diff --git a/source/developers/references/developer_guide/process/code-considerations.rst b/source/developers/references/developer_guide/process/code-considerations.rst index 723d316ee..753e25528 100644 --- a/source/developers/references/developer_guide/process/code-considerations.rst +++ b/source/developers/references/developer_guide/process/code-considerations.rst @@ -19,7 +19,7 @@ analytics. * `Internationalization Coding Guidelines`_ * `RTL UI Best Practices`_ -* `Accessibility Guidelines`_ +* :ref:`Accessibility Guidelines` * `Analytics Guidelines`_ * `Eventing Design and Review Process`_ diff --git a/source/developers/references/developer_guide/process/overview.rst b/source/developers/references/developer_guide/process/overview.rst index c1abe5cb0..b3a3f1806 100644 --- a/source/developers/references/developer_guide/process/overview.rst +++ b/source/developers/references/developer_guide/process/overview.rst @@ -32,7 +32,7 @@ questions or concerns. `Product Review Process`_ * `Internationalization Coding Guidelines`_ * `RTL UI Best Practices`_ -* `Accessibility Guidelines`_ +* :ref:`Accessibility Guidelines` * `Analytics Guidelines`_ * `Eventing Design and Review Process`_ diff --git a/source/educators/concepts/accessibility/accessibility_guidelines.rst b/source/educators/concepts/accessibility/accessibility_guidelines.rst index 6b9813e25..326119923 100644 --- a/source/educators/concepts/accessibility/accessibility_guidelines.rst +++ b/source/educators/concepts/accessibility/accessibility_guidelines.rst @@ -1,22 +1,12 @@ -.. _edX Accessibility Guidelines: +.. _Accessibility Guidelines: -=============================================================== -What Is The edX Accessibility Best Practices Guidance Based On? -=============================================================== +####################################################################### +What Is The Open edX® Accessibility Best Practices Guidance Based On? +####################################################################### .. tags:: educator, concept -.. note:: This content has been migrated from legacy edx.org docs and has not yet been adjusted for the Open edX® Community - -edX measures and evaluates accessibility primarily using the World Wide Web Consortium's -`Web Content Accessibility Guidelines (WCAG) 2.1 `_ -(05 June 2018). All features that are merged into edX repositories are -expected to `conform `_ to `Level AA -`_ of this specification and satisfy the -requirements outlined in the edX `Website Accessibility Policy -`_. - -As the edX platform is strongly based on well-accepted `HTML5 markup standards `_ and `WAI-ARIA `_, we expect that learners who require additional accessibility tools such as screen readers and screen magnifiers will enjoy strong compatibility. We test regularly with the most popular accessibility tools. +As the Open edX® platform is strongly based on well-accepted `HTML5 markup standards `_ and `WAI-ARIA `_, we expect that learners who require additional accessibility tools such as screen readers and screen magnifiers will enjoy strong compatibility. We test regularly with the most popular accessibility tools. In addition, our guidance is based on principles of `universal design `_ (usable by all, to the greatest extent possible, without the need for diff --git a/source/educators/concepts/accessibility/best_practices_course_content_dev.rst b/source/educators/concepts/accessibility/best_practices_course_content_dev.rst index 4cba24736..b72795f42 100644 --- a/source/educators/concepts/accessibility/best_practices_course_content_dev.rst +++ b/source/educators/concepts/accessibility/best_practices_course_content_dev.rst @@ -6,23 +6,10 @@ Accessibility Best Practices for Developing Course Content .. tags:: educator, concept -edX is dedicated to creating a platform that is not only itself accessible, but +The Open edX project is dedicated to creating a platform that is not only itself accessible, but also enables course content creators to create accessible content. If you encounter platform issues that you believe might affect your ability to provide -accessible course content, please contact us using one of the following -methods. We welcome any comments and questions. - -* Send an email message to accessibility@edx.org. -* Submit a comment on the edX `Website Accessibility Policy - `_ page. -* Submit a comment on the `Individualized Accessibility Process for Course - Creators `_ page. - -.. Do not modify wording of the following note. Exact wording is from Legal. - -.. note:: Use of authoring tools other than those provided by edX might result - in inaccessible course content. However, for clarity, use of edX authoring - tools does not ensure that your course content will be accessible. +accessible course content, please `submit a Github issue <.. _Submit an Open edX Issue>`_ to the Open edX project. .. contents:: :local: @@ -100,7 +87,7 @@ readable, and that there is sufficient contrast between the foreground and background. Do not use color as the sole means of visually distinguishing an element or conveying critical information. If you must create images that contain text, make sure that the text has good contrast with the background. Images of text cannot be scaled or -color corrected as effectively as HTML text. If you choose to override edX platform's default font colors, make sure that the +color corrected as effectively as HTML text. If you choose to override platform's default font colors, make sure that the foreground and background colors have `sufficient contrast `_. @@ -113,7 +100,7 @@ than background sounds. Make Sure Your Course Content is Understandable *********************************************** -Make sure your course content is readable and understandable. EdX courses have +Make sure your course content is readable and understandable. Online courses often have a global and diverse audience, including learners whose native language is not the language in which you created your course, as well as learners who have a disability that affects reading, such as dyslexia or a visual impairment. @@ -180,7 +167,7 @@ non-text content. The text alternative for an image depends on the image's context and purpose, and might not be a simple description of the image's visual characteristics. -In general, for every image, edX recommends that you provide a text +In general, for every image, it is recommended that you provide a text alternative that provides the equivalent information that a sighted learner would obtain from viewing the image. If the image contains words that are important for understanding the content, include the words in the text @@ -337,7 +324,7 @@ 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. -edX recommends that you follow these best practices for making information +It is recommended that you follow these best practices for making information graphics accessible to visually impaired learners. * Avoid using only color to distinguish important features of an image. For @@ -394,7 +381,7 @@ making them available through your course. Carefully consider the document format you choose for publishing your course materials, because some formats support accessibility better than others. Whenever possible, create course materials in HTML format, using the tools -available to you in edX Studio. When you make digital textbooks (ebooks) +available to you in Studio. When you make digital textbooks (ebooks) available within your course, ask digital book publishers for books in `EPUB 3 `_ format. This digital book format includes unparalleled @@ -411,7 +398,7 @@ parties, it helps to ask the right questions about accessibility. headings, and bookmarks? Natively accessible formats like those mentioned above might not always be -available options. Other popular document formats included in edX courses +available options. Other popular document formats included in online courses include PDF, Microsoft Word, Excel, or PowerPoint. Many of the same accessibility techniques and principles that apply to authoring web content apply to these document formats as well. @@ -511,7 +498,7 @@ Best Practices for Authoring Accessible PDF Documents Evaluating PDF Files for Accessibility ************************************** -EdX highly recommends using the tools available in Adobe Acrobat Pro (for +It is highly recommended that you use the tools available in Adobe Acrobat Pro (for example, "Accessibility Checker") to evaluate your PDF files for accessibility. Adobe Acrobat Pro also includes tools (for example, "Make Accessible") for fixing most common accessibility issues. @@ -573,7 +560,7 @@ Accessible Microsoft Word Resources =================================== Creating Accessible Excel Documents =================================== - + Many of the same accessibility techniques and principles that apply to authoring data tables in HTML also apply to creating Excel spreadsheets. @@ -676,16 +663,16 @@ accessible to people with vision impairments. Non-scalable images of mathematical content cannot be sufficiently enlarged or navigated by low-vision users and are not accessible to blind users at all. -edX uses `MathJax `_ to render math content in a +The Open edX® platform 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 such as LaTeX and MathML to -render mathematical equations as text instead of images. edX recommends that +render mathematical equations as text instead of images. It is recommended that you use MathML to author your math