version 1.4, 2002/06/03 21:29:28
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version 1.5, 2002/06/04 21:07:28
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\layout Title |
\layout Title |
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Line 91 Michigan State University
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Line 91 Michigan State University
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Introduction to LON-CAPA |
Introduction to LON-CAPA |
\layout Comment |
\layout Comment |
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This is a comment which will not show in any other rendering of this document. |
This is a comment that will not show in any other rendering of this document. |
I will use them to document my observations as I work through this tutorial. |
I will use them to document my observations as I work through this tutorial. |
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\layout Comment |
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Line 110 IMHO
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Line 110 IMHO
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\layout Standard |
\layout Standard |
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LON-CAPA is a web-based interface that helps to organize and present your |
LON-CAPA is a web-based interface that helps to organize and present your |
course website, deliver and manage problem problems, and manage student |
course website, deliver and manage problems, and manage student enrollment. |
enrollment. |
All author functions are done using a web browser (Netscape 4.x or higher, |
All author functions are done using a web browser (Netscape 4.x or higher |
a recent Mozilla, or IE 5+ required) and the LON-CAPA Author Interface. |
is recommended) and the LON-CAPA Author Interface. |
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The URL for LON-CAPA is |
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\family typewriter |
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http://s10.lite.msu.edu |
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\family default |
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. |
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\layout Standard |
\layout Standard |
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At this time, you should have: |
At this time, you should have: |
Line 147 typewriter font
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Line 141 typewriter font
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. |
. |
\layout Standard |
\layout Standard |
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Chapters |
Much of this document can be used as a tutorial that will introduce you |
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to the authoring system. |
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In particular, chapters |
\begin_inset LatexCommand \ref{Author Interface} |
\begin_inset LatexCommand \ref{Author Interface} |
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\end_inset |
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Line 157 Chapters
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Line 153 Chapters
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\end_inset |
\end_inset |
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comprise a tutorial that will introduce you to the authoring system. |
comprise a basic tutorial that can get you started using LON-CAPA, even |
After that, this document is a reference manual for authoring course materials. |
with no previous LON-CAPA experience. |
\layout Standard |
\layout Standard |
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For more information, see the website at http://help.loncapa.org/, where you |
For more information, see the website at |
can get help and information. |
\family typewriter |
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http://help.loncapa.org/ |
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\family default |
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, where you can get help. |
If you cannot find an answer for your question, please email us and let |
If you cannot find an answer for your question, please email us and let |
us know, so we put the solution to your problem online. |
us know, so we can put the solution to your problem online for everyone. |
\layout Section |
\layout Section |
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The LON-CAPA Author Interface |
The LON-CAPA Author Interface |
Line 184 Login as Course Author
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Line 183 Login as Course Author
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\layout Standard |
\layout Standard |
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To begin using LON-CAPA, you first need to log in to your account on LON-CAPA. |
To begin using LON-CAPA, you first need to log in to your account on LON-CAPA. |
Open your web browser and navigate to the LON-CAPA URL: |
Open your web browser and navigate to your local LON-CAPA URL. |
\family typewriter |
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http://s10.lite.msu.edu/ |
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\family default |
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You will be presented with a log in screen as in figure |
You will be presented with a log in screen as in figure |
\begin_inset LatexCommand \ref{LON-CAPA Log in screen} |
\begin_inset LatexCommand \ref{LON-CAPA Log in screen} |
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Line 261 remote control
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Line 256 remote control
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complexity of modern remotes, for three major reasons: One, they never, |
complexity of modern remotes, for three major reasons: One, they never, |
ever, ever change. |
ever, ever change. |
Two, they provide immense amounts of tactile feedback, allowing one to |
Two, they provide immense amounts of tactile feedback, allowing one to |
overcome the complexity of using one by putting the knowlege into motor |
overcome the complexity of using one by putting the knowledge into motor |
memory. |
memory. |
(There are equivalent usability principles in usability, as well; look |
(There are equivalent usability principles in usability, as well; look |
