DIV). - -If the label is dynamic, i.e. it will contain some text (numeric, or other) -that has to be updated on a parameter's change, then one can define -a special function to handle this. The "output" of such a function must be -set to "none", and the JavaScript code inside this function must update the -MathJax element by itself. Before exiting, MathJax typeset function should -be called so that the new text will be re-rendered by MathJax. For example:: - - - ... - - - ... - - - - ... - - -Plot tag -........ - -``Plot`` tag inside ``configuration`` tag defines settings for plot output. - -Required parameters:: - - xrange: 2 functions that must return value. Value is constant (3.1415) - or depend on parameter from parameters section: - - return 0; - return 30; - - or - - return -a; - return a; - - - All functions will be calculated over domain between xrange:min - and xrange:max. Xrange depending on parameter is extremely - useful when domain(s) of your function(s) depends on parameter - (like circle, when parameter is radius and you want to allow - to change it). - -Optional parameters:: - - num_points: Number of data points to generated for the plot. If - this is not set, the number of points will be - calculated as width / 5. - - bar_width: If functions are present which are to be plotted as bars, - then this parameter specifies the width of the bars. A - numeric value for this parameter is expected. - - bar_align: If functions are present which are to be plotted as bars, - then this parameter specifies how to align the bars relative - to the tick. Available values are "left" and "center". - - xticks, - yticks: 3 floating point numbers separated by commas. This - specifies how many ticks are created, what number they - start at, and what number they end at. This is different - from the 'xrange' setting in that it has nothing to do - with the data points - it control what area of the - Cartesian space you will see. The first number is the - first tick's value, the second number is the step - between each tick, the third number is the value of the - last tick. If these configurations are not specified, - Flot will chose them for you based on the data points - set that he is currently plotting. Usually, this results - in a nice graph, however, sometimes you need to fine - grain the controls. For example, when you want to show - a fixed area of the Cartesian space, even when the data - set changes. On it's own, Flot will recalculate the - ticks, which will result in a different graph each time. - By specifying the xticks, yticks configurations, only - the plotted data will change - the axes (ticks) will - remain as you have defined them. - - xticks_names, yticks_names: - A JSON string which represents a mapping of xticks, yticks - values to some defined strings. If specified, the graph will - not have any xticks, yticks except those for which a string - value has been defined in the JSON string. Note that the - matching will be string-based and not numeric. I.e. if a tick - value was "3.70" before, then inside the JSON there should be - a mapping like {..., "3.70": "Some string", ...}. Example: - - - - - - - - - - xunits, - yunits: Units values to be set on axes. Use MathJax. Example: - \(cm\) - \(m\) - - moving_label: - A way to specify a label that should be positioned dynamically, - based on the values of some parameters, or some other factors. - It is similar to a , but it is only valid for a plot - because it is drawn relative to the plot coordinate system. - - Multiple "moving_label" configurations can be provided, each one - with a unique text and a unique set of functions that determine - it's dynamic positioning. - - Each "moving_label" can have a "color" attribute (CSS color notation), - and a "weight" attribute. "weight" can be one of "normal" or "bold", - and determines the styling of moving label's text. - - Each "moving_label" function should return an object with a 'x' - and 'y properties. Within those functions, all of the parameter - names along with their value are available. - - Example (note that "return" statement is missing; it will be automatically - inserted by GST): - - - - -

Graphic slider tool: Bar graph example.

- -

We can request the API to plot us a bar graph.

-
-

a

- - -


-

b

- - -
- - - - - - - - - - 0.9) && (x<1.1)) || ((x>4.9) && (x<5.1))) { return Math.sin(a * 0.01 * Math.PI + 2.952 * x); } - else {return undefined;}]]> - - - 1.9) && (x<2.1)) || ((x>3.9) && (x<4.1))) { return Math.cos(b * 0.01 * Math.PI + 3.432 * x); } - else {return undefined;}]]> - - - 1.9) && (x<2.1)) || ((x>3.9) && (x<4.1))) { return Math.cos((b - 10 * a) * 0.01 * Math.PI + 3.432 * x); } - else {return undefined;}]]> - - - 1.9) && (x<2.1)) || ((x>3.9) && (x<4.1))) { return Math.cos((b + 7 * a) * 0.01 * Math.PI + 3.432 * x); } - else {return undefined;}]]> - - - - 15 - 5 - 0, 0.5, 6 - -1.5, 0.1, 1.5 - - - - - - - 0.4 - - - - diff --git a/docs/en_us/olx/source/components/gst_example_dynamic_labels.xml b/docs/en_us/olx/source/components/gst_example_dynamic_labels.xml deleted file mode 100644 index 05cbe407fb..0000000000 --- a/docs/en_us/olx/source/components/gst_example_dynamic_labels.xml +++ /dev/null @@ -1,40 +0,0 @@ - - - -

Graphic slider tool: Dynamic labels.