content. MathJax renders MathML in a variety of formats on the client side, offering the end user the ability to consume math content in their preferred format. -edX Studio also supports authoring math directly in LaTeX using the `LaTeX Source Compiler -`_ to transform LaTeX into MathML. +Studio also supports authoring math directly in LaTeX using the :ref:`LaTeX Source Compiler +` to transform LaTeX into MathML. ========================================= @@ -807,7 +794,7 @@ Third-Party Content =================== If you include links to third-party content in your course, be mindful of the -accessibility of such resources. edX recommends that you evaluate third-party +accessibility of such resources. It is recommended that you evaluate third-party content prior to sharing it with learners. You can use the eReader tool or :ref:`Add Files to a Course ` to incorporate @@ -839,9 +826,7 @@ Create Accessible Media *********************** Media-based course materials help to convey concepts and can bring course -information to life. We require all videos in edX courses to include timed text -captions in `SubRip (SRT) format -`_. The edX media +information to life. The Open edX® platform media player displays caption files in an interactive sidebar that benefits a variety of learners, including learners who are hard of hearing or whose native language differs from the primary language of the media. This built-in @@ -860,7 +845,7 @@ loss affects about 10% of the population to some degree. It causes disability in 5% (360 to 538 million) and moderate to severe disability in 124 million people. Timed text captions also be helpful for learners whose native languages are languages other than the primary language of the media or who -have cognitive conditions that benefit from visual. The edX media player +have cognitive conditions that benefit from visual. The media player displays timed text captions as links in an interactive area adjacent to the video, which allows all learners to navigate to a specific section of the video by selecting some location within the caption text. @@ -945,10 +930,10 @@ and adaptable across browsers and devices. Also, the information in HTML markup helps assistive technologies, such as screen reader software, to provide information and functionality to people with vision impairments. -Most of the problem type templates in edX Studio conform to our recommended +Most of the problem type templates in Studio conform to our recommended best practices in terms of good HTML markup. You can manually add appropriate HTML tagging even if it does not exist in the component template. Depending on -the type of component you are adding to your course in edX Studio, the raw +the type of component you are adding to your course in Studio, the raw HTML data is available either automatically or by selecting the "Advanced Editor" or "HTML" views. @@ -1047,7 +1032,7 @@ guidelines. there is a justification, communicate these requirements to prospective learners in the course description and establish a plan for responding to learners who encounter barriers. If there is no justification for the - requirements, edX recommends that you redesign the learning activities to be + requirements, it is recommended that you redesign the learning activities to be more flexible and broadly accessible. ======================================= @@ -1059,7 +1044,7 @@ Universal Design for Learning Resources .. seealso:: :class: dropdown - :ref:`edX Accessibility Guidelines` (concept) + :ref:`Accessibility Guidelines` (concept) :ref:`Designing for Mobile` (concept) diff --git a/source/educators/concepts/accessibility/design_for_mobile.rst b/source/educators/concepts/accessibility/design_for_mobile.rst index 24eae75c4..6c8c18b9f 100644 --- a/source/educators/concepts/accessibility/design_for_mobile.rst +++ b/source/educators/concepts/accessibility/design_for_mobile.rst @@ -16,7 +16,7 @@ For information about accessibility best practices, see :ref:`Accessibility Index `. The percentage of learners who access MOOCs using smartphones is increasing -every day. Most courses on edx.org can be viewed on smartphones using the edX +every day. Courses on your instance may be viewed on smartphones using the Android and iPhone apps, although we still recommend that learners complete graded assignments on a desktop computer, depending on the type of assessments that their courses include. For information on which exercises and tools are @@ -27,8 +27,8 @@ To make the course experience for mobile learners as rewarding as it is for learners using desktop computers, keep the following best practices in mind as you design, test, and run your course. -* Course updates that you make might take longer to appear in the edX mobile - apps than on the edX site. In particular, newly published content can take up +* Course updates that you make might take longer to appear in the mobile + apps than on your course site. In particular, newly published content can take up to an hour to update on the Android app. * Display names are critical for navigating through courses on smartphones. As @@ -56,7 +56,7 @@ you design, test, and run your course. * Learners might be viewing your course materials on screens as large as a high-resolution Mac Thunderbolt display, or as small as a 5 inch smartphone screen, so it is difficult to size an image so that it displays well at all - resolutions. In general, edX recommends keeping most images under 0.5MB in + resolutions. In general, it is recommended to keep most images under 0.5MB in size so that learners who have low Internet bandwidth will not have trouble downloading the images. If you have a large image that requires zooming to view the full detail, in addition to providing an image that can be easily @@ -69,11 +69,11 @@ you design, test, and run your course. ready assessment types. If you use assessment types that are not supported on smartphones, notify learners in the body of your course that they will not be able to complete assignments that contain unsupported assessment types using - the edX iPhone and Android mobile apps. + the iPhone and Android mobile apps. * Timed and proctored exams cannot be completed using the mobile app. -* When learners access your course using the edX Android and iPhone apps, they +* When learners access your course using the Android and iPhone apps, they progress from component to component by swiping through them. It might seem useful to include a Text component in a unit for the purpose of providing a demarcation point or guiding learners to the next unit, but having to swipe @@ -81,7 +81,7 @@ you design, test, and run your course. experience for mobile users. * Make sure your JavaScript and CSS are compliant. You should verify that all - components render correctly in the edX Android and iPhone apps as well as + components render correctly in the Android and iPhone apps as well as directly in the LMS. ************************************** @@ -89,15 +89,15 @@ Testing Your Course For Mobile Devices ************************************** If you have included some of the more complex problem types, or have highly -customized the way course content displays, edX recommends that you test your +customized the way course content displays, it is recommended that you test your course for multiple devices and displays. To test the mobile experience of your course, sign in to your course using the -edX Android or iPhone app, and view each course unit to make sure that it +Android or iPhone app, and view each course unit to make sure that it renders as you expect it to. .. note:: Keep in mind that course updates that you make might not be - immediately reflected in the edX mobile apps. In particular, newly + immediately reflected in the mobile apps. In particular, newly published content can take up to an hour to update on the Android app. .. seealso:: @@ -105,8 +105,8 @@ renders as you expect it to. :ref:`Accessibility Best Practices for Course Content Development` (concept) - :ref:`edX Accessibility Guidelines` (concept) + :ref:`Accessibility Guidelines` (concept) :ref:`Supporting Learners with Diverse Needs` (concept) - :ref:`Accessibility Checker` (reference) \ No newline at end of file + :ref:`Accessibility Checker` (reference) diff --git a/source/educators/concepts/accessibility/supporting_learners_diverse_needs.rst b/source/educators/concepts/accessibility/supporting_learners_diverse_needs.rst index 4d6fcce59..8ce3e33d7 100644 --- a/source/educators/concepts/accessibility/supporting_learners_diverse_needs.rst +++ b/source/educators/concepts/accessibility/supporting_learners_diverse_needs.rst @@ -11,17 +11,10 @@ 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, +The Open edX project is dedicated to creating a platform that is not only itself accessible, but also enables course content creators to create accessible content. If you encounter platform issues that you believe might affect your ability to -provide accessible course content, please contact us at accessibility@edx.org. -We welcome any comments and questions. - -.. Do not modify wording of the following note. Exact wording is from Legal. - -.. note:: Use of authoring tools other than those provided by edX might result - in inaccessible course content. However, for clarity, use of edX authoring - tools does not ensure that your course content will be accessible. +provide accessible course content, please `submit a Github issue <.. _Submit an Open edX Issue>`_ to the Open edX project. ************************ @@ -62,21 +55,21 @@ diverse needs, such as those in the following list. Removing Barriers to Learning ***************************** -edX highly recommends that you implement the best practices in this document +It is highly recommended that you implement the best practices in this document and in other resources. If you cannot easily address any of these barriers to -providing accessible course content, edX recommends that you consult with +providing accessible course content, it is recommended that you consult with resources at your organization such as Disability Services, or assistive technology and accessibility specialists. The following resources might also assist you in producing accessible course content. -* `User Agent Accessibility Guidelines (UAAG) `_ may be useful if you're intending to implement a browser or browser extension that will be compatible with the edX platform. -* `Authoring Tool Accessibility Guidelines (ATAG) `_ guides our efforts to make edX Studio more accessible. -* `HTML5 `_ and `WAI-ARIA (Accessible Rich Internet Applications) `_ are the standards we follow to ensure that the edX platform is accessible. You should follow the same standards to ensure that learner content inside `xBlocks `_ (learning units) is accessible. -* `EPUB 3.0 `_ is edX's preferred document format for ensuring that redistributable learning materials are accessible, though `Adobe PDF `_, `Microsoft Office `_, and `Google Docs `_ may also be made accessible. +* `User Agent Accessibility Guidelines (UAAG) `_ may be useful if you're intending to implement a browser or browser extension that will be compatible with the Open edX® platform. +* `Authoring Tool Accessibility Guidelines (ATAG) `_ guides efforts to make Studio more accessible. +* `HTML5 `_ and `WAI-ARIA (Accessible Rich Internet Applications) `_ are the standards to help ensure that the platform is accessible. You should follow the same standards to ensure that learner content inside `xBlocks `_ (learning units) is accessible. +* `EPUB 3.0 `_ is a format for ensuring that redistributable learning materials are accessible, though `Adobe PDF `_, `Microsoft Office `_, and `Google Docs `_ may also be made accessible. * The `DAISY Consortium `_ contributes to EPUB accessibility standards and has a tool for che checking EPUB document accessibility. -* `MathML `_ is edX's preferred markup format for all math content. +* `MathML `_ is a preferred markup format for all math content. * `MathJax `_ is the system we use for rendering MathML content. * `WCAG2ICT `_ covers non-web Information and Communications Technologies. @@ -92,7 +85,7 @@ when creating a course. :ref:`Accessibility Best Practices for Course Content Development` (concept) - :ref:`edX Accessibility Guidelines` (concept) + :ref:`Accessibility Guidelines` (concept) :ref:`Designing for Mobile` (concept) diff --git a/source/educators/concepts/advanced_features/teams_overview.rst b/source/educators/concepts/advanced_features/teams_overview.rst index 2e53a5c8a..ea251c25f 100644 --- a/source/educators/concepts/advanced_features/teams_overview.rst +++ b/source/educators/concepts/advanced_features/teams_overview.rst @@ -1,8 +1,8 @@ .. _CA_Teams_Overview: -******************************* +*************** Teams Overview -******************************* +*************** .. tags:: educator, concept diff --git a/source/educators/concepts/data/learner_data.rst b/source/educators/concepts/data/learner_data.rst index 678fada66..9bdadfc47 100644 --- a/source/educators/concepts/data/learner_data.rst +++ b/source/educators/concepts/data/learner_data.rst @@ -15,12 +15,11 @@ any time after you create the course. .. _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 +The information that your instance collects from site registrants includes personal information that can be used to identify, contact, and locate individuals. This information is available to course team members with the Admin or Staff role for the learners who are enrolled in their courses. @@ -45,9 +44,9 @@ For information about course enrollment, see :ref:`Enrollment`. About Learner-Reported Data =========================== -When learners create, or register, their user accounts, they select a public +When learners create or register their user accounts, they select a public username and supply their full names and email addresses. Learners also have -the option to provide personal demographic information, including highest +the option to provide personal demographic information, including the highest level of education completed, gender, year of birth, and preferred language. Because this information is optional, not all of the learners who are enrolled in your course provide it. @@ -75,4 +74,6 @@ understanding of how the learner population changes over time. :ref:`View and download student data` (how-to) - :ref:`Access Anonymized Learner IDs ` (how-to) \ No newline at end of file + :ref:`Access Anonymized Learner IDs ` (how-to) + + :ref:`Manage Learner Grades ` (how-to) \ No newline at end of file diff --git a/source/educators/concepts/instructional_design/id_course_dev_process_overview.rst b/source/educators/concepts/instructional_design/id_course_dev_process_overview.rst index 4f777e59d..04cb20a76 100644 --- a/source/educators/concepts/instructional_design/id_course_dev_process_overview.rst +++ b/source/educators/concepts/instructional_design/id_course_dev_process_overview.rst @@ -1,3 +1,6 @@ +.. _Course Development Process: + +############################## The Course Development Process ############################## @@ -7,11 +10,11 @@ The Course Development Process :local: :class: no-bullets - +*************************************** The Course Development Process Overview *************************************** -This course development process model is based on the ADDIE model and tied to the principles of backward design. By working backwards, we start first with defining our learning outcomes and work backwards to determining what content we need to create. It looks like this: +This course development process model is based on the ADDIE model and tied to the principles of backward design. By working backward, we start first with defining our learning outcomes and work backward to determining what content we need to create. It looks like this: 1. Start with learning outcomes - What do we expect students will be able to do or know when they complete this course? @@ -24,20 +27,21 @@ The ADDIE Model breaks down this process into five iterative phases, and we’ve .. image:: /_images/instructional_design/addie_model.png :alt: An ADDIE Model Diagram -As you go through this process, you will see that each of these phases are iterative and may loop back into a previous phase as ideas, goals and feedback about the course are gathered. Each phase has inputs and outputs that inform future phases and help the team move forward in the process. +As you go through this process, you will see that each of these phases is iterative and may loop back into a previous phase as ideas, goals and feedback about the course are gathered. Each phase has inputs and outputs that inform future phases and help the team move forward in the process. -- **Phase 1** is about **information collection**. You collect information about your project (who is the audience, why is this course being created) and decide on the learning outcomes. At this stage you will create a draft course syllabus and a list of learning outcomes. +- **Phase 1** is about **information collection**. You collect information about your project (who is the audience, why is this course being created) and decide on the learning outcomes. At this stage, you will create a draft course syllabus and a list of learning outcomes. -- **Phase 2** is about **designing the course**. This is where you will decide on the structure of the course, start to think about the types of assessments and content that will be in the course. At this stage, you will create a course outline document. +- **Phase 2** is about **designing the course**. This is where you will decide on the structure of the course and start to think about the types of assessments and content that will be in the course. At this stage, you will create a course outline document. - **Phase 3** is the **building phase**. This can be one of the longest phases as it requires your subject matter expert to create or curate content, and for the instructional designer to build that content and the assessments in the course. By the end of this phase, you should have the entire course built in the LMS. -- **Phase 4** is the **review phase**. In this phase your course team as well as a couple of beta testers will review the course from start to finish. You will test the assessments, check for accessibility, and ensure that the course is ready to be launched to the public. +- **Phase 4** is the **review phase**. In this phase, your course team as well as a couple of beta testers will review the course from start to finish. You will test the assessments, check for accessibility, and ensure that the course is ready to be launched to the public. - **Phase 5** is the **support and evaluation phase**. This phase will extend into the delivery of the course where communication with learners is key. The goal of using this process is to increase the speed at which a course is created and to improve the team dynamic. Remember, that while these phases are