up Fitt's Law, for instance.) Three, they all basically do the same thing; |
up Fitt's Law, for instance.) Three, they all basically do the same thing; |
Line 292 menu
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Line 287 menu
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remote control space. |
remote control space. |
\layout Comment |
\layout Comment |
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In fact, the metaphor is so unsuccessful that any moderately savvy internet |
In fact, the metaphor is so unsuccessful that any moderately savvy Internet |
user will almost immediately come to conceptualize the remote as just another |
user will almost immediately come to conceptualize the remote as just another |
list of links, albiet a clumsy and inconvenient one. |
list of links, albeit a clumsy and inconvenient one. |
Why not give them that in the first place? |
Why not give them that in the first place? |
\layout Comment |
\layout Comment |
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Line 324 remote
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Line 319 remote
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\layout Comment |
\layout Comment |
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3. |
3. |
By commiting to this |
By committing to this |
\begin_inset Quotes eld |
\begin_inset Quotes eld |
\end_inset |
\end_inset |
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Line 333 remote control
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Line 328 remote control
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\end_inset |
\end_inset |
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layout, you commit to a remote control's layout limitations, except that |
layout, you commit to a remote control's layout limitations, except that |
an actual remote control can get away with a 6pt or smaller font, or wierd |
an actual remote control can get away with a 6pt or smaller font, or weird |
specialized symbols, or whatnot. |
specialized symbols, or whatnot. |
I'm looking at a (real) remote control right now that manages to get |
I'm looking at a (real) remote control right now that manages to get |
\begin_inset Quotes eld |
\begin_inset Quotes eld |
Line 352 ROLES
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Line 347 ROLES
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\begin_inset Quotes erd |
\begin_inset Quotes erd |
\end_inset |
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button takes up on my printout! So in actuality, you're commiting to something |
button takes up on my printout! So in actuality, you're committing to something |
no sane remote control designer could deal with. |
no sane remote control designer could deal with. |
\layout Comment |
\layout Comment |
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Line 376 ROLES
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Line 371 ROLES
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The upshot is that the only upside to the remote control is a moderately |
The upshot is that the only upside to the remote control is a moderately |
pleasing graphic; the downsides are pretty much everything, up to and including |
pleasing graphic; the downsides are pretty much everything, up to and including |
possible illegality under accessability laws. |
possible illegality under accessibility laws. |
Unfortunately, I do not see any way to salvage any aspect of the remote |
Unfortunately, I do not see any way to salvage any aspect of the remote |
control; it's going to suck until it's replaced. |
control; it's going to suck until it's replaced. |
Pleasing graphics are relatively easy to come by nowadays; it should not |
Pleasing graphics are relatively easy to come by nowadays; it should not |
Line 525 Content Page
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Line 520 Content Page
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displays course content. |
displays course content. |
It is essentially a conventional HTML page. |
It is essentially a conventional HTML page. |
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These resources use the extension |
\layout Comment |
\begin_inset Quotes eld |
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.html |
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\begin_inset Quotes erd |
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Check this; is it exactly like HTML pages? |
. |
\layout Itemize |
\layout Itemize |
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A |
A |
Line 572 Sequence
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Line 572 Sequence
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\series default |
\series default |
type represents a programmed series of events. |
type represents a programmed series of events. |
The users of this resource can use buttons on their remote or the NAV button |
The users of this resource can use directional buttons on their remote |
to follow the sequence. |
or the NAV button to follow the sequence. |
These resources are stored in files that must use the extension |
These resources are stored in files that must use the extension |
\begin_inset Quotes eld |
\begin_inset Quotes eld |
\end_inset |
\end_inset |
Line 583 Sequence
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Line 583 Sequence
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\end_inset |
\end_inset |
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. |
. |
\layout Comment |
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What |
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arrow keys |
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? Surely not the ones on the keyboard\SpecialChar \ldots{} |
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\layout Itemize |
\layout Itemize |
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A |
A |
Line 651 Construction Space
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Line 639 Construction Space
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\end_inset |
\end_inset |
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\end_float |
\layout Standard |
The Construction Space, as seen in figure |
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\begin_inset LatexCommand \ref{Construction Space Figure} |
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\end_inset |