-

There are two kinds of dynamic lables. - 1) Dynamic changing values in graph legends. - 2) Dynamic labels, which coordinates depend on parameters

-

a:

-
-

b:

-

- - - - - - - - - - a * x + b - - a - - - 030 - 10 - 0, 6, 30 - -9, 1, 9 - - - - - - - - - - - \ No newline at end of file diff --git a/docs/en_us/olx/source/components/gst_example_dynamic_range.xml b/docs/en_us/olx/source/components/gst_example_dynamic_range.xml deleted file mode 100644 index 0ce4263d62..0000000000 --- a/docs/en_us/olx/source/components/gst_example_dynamic_range.xml +++ /dev/null @@ -1,37 +0,0 @@ - - - -

Graphic slider tool: Dynamic range and implicit functions.

- -

You can make x range (not ticks of x axis) of functions to depend on - parameter value. This can be useful when function domain depends - on parameter.

-

Also implicit functons like circle can be plotted as 2 separate - functions of same color.

-
- - -
- - - - - - - - Math.sqrt(a * a - x * x) - -Math.sqrt(a * a - x * x) - - - - - -a - a - - 1000 - -30, 6, 30 - -30, 6, 30 - - - - diff --git a/docs/en_us/olx/source/components/gst_example_html_element_output.xml b/docs/en_us/olx/source/components/gst_example_html_element_output.xml deleted file mode 100644 index 340783871a..0000000000 --- a/docs/en_us/olx/source/components/gst_example_html_element_output.xml +++ /dev/null @@ -1,40 +0,0 @@ - - - -

Graphic slider tool: Output to DOM element.

- -

a + b =

- -
-

a

- - -
- -
-

b

- - -
-


- - - - - - - - - - - function add(a, b, precision) { - var x = Math.pow(10, precision || 2); - return (Math.round(a * x) + Math.round(b * x)) / x; - } - - return add(a, b, 5); - - - - - diff --git a/docs/en_us/olx/source/components/gst_example_with_documentation.xml b/docs/en_us/olx/source/components/gst_example_with_documentation.xml deleted file mode 100644 index addada5b10..0000000000 --- a/docs/en_us/olx/source/components/gst_example_with_documentation.xml +++ /dev/null @@ -1,91 +0,0 @@ - - - - -

Graphic slider tool: full example.

-

- A simple equation - \( - y_1 = 10 \times b \times \frac{sin(a \times x) \times sin(b \times x)}{cos(b \times x) + 10} - \) - can be plotted. -

- - -
-

Currently \(a\) is

- - -
- -

This one - \( - y_2 = sin(a \times x) - \) - will be overlayed on top. -

-
-

Currently \(b\) is

- -
-
-

To change \(a\) use:

- -
-
-

To change \(b\) use:

- -
- -
-

Second input for b:

- - -
- - - - - - - - - - - - - return 10.0 * b * Math.sin(a * x) * Math.sin(b * x) / (Math.cos(b * x) + 10); - - - - Math.sin(a * x); - - - function helperFunc(c1) { - return c1 * c1 - a; - } - - return helperFunc(x + 10 * a * b) + Math.sin(a - x); - - a - - - - - - return 0; - - 30 - - - 120 - - 0, 3, 30 - -1.5, 1.5, 13.5 - - \(cm\) - \(m\) - - - - diff --git a/docs/en_us/olx/source/components/html-components.rst b/docs/en_us/olx/source/components/html-components.rst deleted file mode 100644 index 3a11ca3424..0000000000 --- a/docs/en_us/olx/source/components/html-components.rst +++ /dev/null @@ -1,122 +0,0 @@ -.. _HTML Components: - -################################# -HTML Components -################################# - -See: - -* `Create the HTML Component`_ -* `Example of an HTML Component Embedded in a Vertical`_ -* `Example of Separate HTML Files`_ -* `HTML Component XML File Elements`_ -* `html Element Attributes`_ -* `Example HTML Component XML File`_ -* `Example HTML Component Content`_ - - -********************************************* -Create the HTML Component -********************************************* - -To add an HTML component to your course, you can embed the XML for it in the -parent XML file, or split it up into either 1 or 2 additional files. You can -break up the HTML configuration into an .xml file in the html directory and an -additional .html file in the same directory. - -.. caution:: If you are including HTML that is not valid HTML, you must break out HTML content in a separate file. - - -***************************************************** -Example of an HTML Component Embedded in a Vertical -***************************************************** - -.. code-block:: xml - - - ... - The above has an error. x should be y in the second equation. - - - -********************************************* -Example of Separate HTML Files -********************************************* - -You create an XML file in the ``html`` directory for each HTML component in -your course. - -The name of the XML file must match the value of the @url_name attribute of the -``html`` element in the vertical XML file. - -For example, if the vertical XML file contains: - -.. code-block:: xml - - - - . . . - - -You create the file ``html/Introduction.xml`` to define the HTML component. - -************************************* -HTML Component XML File Elements -************************************* - -The root element of the XML file for the HTML component is file is ``html``. - -In this case, the ``html`` element contains no children. - -************************************* -``html`` Element Attributes -************************************* - -.. list-table:: - :widths: 10 70 - :header-rows: 1 - - * - Attribute - - Meaning - * - ``display_name`` - - The value that is displayed to students as the name of the HTML - component. - * - ``file_name`` - - The name of the HTML file that contains the content for the HTML - component, without the ``.HTML`` extension. - -************************************* -Example HTML Component XML File -************************************* - -The following example shows an XML file for an HTML component: - -.. code-block:: xml - - - - -************************************* -Example HTML Component Content -************************************* - -In the component's HTML file, you add valid HTML to represent the content you -want to be displayed to students. For example, the following is from an HTML -file for the edX Demo course: - -.. code-block:: html - -