presented in a linear order, you will often have to return to previous phases and make adjustments. +******************************* Phase 1: Information Collection ******************************* @@ -69,18 +73,19 @@ Outcomes and Templates for the Information Collection phase that may be helpful: Remember, this phase can require multiple meetings to ensure that the entire team is on the same page regarding why this course is being created, who the learners will be, and what resources will be available throughout the development process. Depending on the project, your SME(s) and the timeline, this phase could take anywhere from one meeting to several weeks. +**************** Phase 2: Design -*************** +**************** -In phase two, you will use the outputs from phase one (the syllabus and outcomes list) as your inputs. Here, your focus will be on deciding on the assessments and teaching materials that will be used to help your learners achieve the learning outcomes. The goal of this phase is to create a course outline that identifies the structure and components of your course. +In phase two, you will use the outputs from phase one (the syllabus and outcomes list) as your input. Here, your focus will be on deciding on the assessments and teaching materials that will be used to help your learners achieve the learning outcomes. The goal of this phase is to create a course outline that identifies the structure and components of your course. -The outline can give your team a sense of the amount of content that needs to be curated or created and how many assessments need to be created. This can give your team a chance to predict how much time it will take to develop all of the components of the course, and to check in on project scope and make adjustments to your outline. +The outline can give your team a sense of the amount of content that needs to be curated or created and how many assessments need to be created. This can give your team a chance to predict how much time it will take to develop all of the components of the course, and to check in on the project scope and make adjustments to your outline. The ID in this phase will likely be able to provide valuable information regarding the structure, content forms to ensure a mix of media, and possible assessment types. The ID will have an understanding of what is possible within the LMS and can share examples and suggestions from successful courses. By the end of this phase, you should have a :ref:`Course Outline` -- Ideally, by the end of the process this will be a large document that tracks every element of your course (each video, text input, assessment question, etc.). +- Ideally, by the end of the process, this will be a large document that tracks every element of your course (each video, text input, assessment question, etc.). - You can assign components of the course to various members of your team to be tracked during phase three. @@ -99,15 +104,16 @@ Outcomes and Templates for the Information Collection phase that may be helpful: Remember, that this is a highly iterative phase in the course development process. You will likely come back to this phase as you move on to asset collection and build. Your course outline should be a living document that tracks all of the changes and components within your course. +********************************** Phase 3: Asset Collection & Build -********************************* +********************************** The goal of this phase is to create or collect all of the course materials and build the course in the LMS. The course outline that you created in phase two is a vital input in this phase and will continue to grow in this phase. -In this phase, it is important to share any background materials that may be used in the creation of this course (a handbook, an existing in-person training deck, a series of powerpoint lectures, etc). A well-organized shared repository (a google drive, dropbox, etc.) for course materials can be really helpful during this phase, especially with larger teams and lots of content being accumulated. +In this phase, it is important to share any background materials that may be used in the creation of this course (a handbook, an existing in-person training deck, a series of PowerPoint lectures, etc). A well-organized shared repository (a Google Drive, dropbox, etc.) for course materials can be really helpful during this phase, especially with larger teams and lots of content being accumulated. -In this phase you may need to support your SME(s) in their collection, translation and creation of content. This is often the busiest phase of the process for the instructional designer. You may need to: +In this phase, you may need to support your SME(s) in their collection, translation and creation of content. This is often the busiest phase of the process for the instructional designer. You may need to: - Provide video scripting and video production suggestions. @@ -120,31 +126,32 @@ In this phase you may need to support your SME(s) in their collection, translati - Create and implement a design theme or branding for the course. -Building the course in the LMS at this stage helps everyone on the team to visualize the course and make adjustments as needed to the structure, content, assessments and learning outcomes. +Building the course in the LMS at this stage helps everyone on the team visualize the course and make adjustments as needed to the structure, content, assessments and learning outcomes. -In this phase of the process you will likely have ongoing check-in meetings with the entire team. You can use the :ref:`Course Outline Template` to create status updates that are shared with the team. These status updates can: +In this phase of the process, you will likely have ongoing check-in meetings with the entire team. You can use the :ref:`Course Outline Template` to create status updates that are shared with the team. These status updates can: -- provide information on progress +- Provide information on progress - Identify current roadblocks -- assign upcoming tasks +- Assign upcoming tasks -- check on the guiding principles or important features of your course (for example, do you have engagement triggers planned?) +- Check on the guiding principles or important features of your course (for example, do you have engagement triggers planned?) -Note: In this phase it is important to remember that learners have different learning preferences and needs. It is important to provide a variety of media in a course if it is possible. A mix of text, video, images and varying levels of interactivity will be important here to create opportunities for :ref:`active learning`. It is also important to remind the SME of learner’s :ref:`motivations` for learning and create opportunities for learners to connect the content to their own experiences and apply their learning. +Note: In this phase, it is important to remember that learners have different learning preferences and needs. It is important to provide a variety of media in a course if it is possible. A mix of text, video, images and varying levels of interactivity will be important here to create opportunities for :ref:`active learning`. It is also important to remind the SME of the learner’s :ref:`motivations` for learning and create opportunities for learners to connect the content to their own experiences and apply their learning. -By the end of this phase you should have a completed course built in the LMS. Your course outline document should track every component of the course and flag each component as inputted into the course. Your course outline becomes both a design and project management document in this phase. This is often the longest phase of the course development process: some SMEs will have content that is easily translatable, while others may need to create content from scratch which can be a lengthy process. +By the end of this phase, you should have a completed course built in the LMS. Your course outline document should track every component of the course and flag each component as input into the course. Your course outline becomes both a design and project management document in this phase. This is often the longest phase of the course development process: some SMEs will have content that is easily translatable, while others may need to create content from scratch which can be a lengthy process. Remember to check in on the learning outcomes throughout this phase: are the assessments aligned with the learning outcomes? Do the learners have the right content to help them complete those assessments successfully? +*************** Phase 4: Review *************** -The focus of this phase is student satisfaction. Coming into this phase, you should have a completed course built in the LMS and an up to date course outline document. In this phase the goal is to review the course from the learner’s perspective before launching it to the public. +The focus of this phase is student satisfaction. Coming into this phase, you should have a completed course built in the LMS and an up-to-date course outline document. In this phase, the goal is to review the course from the learner’s perspective before launching it to the public. -In this phase, you will want your entire team to do a course walk through. This review should be very thorough; every link should be clicked, every video viewed, every assessment completed, etc. Some things to look for during your review: +In this phase, you