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, is the section of LON-CAPA where you create and manage your course resources. |
Contents of the Construction Space: |
The Construction Space consists of a green tool bar at the top of the page |
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and a list of all directories and resources below. |
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\layout Standard |
\layout Standard |
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\begin_inset Tabular |
\begin_inset Tabular |
<lyxtabular version="2" rows="10" columns="2"> |
<lyxtabular version="2" rows="10" columns="2"> |
<features rotate="false" islongtable="true" endhead="0" endfirsthead="0" endfoot="0" endlastfoot="0"> |
<features rotate="false" islongtable="false" endhead="0" endfirsthead="0" endfoot="0" endlastfoot="0"> |
<column alignment="center" valignment="top" leftline="true" rightline="false" width="" special=""> |
<column alignment="center" valignment="top" leftline="true" rightline="false" width="" special=""> |
<column alignment="left" valignment="top" leftline="true" rightline="true" width="5in" special=""> |
<column alignment="left" valignment="top" leftline="true" rightline="true" width="5in" special=""> |
<row topline="true" bottomline="true" newpage="false"> |
<row topline="true" bottomline="true" newpage="false"> |
Line 857 Type a name in the entry box to create a
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Line 839 Type a name in the entry box to create a
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\end_inset |
\end_inset |
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\end_float |
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The Construction Space, as seen in figure |
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\begin_inset LatexCommand \ref{Construction Space Figure} |
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\end_inset |
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, is the section of LON-CAPA where you create and manage your course resources. |
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The figure explains what each button does. |
\layout Subsection |
\layout Subsection |
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How to Create New Content Pages |
How to Create New Content Pages |
Line 873 Content Pages
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Line 863 Content Pages
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\series default |
\series default |
are HTML documents that display the course information you are presenting. |
are HTML documents that display the course information you are presenting. |
To create new Content Pages, do the following: |
To create new Content Pages, do the following: |
\layout Comment |
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Is step one necessary? I don't see how it could be. |
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\layout Enumerate |
\layout Enumerate |
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Click the |
Click the |
Line 904 directory/new_resource.html
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Line 891 directory/new_resource.html
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Press the Return or Enter key. |
Press the Return or Enter key. |
\layout Enumerate |
\layout Enumerate |
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You should see something like the following message: |
You should see something like the following message: File not found: /home/wmson |
\series bold |
j/priv/\SpecialChar \- |
File not found: /home/wmsonj/priv/\SpecialChar \- |
directory/new_resource.html, and an Edit button. |
directory/new_resource.html |
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\series default |
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, and an Edit button. |
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Click the |
Click the |
\begin_inset Quotes eld |
\series bold |
\end_inset |
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Edit |
Edit |
\begin_inset Quotes erd |
\series default |
\end_inset |
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button, and an HTML editor will open with a simple page template. |
button, and an HTML editor will open with a simple page template. |
\layout Enumerate |
\layout Enumerate |
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Line 925 Type the content into the editor,
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Line 905 Type the content into the editor,
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\emph on |
\emph on |
OR |
OR |
\emph default |
\emph default |
copy and paste HTML source code into the editor. |
copy and paste HTML source code obtained through the use of some other |
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HTML authoring program into the editor. |
\layout Enumerate |
\layout Enumerate |
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Optionally, click the |
Optionally, click the |
Line 1013 Creating Online Problems Using LON-CAPA
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Line 994 Creating Online Problems Using LON-CAPA
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If you're following this as a tutorial, go ahead and make one of each of |
If you're following this as a tutorial, go ahead and make one of each of |
these problem types now. |
these problem types now. |
We'll be using them later as raw material to assemble maps and sequences. |
We'll be using them later as raw material to assemble maps and sequences. |
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\layout Standard |
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While several problem types are listed here, in LON-CAPA, all problems are |
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actually the same. |
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All problems are written in XML, which can be obtained and edited with |
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the |
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\series bold |
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EditXML |
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\series default |
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button you'll see. |
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The problem types listed in this manual are actually just templates. |