Lesson 2: Let's Get INTERACTIVE!

-

- InteractiveNow that you know your - way around an edX course let's look at some of the exciting interactive - tools you may encounter. Use the learning sequence above to explore. -  

-

Once you have tried the interactive tools in this lesson, - make sure to check out the week 2 homework where we show you several of the - really cool interactive labs we’ve created for past courses. -  They’re fun to play with.  Many courses will have tools - and labs that you need to use to complete homework assignments.

- diff --git a/docs/en_us/olx/source/components/iframe.rst b/docs/en_us/olx/source/components/iframe.rst deleted file mode 100644 index 9bacd4e734..0000000000 --- a/docs/en_us/olx/source/components/iframe.rst +++ /dev/null @@ -1,2 +0,0 @@ -.. include:: ../../../shared/exercises_tools/iframe.rst - diff --git a/docs/en_us/olx/source/components/index.rst b/docs/en_us/olx/source/components/index.rst deleted file mode 100644 index f85c3b3e43..0000000000 --- a/docs/en_us/olx/source/components/index.rst +++ /dev/null @@ -1,26 +0,0 @@ -.. _Course Components: - -################################# -Course Components (XBlocks) -################################# - -Use the chapters in this section to create course components. - -.. toctree:: - :maxdepth: 2 - - html-components - discussion-components - video-components - annotation - conditional_module - full_screen_image - google_hangout - graphical_slider_tool - iframe - lti_component - open_response_assessment - periodic_table - poll - word_cloud - zooming_image diff --git a/docs/en_us/olx/source/components/lti_component.rst b/docs/en_us/olx/source/components/lti_component.rst deleted file mode 100644 index b7a5e4e8c1..0000000000 --- a/docs/en_us/olx/source/components/lti_component.rst +++ /dev/null @@ -1,2 +0,0 @@ -.. include:: ../../../shared/exercises_tools/lti_component.rst - diff --git a/docs/en_us/olx/source/components/open_response_assessment.rst b/docs/en_us/olx/source/components/open_response_assessment.rst deleted file mode 100644 index c9a6869509..0000000000 --- a/docs/en_us/olx/source/components/open_response_assessment.rst +++ /dev/null @@ -1,2 +0,0 @@ -.. include:: ../../../shared/exercises_tools/open_response_assessment.rst - diff --git a/docs/en_us/olx/source/components/periodic_table.rst b/docs/en_us/olx/source/components/periodic_table.rst deleted file mode 100644 index 2dad6a862a..0000000000 --- a/docs/en_us/olx/source/components/periodic_table.rst +++ /dev/null @@ -1,2 +0,0 @@ -.. include:: ../../../shared/exercises_tools/periodic_table.rst - diff --git a/docs/en_us/olx/source/components/poll.rst b/docs/en_us/olx/source/components/poll.rst deleted file mode 100644 index 7ec89efa11..0000000000 --- a/docs/en_us/olx/source/components/poll.rst +++ /dev/null @@ -1,2 +0,0 @@ -.. include:: ../../../shared/exercises_tools/poll.rst - diff --git a/docs/en_us/olx/source/components/video-components.rst b/docs/en_us/olx/source/components/video-components.rst deleted file mode 100644 index d21a501c54..0000000000 --- a/docs/en_us/olx/source/components/video-components.rst +++ /dev/null @@ -1,135 +0,0 @@ -.. _Video Components: - -################################# -Video Components -################################# - -You can add video components to any container in your course (such as -a vertical or sequential). Studio places all video components inside -verticals (which it calls units). - -See: - -* `Create the XML File for a Video Component`_ -* `Video Component XML File Elements`_ -* `video Element Attributes`_ -* `Example Video Component XML File`_ - -********************************************** -Create the XML File for a Video Component -********************************************** - -To add a video component to your course, add it to the course XML tree as: - -.. code-block:: xml - -