will want your entire team to do a course walk-through. This review should be very thorough; every link should be clicked, every video viewed, every assessment completed, etc. Some things to look for during your review: - Clear assignment instructions and deadlines @@ -175,11 +182,11 @@ By the end of this phase, you should have incorporated feedback from your review Remember to do reviews on desktop and mobile devices! - +**************** Phase 5: Support **************** -This phase usually happens during the delivery of the course. As a result, not all instructional designers will be involved at this phase, but it is important to have strategies in place prior to the launch of the course. +This phase usually happens during the delivery of the course. As a result, not all instructional designers will be involved in this phase, but it is important to have strategies in place prior to the launch of the course. In this phase, communication with learners is key. Creating a communication plan that outlines the type and frequency of communication can help to keep learners engaged and progressing through your course. It is also important for your SMEs or course instructors to have a plan for how they will communicate with and support learners. You can help them to create a support calendar and assign tasks to instructors or team members. This is especially important for synchronous courses where learners expect to have interaction with and communication from their instructors. @@ -204,10 +211,17 @@ It is important to include opportunities for learners to provide feedback to the - Grade reports. -By the end of this phase, you should develop a communication plan and have opportunities for learner feedback in place prior to the launch of the course. This phase continues into the delivery of the course and will provide information for how to improve future iterations of the course. +By the end of this phase, you should develop a communication plan and have opportunities for learner feedback in place prior to the launch of the course. This phase continues into the delivery of the course and will provide information on how to improve future iterations of the course. Templates for the Information Collection phase that may be helpful: * :ref:`Support Calendar Template` -Remember: Course development is an iterative process. It is important to assume that there will be some changes made after the first group of learners completes the course and provides feedback. \ No newline at end of file +Remember: Course development is an iterative process. It is important to assume that there will be some changes made after the first group of learners completes the course and provides feedback. + +.. seealso:: + :class: dropdown + + :ref:`Instructional Design Overview` (concept) + + :ref:`Instructional Design Templates` (concept) \ No newline at end of file diff --git a/source/educators/concepts/instructional_design/id_instructional_design_overview.rst b/source/educators/concepts/instructional_design/id_instructional_design_overview.rst index ec9c7437e..f1157f415 100644 --- a/source/educators/concepts/instructional_design/id_instructional_design_overview.rst +++ b/source/educators/concepts/instructional_design/id_instructional_design_overview.rst @@ -1,3 +1,6 @@ +.. _Instructional Design Overview: + +############################# Instructional Design Overview ############################# @@ -7,16 +10,17 @@ Instructional Design Overview :local: :class: no-bullets - +********************* Instructional Design -******************** +********************* +============================= What is instructional Design? ============================= Instructional design is a combination of educational psychology, communications and user experience design. Instructional design in its most basic term is the creation of materials used to teach. However, instructional design goes beyond just the creation of materials to considering the best approaches and tools for teaching depending on the learner and the educational platform. Today, instructional design has become synonymous with online learning. - +================================== An Introduction to the ADDIE Model ================================== @@ -37,6 +41,7 @@ The approach below is a revision of the ADDIE model that will be discussed in mo .. image:: /_images/instructional_design/addie_model.png :alt: An ADDIE Model Diagram +===================================== The Role of an Instructional Designer ===================================== @@ -57,12 +62,14 @@ A subject matter expert (SME): - Grades submitted assignments (if applicable) - Provides ongoing academic support/communication during delivery +***************************** Alignment & Backwards Design ***************************** .. image:: /_images/instructional_design/backwards_design.png :alt: A Backward Design Diagram - Identify Result, Determine Evidence, Plan Teaching and Learning +================ Backwards Design ================ @@ -79,6 +86,7 @@ Designing a course requires an SME and ID to work backwards. .. _ConstructiveAlignment: +====================== Constructive Alignment ====================== @@ -96,6 +104,7 @@ One way to double check if your course is aligned is to check your assessment ag - If a learning outcome says a learner should "identify", do you have a checkbox or multiple choice question about that topic? - If a learning outcome says a learner should "discuss", do you have a discussion forum? A peer-graded assessment? +*************************************** Defining Goals, Objectives and Outcomes *************************************** @@ -108,6 +117,7 @@ Learning Goals, Objectives and Outcomes are three course design terms that are o - **Learning Objectives:** are **instructor focused**. Objectives are the things that the instructor wants to teach or accomplish in the course. Objectives are translated into outcomes. - **Learning Outcomes:** are **learner focused**. Learning outcomes are statements that provide clarity about what a learner should know or be able to do at the end of a course. +============== Learning Goals ============== @@ -129,7 +139,7 @@ Examples of learning goals: > An ‘Audience Analysis’ template [[LINK]](/docs/templates/template_audience_analysis) can help you think through who your audience will be and why they might be interested in (motivated or required to) take your course. - +=================== Learning Objectives =================== @@ -152,6 +162,7 @@ Examples of learning objectives: - Present 3 case studies as examples of information manipulation - Explain the four main tactics used in information manipulation campaigns; provide examples. +================= Learning Outcomes ================= @@ -195,6 +206,7 @@ Examples of learning outcomes > [[Link to Outcome & Alignment template]](/docs/templates/template_outcomes) +***************** Learning Theories ***************** @@ -212,6 +224,7 @@ Instructional designers and subject matter experts will use various learning the .. _ActiveLearning: +*************** Active Learning *************** @@ -242,9 +255,11 @@ Below is a list of engagement trigger examples that can be built into your cours - Annotate an image or text. - Use a padlet board for sharing ideas. +*********** Assessments *********** +=========== Why assess? =========== @@ -254,6 +269,7 @@ There are three main reasons why outcomes are assessed: 2. For certification: to provide a grade, rank, certification or degree, to complete training or job performance requirements, and to meet governing body regulations. 3. For quality assurance: to assess the achievement of course/program aims (learning goals), to track learning achievement over time, and to protect the profession and the public. +============== How to Assess? ============== @@ -264,6 +280,7 @@ There are different types of assessment, all of which can be graded or ungraded It is important to provide hints, explanations and feedback for all formative assessments (and it is encouraged for summative assessments). +======================= Examples of assessments ======================= @@ -279,9 +296,11 @@ Examples of assessments .. _MotivationCommunication: +************************** Motivation & Communication ************************** +=================== What is motivation? =================== @@ -292,6 +311,7 @@ Motivation is the force that encourages a learning to persist even when they mee Many learners are primarily motivated (or moved to engage in learning behaviours) by external factors which can include requirements from an employer, the opportunity for payment/advancement in their career, to meet the expectations of others, or by deadlines. Timelines and deadlines are motivators because failing to meet those deadlines can have negative consequences that results in either more effort required (repeating a course or training program) or being unable to progress (get a promotion, be approved to engage in certain tasks, etc.). +======================== ARCS Model of Motivation ======================== @@ -305,6 +325,7 @@ The **ARCS model of motivation** is widely used in eLearning which focuses on cr - **Confidence:** This refers to developing an expectation of success among learners. This is achieved by clear communication of learning outcomes, providing feedback and opportunities for practice and allowing learners to have control of their own learning. - **Satisfaction:** This refers to the direct connection between satisfaction and motivation. Encouraging intrinsic enjoyment of learning, ensuring equal standards across the course, and provide feedback and ‘rewards’ to boost satisfaction. +============================= Additional Motivation Factors ============================= @@ -319,13 +340,21 @@ One really important aspect of motivating learners is providing clear, explicit Providing clear instructions, articulating expectations and providing feedback are ways that an instructional designer can help learners gain motivation. Understanding why something is being taught or assessed can help learners tap into the strategies and skills needed to complete a learning task. Of course, communication is key to ensuring that learners complete tasks on time and to the level of effort that is expected. +****************************** Online Learning Best Practices ****************************** -As you get started building your online course in Open EdX, here are five important principles to keep in mind: +As you get started building your online course on your platform, here are five important principles to keep in mind: 1. Clearly define the learning goals and outcomes. 