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As your knowledge advances, you may wish to play with the XML representation |
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directly to see what you can do. |
\layout Subsubsection |
\layout Subsubsection |
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Problems Types |
Problems Types |
Line 1060 Radio Response
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Line 1054 Radio Response
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foils, True or False. |
foils, True or False. |
\layout Standard |
\layout Standard |
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Multiple choice problems contain between 3 and 10 foils. |
Multiple choice problems contain between 3 to 10 foils. |
You may display from three to five foils for each problem and the system |
You may display from three to five foils for each problem and the system |
randomly picks the choices that are presented to the student. |
randomly picks the choices that are presented to the student. |
\layout Comment |
\layout Comment |
Line 1082 Option Response problems present foils t
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Line 1076 Option Response problems present foils t
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pick one to present to the student from each group. |
pick one to present to the student from each group. |
The student must match each of his or her questions correctly to the possible |
The student must match each of his or her questions correctly to the possible |
answers before receiving credit for the problem. |
answers before receiving credit for the problem. |
For more details, see the Create Option Response ( |
For more details, see Create Option Response in section |
\begin_inset LatexCommand \ref{Create Option Response Problem} |
\begin_inset LatexCommand \ref{Create Option Response Problem} |
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\end_inset |
\end_inset |
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). |
. |
\layout Subsubsection |
\layout Subsubsection |
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String Response Problems |
String Response Problems |
Line 1142 Samuel Clements
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Line 1136 Samuel Clements
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\begin_inset Quotes erd |
\begin_inset Quotes erd |
\end_inset |
\end_inset |
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, then the student will definately get it wrong. |
, then the student will definitely get it wrong. |
There is some room for flexibility in the string processing, but it can |
There is some room for flexibility in the string processing, but it can |
be difficult to get it all right. |
be difficult to get it all right. |
Before you use a String Response problem, be sure you can easily characterize |
Before you use a String Response problem, be sure you can easily characterize |
Line 1163 Numerical Response
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Line 1157 Numerical Response
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\series default |
\series default |
problems are answered by entering a number and (optionally) a unit, such |
problems are answered by entering a number and (optionally) a unit, such |
as 2.5 m/s^2. |
as 2.5 m/s^2. |
Tolerance and significant digits can be specified as well. |
Tolerance and required significant digits can be specified as well. |
\layout Subsubsection |
\layout Subsubsection |
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Formula Response Problems |
Formula Response Problems |
Line 1259 Radio Response Creation Form
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Line 1253 Radio Response Creation Form
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\end_float |
\end_float |
You will need to create the posible answers and the questions. |
You will need to create the possible answers and the questions. |
\layout Enumerate |
\layout Enumerate |
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In the drop-down option box as seen in |
In the drop-down option box as seen in |
Line 1283 Click the
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Line 1277 Click the
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Edit |
Edit |
\series default |
\series default |
button above the sample problem to enter edit mode. |
button above the sample problem to enter edit mode. |
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You should see an editing screen like figure |
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\begin_inset LatexCommand \ref{Radio Response Creation Form} |
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\end_inset |
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. |
\layout Enumerate |
\layout Enumerate |
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In the |
In the |
Line 1517 true
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Line 1517 true
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\begin_inset Quotes eld |
\begin_inset Quotes eld |
\end_inset |
\end_inset |
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Napolean conquered Japan in the year 189 A.D. |
Napoleon conquered Japan in the year 189 A.D. |
\begin_inset Quotes erd |
\begin_inset Quotes erd |
\end_inset |
\end_inset |
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Line 1547 Option Response
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Line 1547 Option Response
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\end_inset |
\end_inset |
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Problems |
Problems |
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\layout Subsubsection |
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Option Response problems with Concept Groups |
\layout Standard |
\layout Standard |
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\begin_float fig |
\begin_float fig |
Line 1570 Option Response Problem
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Line 1573 Option Response Problem
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\end_float |
\end_float |
Each Option Response problem has three parts: |
Each Option Response problem can have three parts: |
\layout Enumerate |
\layout Enumerate |
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The Concept Groups |
The Concept Groups |
Line 1879 To delete the irrelevant options from th
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Line 1882 To delete the irrelevant options from th
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\series bold |
\series bold |
Delete Option |
Delete Option |
\series default |
\series default |
dropdown, and hit the Save Changes button. |
drop down, and hit the Save Changes button. |
Do that for each option you wish to remove. |
Do that for each option you wish to remove. |
\layout Enumerate |
\layout Enumerate |
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Line 1931 In the Hint area, provide a helpful hint
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Line 1934 In the Hint area, provide a helpful hint
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Save Changes |
Save Changes |
\series default |
\series default |
button. |
button. |
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\layout Subsubsection |
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Simple Option Response: No Concept Groups |
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\layout Standard |
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If you select |
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\series bold |
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Simple Option Response |
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\series default |
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from the drop-down box, you get a template that will allow you to enter |
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up to eight foils, and the system will randomly select from these foils, |
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with no grouping. |
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Otherwise, it's identical to Option Response problems. |
\layout Subsection |
\layout Subsection |
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Creating a String Response Problem |
Creating a String Response Problem |
Line 2078 ci
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Line 2094 ci
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\begin_inset Quotes eld |
\begin_inset Quotes eld |
\end_inset |
\end_inset |
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Case Insenstive |
Case Insensitive |
\begin_inset Quotes erd |
\begin_inset Quotes erd |
\end_inset |
\end_inset |
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Line 2142 Multiple Choice
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Line 2158 Multiple Choice
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. |
. |
The student's answers must contain the same letters as the question author's, |
The student's answers must contain the same letters as the question author's, |
but order is unimportent. |
but order is unimportant. |
This is usually used to give a multiple choice question in the question's |
This is usually used to give a multiple choice question in the question's |
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\series bold |
\series bold |
Line 2200 abcg
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Line 2216 abcg
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. |
. |
\layout Standard |
\layout Standard |
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It is conventional to tell the students whether the question is case sensitive |
It is conventional to inform the students if the problem is case sensitive, |
or not. |
or that the order of the answers doesn't matter. |
\end_deeper |
\end_deeper |
\layout Enumerate |
\layout Enumerate |
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Line 2212 Single Line Text Entry Area
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Line 2228 Single Line Text Entry Area
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block and set a length in the Size box. |
block and set a length in the Size box. |
This will only affect the size of the box on the screen; if you set the |
This will only affect the size of the box on the screen; if you set the |
box size to 2, the student can still enter 3 or more letters in their answer. |
box size to 2, the student can still enter 3 or more letters in their answer. |
\begin_deeper |
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\layout Comment |
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This seems like a great feature to either eliminate, or make useful. |
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Allowing the teacher to limit it to 3, and then not letting the student |
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type more then 3 chars might be a way of giving the student a hint. |
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Probably not worth it, as the problem text can always just say |
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\begin_inset Quotes eld |
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\end_inset |
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Pick two of the following |
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\begin_inset Quotes erd |
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\end_inset |
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. |
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This is probably not a useful feature. |
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\end_deeper |
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\layout Enumerate |
\layout Enumerate |
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Scroll down to the Hint element, and type some text that will help students |
Scroll down to the Hint element, and type some text that will help students |
Line 2272 Numerical Response problems are answered
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Line 2271 Numerical Response problems are answered
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Creating Numerical Response and Formula Response problems starts the same |
Creating Numerical Response and Formula Response problems starts the same |
as the other problem types, but because of the power of Numerical Response |
as the other problem types, but because of the power of Numerical Response |
and Formula Response problems, it is too difficult to cover them in this |
and Formula Response problems, they are covered in their own section after |
tutorial. |
the end of the tutorial. |
For more information about these problem types, please see section |