2. Match your learning outcomes to the content you present and the ways you assess learning. 3. Create opportunities for learners to engage with a) what they’ve learned, b) their peers, c) the course instructor. 4. Think about the needs and motivations of different learners. -5. Create a course outline before you start building. \ No newline at end of file +5. Create a course outline before you start building. + +.. seealso:: + :class: dropdown + + :ref:`Course Development Process` (concept) + + :ref:`Instructional Design Templates` (concept) \ No newline at end of file diff --git a/source/educators/concepts/instructional_design/id_templates.rst b/source/educators/concepts/instructional_design/id_templates.rst index a3fdacde9..0b9251ca0 100644 --- a/source/educators/concepts/instructional_design/id_templates.rst +++ b/source/educators/concepts/instructional_design/id_templates.rst @@ -1,3 +1,6 @@ +.. _Instructional Design Templates: + +############################## Instructional Design Templates ############################## @@ -10,6 +13,7 @@ Instructional Design Templates .. _LearningOutcomesTemplate: +************************************** Learning Outcome & Alignment Worksheet ************************************** @@ -25,6 +29,7 @@ Filling out the worksheet below will allow you to ensure that your course follow .. _ResourceAnalysisTemplate: +************************** Resource Analysis Template ************************** @@ -37,6 +42,7 @@ A resource, or content, analysis, can help your team discover which pieces of co .. _AudienceAnalysisTemplate: +************************** Audience Analysis Template ************************** @@ -49,6 +55,7 @@ An Audience Analysis outlines who your audience is, their common characteristics .. _CourseOutlineTemplate: +*********************** Course Outline Template *********************** @@ -61,6 +68,7 @@ The course outline is used to track every aspect of the course throughout the va .. _GradingChartTemplate: +************* Grading Chart ************* @@ -73,6 +81,7 @@ Most courses will have a variety of assessments that provide learners multiple o .. _QualityControlTemplate: +************************ Quality Control Template ************************ @@ -85,6 +94,7 @@ In the final stages of the course development process you will need to spend tim .. _CommunicationPlanTemplate: +*************************** Communication Plan Template *************************** @@ -97,6 +107,7 @@ One way to ensure learner engagement is to consistently communicate with your le .. _SupportCalendarTemplate: +************************* Support Calendar Template ************************* @@ -105,4 +116,11 @@ If your team is involved in the delivery of a course, you may want to spend some `Download Support Calendar `_ .. image:: /_images/instructional_design/support_calendar_template.png - :alt: Thumbnail of Downloadable Template for Support Calendar \ No newline at end of file + :alt: Thumbnail of Downloadable Template for Support Calendar + +.. seealso:: + :class: dropdown + + :ref:`Instructional Design Overview` (concept) + + :ref:`Course Development Process` (concept) \ No newline at end of file diff --git a/source/educators/concepts/planning_course_run_information/additional_course_run_information.rst b/source/educators/concepts/planning_course_run_information/additional_course_run_information.rst index 80a43e8e8..47400353a 100644 --- a/source/educators/concepts/planning_course_run_information/additional_course_run_information.rst +++ b/source/educators/concepts/planning_course_run_information/additional_course_run_information.rst @@ -32,4 +32,17 @@ Effort Guidelines ***************** Effort indicates the number of hours each week you expect learners to work on -your course, rounded to the nearest whole number. \ No newline at end of file +your course, rounded to the nearest whole number. + +.. seealso:: + :class: dropdown + + :ref:`Course Dates` (reference) + + :ref:`Scheduling Your Course` (reference) + + :ref:`Set Schedule and Pacing` (how-to) + + :ref:`Setting Course Pacing` (reference) + + :ref:`Course Pacing` (reference) \ No newline at end of file diff --git a/source/educators/concepts/planning_course_run_information/set_up_course.rst b/source/educators/concepts/planning_course_run_information/set_up_course.rst index 15ca40d4c..9d24b7781 100644 --- a/source/educators/concepts/planning_course_run_information/set_up_course.rst +++ b/source/educators/concepts/planning_course_run_information/set_up_course.rst @@ -16,4 +16,19 @@ types of basic information about your course. information such as the course staff and start and end dates. For information about how to develop your course content in the Studio course -outline, see :ref:`Developing Your Course Index `. \ No newline at end of file +outline, see the section on :ref:`Creating a Course in Open edX® `. + +.. seealso:: + :class: dropdown + + :ref:`Course Title Guidelines` (reference) + + :ref:`Creating Number Guidelines` (reference) + + :ref:`Course and Program Images and Videos` (reference) + + :ref:`Course Description` (reference) + + :ref:`Additional Course Information` (reference) + + :ref:`Creating a New Course ` \ No newline at end of file diff --git a/source/educators/concepts/releasing-course/beta_testing.rst b/source/educators/concepts/releasing-course/beta_testing.rst index 3060d9e52..a80d67183 100644 --- a/source/educators/concepts/releasing-course/beta_testing.rst +++ b/source/educators/concepts/releasing-course/beta_testing.rst @@ -103,10 +103,10 @@ reluctant to provide feedback, or overly zealous. If you do want a team member to be a beta tester, note that the privileges of the Staff or Admin role override those of a beta tester. The team member must -use a different, second email address to create an additional edX account and +use a different, second email address to create an additional account and enroll in the course, and the course team must assign only the beta tester role -to that edX account. The course team member experiences the course as a learner -only when she signs in to edX using the beta tester account. +to that account. The course team member experiences the course as a learner +only when she signs in using the beta tester account. .. _What_Test: @@ -124,7 +124,7 @@ Beta testers should interact with everything in the course. * Complete all problems. -Beta testers can use a desktop computer to access an edX website, the edX +Beta testers can use a desktop computer to access your course website, the mobile app on a smartphone, or both to complete their tests. As they work, beta testers log issues and questions for the course team. diff --git a/source/educators/concepts/releasing-course/course_launching.rst b/source/educators/concepts/releasing-course/course_launching.rst index d82f818e4..788f01c31 100644 --- a/source/educators/concepts/releasing-course/course_launching.rst +++ b/source/educators/concepts/releasing-course/course_launching.rst @@ -24,7 +24,7 @@ Course Launch Checklist in Studio Your Course`. * **Create Your Course Grading Policy**: Establish your grading policy, including assignment types and passing score. All assignments add up to - 100%. See :ref:`Grading Index`. + 100%. See :ref:`Manage Learner Grades `. * **Enable Your Certificate**: Make sure that all text is correct, signatures have been uploaded, and the certificate has been activated. See :ref:`Setting Up Certificates`. * **Set Important Course Dates**: Establish your course schedule, including @@ -58,7 +58,7 @@ your course starts follow. * Check the course start date and time in Studio. See :ref:`Scheduling Your Course`. * Review the grading policy, and set a grace period for homework assignment - due dates. See :ref:`Grading Index`. + due dates. See :ref:`Manage Learner Grades `. * Confirm that any optional features that you want your course to include, such as learner cohorts, are enabled and configured. See :ref:`Cohorts Overview`. diff --git a/source/educators/how-tos/add_course_creators.rst b/source/educators/how-tos/add_course_creators.rst index 0e05aa514..168c21479 100644 --- a/source/educators/how-tos/add_course_creators.rst +++ b/source/educators/how-tos/add_course_creators.rst @@ -1,3 +1,6 @@ +.. _Add Course Creators: + +################### Add Course Creators ################### diff --git a/source/educators/how-tos/add_image.rst b/source/educators/how-tos/add_image.rst index 4d4e987e9..5c07496d0 100644 --- a/source/educators/how-tos/add_image.rst +++ b/source/educators/how-tos/add_image.rst @@ -1,3 +1,6 @@ +.. _Add an Image: + +############ Add an Image ############ @@ -5,4 +8,15 @@ Add an Image This video will take you through adding images (and text!) to your course: -.. youtube:: -CQekI4-Hjw \ No newline at end of file +.. youtube:: -CQekI4-Hjw + +.. seealso:: + :class: dropdown + + :ref:`Creating a Course About Page` (reference) + + :ref:`Create the Course About Page` (how-to) + + :ref:`Course About Video Guidelines` (reference) + + :ref:`Describe Your Course` (how-to) \ No newline at end of file diff --git a/source/educators/how-tos/add_transcript_other_language.rst b/source/educators/how-tos/add_transcript_other_language.rst index 996eb1934..062ff3e5f 100644 --- a/source/educators/how-tos/add_transcript_other_language.rst +++ b/source/educators/how-tos/add_transcript_other_language.rst @@ -1,3 +1,6 @@ +.. _Add Transcript in Another Language: + +#################################### Add a Transcript in Another Language #################################### @@ -5,4 +8,11 @@ Add a Transcript in Another Language Watch this for an overview of how to add a transcript to a video, including different languages: -.. youtube:: qABNazvnAE0 \ No newline at end of file +.. youtube:: qABNazvnAE0 + +.. seealso:: + :class: dropdown + + :ref:`Video Process Overview` (how-to) + + :ref:`Additional Transcript Options` (how-to) \ No newline at end of file diff --git a/source/educators/how-tos/add_units.rst b/source/educators/how-tos/add_units.rst index b3bcc67c4..49401cb89 100644 --- a/source/educators/how-tos/add_units.rst +++ b/source/educators/how-tos/add_units.rst @@ -1,3 +1,6 @@ +.. _Add Units to the Outline: + +######################## Add Units to the Outline ######################## diff --git a/source/educators/how-tos/add_video_quiz.rst b/source/educators/how-tos/add_video_quiz.rst index 330ab2fbf..43a2a4b24 100644 --- a/source/educators/how-tos/add_video_quiz.rst +++ b/source/educators/how-tos/add_video_quiz.rst @@ -1,8 +1,26 @@ +.. _Add an In Video Quiz: + +######################## Add an In-Video Quiz -#################### +######################## .. tags:: educator, how-to It's possible to add quizzes directly to a video! Watch this for a how-to: -.. youtube:: 87WT3nGOHwc \ No newline at end of file +.. youtube:: 87WT3nGOHwc + +.. seealso:: + :class: dropdown + + :ref:`Video Process Overview` (how-to) + + :ref:`Introduction to Video` (reference) + + :ref:`Add a Video` (how-to) + + :ref:`Troubleshoot Videos` (reference) + + :ref:`Create a Video` (how-to) + + :ref:`Specifying Additional Video Options ` (how-to) \ No newline at end of file diff --git a/source/educators/how-tos/add_written_content.rst b/source/educators/how-tos/add_written_content.rst index e67460d44..1151af876 100644 --- a/source/educators/how-tos/add_written_content.rst +++ b/source/educators/how-tos/add_written_content.rst @@ -1,3 +1,6 @@ +.. _Add Written Content: + +################### Add Written Content ################### @@ -5,4 +8,9 @@ Add Written Content This video will take you through adding text (and images!) to your course: -.. youtube:: -CQekI4-Hjw \ No newline at end of file +.. youtube:: -CQekI4-Hjw + +.. seealso:: + :class: dropdown + + :ref:`Working with Text Components` (reference) diff --git a/source/educators/how-tos/advanced_features/create_content_for_specific_enrollment_tracks.rst b/source/educators/how-tos/advanced_features/create_content_for_specific_enrollment_tracks.rst index ed04fbf2d..31031f11d 100644 --- a/source/educators/how-tos/advanced_features/create_content_for_specific_enrollment_tracks.rst +++ b/source/educators/how-tos/advanced_features/create_content_for_specific_enrollment_tracks.rst @@ -2,9 +2,9 @@ .. _Enrollment Track Specific Courseware Overview: -####################################################### +###################################################### Create Course Content for Specific Enrollment Tracks -####################################################### +###################################################### .. tags:: educator, how-to diff --git a/source/educators/how-tos/configure_prerequisite_content.rst b/source/educators/how-tos/configure_prerequisite_content.rst index ac5ee4e5a..71dfec1ff 100644 --- a/source/educators/how-tos/configure_prerequisite_content.rst +++ b/source/educators/how-tos/configure_prerequisite_content.rst @@ -1,8 +1,8 @@ .. _configuring_prerequisite_content: -******************************** +################################ Prerequisite Course Subsections -******************************** +################################ .. tags:: educator, how-to @@ -17,9 +17,9 @@ content until they have earned a minimum score in the prerequisite subsection. .. _enabling_subsection_gating: -================================= +******************************** Enable Subsection Prerequisites -================================= +******************************** To enable prerequisite subsections in a course, follow these steps. @@ -31,9 +31,9 @@ To enable prerequisite subsections in a course, follow these steps. .. _creating_a_prerequisite_subsection: -================================== +******************************** Create a Prerequisite Subsection -================================== +******************************** To prevent learners from seeing a subsection of your course until they have earned a minimum score or completed a minimum portion in a prerequisite @@ -115,4 +115,9 @@ subsection, follow these steps. .. note:: Prerequisite course subsection settings are not retained when you :ref:`export or import a course`, or - when you :ref:`re-run a course`. \ No newline at end of file + when you :ref:`re-run a course`. + +.. seealso:: + :class: dropdown + + :ref:`Controlling Content Visibility` (reference) \ No newline at end of file diff --git a/source/educators/how-tos/copy_paste_course_content.rst b/source/educators/how-tos/copy_paste_course_content.rst index ef1b90b57..b7c1b1b2d 100644 --- a/source/educators/how-tos/copy_paste_course_content.rst +++ b/source/educators/how-tos/copy_paste_course_content.rst @@ -1,3 +1,6 @@ +.. _Copy and Paste Course Content: + +############################# Copy and Paste Course Content ############################# @@ -38,4 +41,7 @@ Copy and Paste Course Content in the original. .. seealso:: - :doc:`copy_paste_units` \ No newline at end of file + :class: dropdown + + :ref:`Copy and Paste Course Units ` (how-to) + :ref:`Add Units to the Outline` (how-to) \ No newline at end of file diff --git a/source/educators/how-tos/copy_paste_units.rst b/source/educators/how-tos/copy_paste_units.rst index 27e9e167e..4cf5459b1 100644 --- a/source/educators/how-tos/copy_paste_units.rst +++ b/source/educators/how-tos/copy_paste_units.rst @@ -1,3 +1,6 @@ +.. _Copy and Paste Course Units: + +########################### Copy and Paste Course Units ########################### @@ -8,6 +11,7 @@ There are two options for copying and pasting a unit: #. From the Course Outline page #. From the Unit Page +**************************** From the Course Outline page **************************** @@ -33,6 +37,7 @@ From the Course Outline page :alt: The paste button appears in the outline page within a subsection, below the "New Unit" button +****************** From the Unit Page ****************** @@ -79,4 +84,8 @@ From the Unit Page Authors can also paste Units copied from the Unit Page into the Course Outline, and vice versa. .. seealso:: - :doc:`copy_paste_course_content` \ No newline at end of file + :class: dropdown + + :ref:`Copy and Paste Course Content ` (how-to) + + :ref:`Add Units to the Outline` (how-to) \ No newline at end of file diff --git a/source/educators/how-tos/course_development/add_video_to_course.rst b/source/educators/how-tos/course_development/add_video_to_course.rst index 6a2ac251e..5a2d1aebe 100644 --- a/source/educators/how-tos/course_development/add_video_to_course.rst +++ b/source/educators/how-tos/course_development/add_video_to_course.rst @@ -1,8 +1,8 @@ .. _Add a Video: -======================= +########### Add a Video -======================= +########### .. tags:: educator, how-to @@ -34,3 +34,17 @@ To add a video, follow these steps. #. Optionally, you can set more options for the video. For a description of each option, see :ref:`Video Settings`. +.. seealso:: + :class: dropdown + + :ref:`Video Process Overview` (how-to) + + :ref:`Introduction to Video` (reference) + + :ref:`Troubleshoot Videos` (reference) + + :ref:`Create a Video` (how-to) + + :ref:`Specifying Additional Video Options ` (how-to) + + :ref:`Add an In Video Quiz` (how-to) \ No newline at end of file diff --git a/source/educators/how-tos/course_development/additional_transcript_options.rst b/source/educators/how-tos/course_development/additional_transcript_options.rst index ea8730d86..4fc365ba0 100644 --- a/source/educators/how-tos/course_development/additional_transcript_options.rst +++ b/source/educators/how-tos/course_development/additional_transcript_options.rst @@ -100,4 +100,11 @@ To add another downloadable transcript, follow these steps. #. Create or obtain your transcript as a .pdf or in another format. #. Locate the **Handout** section, and then select **Upload Handout**. #. In the dialog box, select the file on your computer, and then select - **Open**. \ No newline at end of file + **Open**. + +.. seealso:: + :class: dropdown + + :ref:`Video Process Overview` (how-to) + + :ref:`Add Transcript in Another Language` (how-to) \ No newline at end of file diff --git a/source/educators/how-tos/course_development/additional_video_options.rst b/source/educators/how-tos/course_development/additional_video_options.rst index 1402ce952..09fa4d7a2 100644 --- a/source/educators/how-tos/course_development/additional_video_options.rst +++ b/source/educators/how-tos/course_development/additional_video_options.rst @@ -228,4 +228,19 @@ License The license options that you select control the copyright notice that learners see for the video. For more information, see :ref:`Licensing - a Course`. \ No newline at end of file + a Course`. + +.. seealso:: + :class: dropdown + + :ref:`Video Process Overview` (how-to) + + :ref:`Introduction to Video` (reference) + + :ref:`Add a Video` (how-to) + + :ref:`Troubleshoot Videos` (reference) + + :ref:`Create a Video` (how-to) + + :ref:`Add an In Video Quiz` (how-to) \ No newline at end of file diff --git a/source/educators/how-tos/course_development/configure_resources.rst b/source/educators/how-tos/course_development/configure_resources.rst index 1a4f0572e..d9aea5720 100644 --- a/source/educators/how-tos/course_development/configure_resources.rst +++ b/source/educators/how-tos/course_development/configure_resources.rst @@ -1,23 +1,22 @@ .. _Configure Resources: -************************************ +#################################### Configuring Applications & Resources -************************************ +#################################### .. tags:: educator, how-to As a best practice, you should avoid changing the visibility of your course pages after the course starts. For example, your course includes the Wiki page when it starts. A learner adds a page to the course wiki, -and adds a browser bookmark to that page. If you later hide the Wiki page, the learner’s browser bookmark -will continue to provide access to the entire course wiki. +and adds a browser bookmark to that page. If you later hide the Wiki page, the learner’s browser bookmark will continue to provide access to the entire course wiki. Included below are detailed instructions for the configuration of applications and resources that have additional settings and options. .. _Discussion Configuration: -======================================= +*************************************** Configuring the Discussions application -======================================= +*************************************** There are several configuration options available to the Discussions application. Many basic configuration options are provided within Studio’s Pages & Resources area, and moderation capabilities @@ -32,17 +31,17 @@ To change how the discussion experience is configured, follow these steps: #. Select **Apply** to save your configuration changes. The discussion configuration experience is comprised of two steps: provider selection and provider configuration. -By default, courses are created with the edX discussion experience and its default configuration. +By default, courses are created with the Open edX discussion experience and its default configuration. Other providers and configuration options can be selected to fit the needs of courses. **Step 1: Provider Selection** -In this step, educators can select to use the default edX discussion experience or LTI based integrations with other providers. +In this step, educators can select to use the default Open edX discussion experience or LTI based integrations with other providers. Below the grid of available providers is a table summarizing the features each integration provides. **Step 2: Configuration Options** -Each provider supports its own set of features depending on the discussion features they support. The edX discussion application has various settings and controls that are described below. +Each provider supports its own set of features depending on the discussion features they support. The default Open edX discussion application has various settings and controls that are described below. All integrations use LTI 1.1 configuration, and may additionally support platform settings from the list below. Any special instructions or details specific to a given provider are described in this step as well. **Anonymous Posting** @@ -64,9 +63,9 @@ Course teams can specify one or multiple times during which the discussion forum .. _Wiki Configuration: -================================ +******************************** Configuring the Wiki application -================================ +******************************** For instructions on how to enable the wiki application see :ref:`11.3.2.3 Enabling the Wiki Application`. @@ -81,24 +80,24 @@ To change access to the course wiki, follow these steps. #. Select **Apply** to save your configuration changes. The **Enable public wiki** access wiki setting is disabled by default, meaning that only course team members and -enrolled learners can see the course wiki. If you enable this setting, then any registered edX user can access the +enrolled learners can see the course wiki. If you enable this setting, then any registered user on your site can access the course wiki, even if they are not enrolled in your course. However, public users would have to explicitly navigate -to your wiki via the edX-wide wiki structure, or a link that has been provided to them. +to your wiki via the site-wide wiki structure, or a link that has been provided to them. .. _Teams Configuration: -================================= +********************************** Configuring the Teams application -================================= +********************************** Additional management and configuration of the teams application can be done through the main Team application tab in the learner experience, and is detailed in :ref:`12.4.1 Using the Teams application`. .. _ORA Coursewide Settings: -=========================================================== +********************************************************** Configuring Course-level Open Response Assessment Settings -=========================================================== +********************************************************** To simplify the management of Open Response Assessment (ORA) problems, a card on this page provides a way to enable certain course-wide overrides. Rather than going through each ORA in a course individually, these overrides allow @@ -114,4 +113,12 @@ To learn about Flexible Peer Grading and the course override setting, see :ref: .. seealso:: :class: dropdown - :ref:`Adding Pages to a Course` (how to) \ No newline at end of file + :ref:`Adding Pages to a Course` (how to) + + :ref:`Discussions` (concept) + + :ref:`About Course Wiki` (reference) + + :ref:`Teams Overview ` (concept) + + :ref:`Open Response Assessments` (concept) \ No newline at end of file diff --git a/source/educators/how-tos/course_development/create_edit_publish_subsections.rst b/source/educators/how-tos/course_development/create_edit_publish_subsections.rst index 25a02443a..25b0a4d03 100644 --- a/source/educators/how-tos/course_development/create_edit_publish_subsections.rst +++ b/source/educators/how-tos/course_development/create_edit_publish_subsections.rst @@ -1,8 +1,8 @@ .. _Create a Subsection: -**************************** +################### Create a Subsection -**************************** +################### .. tags:: educator, how-to @@ -110,4 +110,41 @@ To delete a subsection, follow these steps. circled. #. When the confirmation prompt appears, select **Yes, delete this - subsection**. \ No newline at end of file + subsection**. + +.. seealso:: + :class: dropdown + + :ref:`Getting Started with Course Content Development` (reference) + + :ref:`Course Outline` (concept) + + :ref:`Creating a New Course` (how-to) + + :ref:`Create the Course About Page` (how-to) + + :ref:`Understanding Your Course Outline` (reference) + + :ref:`Add Content in the Course Outline` (reference) + + :ref:`Developing Your Course Outline` (reference) + + :ref:`Modify Settings for Objects in the Course Outline` (reference) + + :ref:`Publish Content from the Course Outline` (reference) + + :ref:`Developing Course Sections` (reference) + + :ref:`Developing Course Subsections` (reference) + + :ref:`Create a Section` (how-to) + + :ref:`Hide a Subsection from Students` (how-to) + + :ref:`Add Course Metadata` (how-to) + + :ref:`Use a Section from a Course independently of the Course Outline` (how-to) + + :ref:`Resources for Course Teams ` (reference) + + :ref:`Resources for Open edX` (reference) \ No newline at end of file diff --git a/source/educators/how-tos/course_development/exercise_tools/create_iframe.rst b/source/educators/how-tos/course_development/exercise_tools/create_iframe.rst index 546a6caea..1d74b19b7 100644 --- a/source/educators/how-tos/course_development/exercise_tools/create_iframe.rst +++ b/source/educators/how-tos/course_development/exercise_tools/create_iframe.rst @@ -1,8 +1,8 @@ .. _Create IFrame: -********************* +##################### Create an IFrame Tool -********************* +##################### .. tags:: educator, how-to @@ -50,9 +50,9 @@ component. You can also add text and images both before and after the iframe. .. _IFrame Settings: -=============== +*************** Iframe Settings -=============== +*************** To specify settings for your iframe, you add, remove, or change the attributes inside the opening ``