For more information about these problem types, please see section |
\begin_inset LatexCommand \ref{Numerical Response} |
\begin_inset LatexCommand \ref{Numerical Response} |
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Line 2294 In order to make the content you've crea
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Line 2293 In order to make the content you've crea
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you must publish your content. |
you must publish your content. |
LON-CAPA provides an easy interface for publishing your content pages, |
LON-CAPA provides an easy interface for publishing your content pages, |
problem resources, and sequences. |
problem resources, and sequences. |
A common interface allows you to specify title, author information, keywords, |
You can specify title, author information, keywords, and other metadata. |
and other metadata. |
LON-CAPA uses this metadata for many things, and it's important to fill |
LON-CAPA uses this metadata for many things, and it's importent to fill |
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the metadata out as accurately as possible. |
the metadata out as accurately as possible. |
\layout Subsection |
\layout Subsection |
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Line 2334 data about data
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Line 2332 data about data
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too stupid to understand the problem statement at all. |
too stupid to understand the problem statement at all. |
\layout Standard |
\layout Standard |
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One example of metadata you use all the time is the <TITLE> of a webpage, |
One example of metadata you use all the time is the <TITLE> of a web page, |
which usually shows up in the title bar of the browser. |
which usually shows up in the title bar of the browser. |
That's information about the webpage itself, not actually part of the web |
That's information about the web page itself, not actually part of the |
page. |
web page. |
People use it when they bookmark a page, so they know what the page is. |
People use it when they bookmark a page, so they know what the page is. |
Search engines use it as a clue about the content of the web page. |
Search engines use it as a clue about the content of the web page. |
\layout Subsection |
\layout Subsection |
Line 2459 pulley
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Line 2457 pulley
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as a key word. |
as a key word. |
LON-CAPA pulls out likely-looking keywords for you so you can just click |
LON-CAPA pulls out likely-looking keywords for you so you can just click |
on them to make them keywords. |
on their check boxes to make them keywords. |
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\series bold |
\series bold |
Additional keywords |
Additional keywords |
Line 2476 statics
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Line 2474 statics
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, even though it doesn't appear in the original problem, because Physics |
, even though it doesn't appear in the original problem, because Physics |
uses that as a classification of problem type. |
uses that as a classification of problem type. |
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\layout Standard |
\layout Standard |
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Finally, you need to set the copyright and distribution notice. |
Finally, you need to set the copyright and distribution notice. |
Line 2559 Binding Together Resources In One Map: P
|
Line 2556 Binding Together Resources In One Map: P
|
\layout Standard |
\layout Standard |
\align center |
\align center |
|
|
\begin_inset Figure size 429 66 |
\begin_inset Figure size 238 83 |
file mapEditingButton.eps |
file mapEditorSelection.eps |
|
width 3 40 |
flags 9 |
flags 9 |
|
|
\end_inset |
\end_inset |
Line 2568 flags 9
|
Line 2566 flags 9
|
|
|
\layout Caption |
\layout Caption |
|
|
Map Editing Button |
Map Editor Selection |
\begin_inset LatexCommand \label{Map Editing Button Figure} |
\begin_inset LatexCommand \label{Map Editor Selection Figure} |
|
|
\end_inset |
\end_inset |
|
|
|
|
\end_float |
\end_float |
To join several resources into one page, you need to create a |
To join several resources into one web page, you need to create a |
\series bold |
\series bold |
Map |
Map |
\series default |
\series default |
Line 2617 page
|
Line 2615 page
|
\end_inset |
\end_inset |
|
|
, you should see a screen as in figure |
, you should see a screen as in figure |
\begin_inset LatexCommand \ref{Map Editing Button Figure} |
\begin_inset LatexCommand \ref{Map Editor Selection Figure} |
|
|
\end_inset |
\end_inset |
|
|
. |
. |
Click the button to get to the sequence editor. |
You can use either the advanced editor or the simplified editor. |
|
|
\begin_float fig |
|
\layout Standard |
|
\align center |
|
|
|
\begin_inset Figure size 476 226 |
|
file mapEditInitial.eps |
|
width 3 80 |
|
flags 11 |
|
|
|
\end_inset |
|
|
|
|
|
\layout Caption |
|
|
|
Initial Map Editor |
|
\begin_inset LatexCommand \label{Initial Map Editor FIgure} |
|
|
|
\end_inset |
|
|
|
|
|
\end_float |
|
After the system notices the map does not yet exist and creates it for you. |
|
You should the initial map editor as seen in figure |
|
\begin_inset LatexCommand \ref{Initial Map Editor FIgure} |
|
|
|
\end_inset |
|
|
|
. |
|
Note there are two windows. |
|
One is the workspace, and one is the window which will contain information |
|
as you add resources. |
|
\layout Comment |
\layout Comment |
|
|
The following is a commented-out section of the manual, likely to not be |
The following is a commented-out section of the manual, likely to not be |
Line 2714 The branching ability can obviously be u
|
Line 2681 The branching ability can obviously be u
|
only by your imagination. |
only by your imagination. |
\layout Subsection |
\layout Subsection |
|
|
Creating a Simple Map: Page |
Creating a Simple .page With The Simple Editor |
\begin_inset LatexCommand \index{Page} |
\layout Standard |
|
|
|
\begin_float fig |
|
\layout Standard |
|
\align center |
|
|
|
\begin_inset Figure size 476 250 |
|
file mapSimpleEditor.eps |
|
width 3 80 |
|
flags 9 |
|
|
\end_inset |
\end_inset |
|
|
|
|
|
\layout Caption |
|
|
|
Simple Map Editor |
|
\begin_inset LatexCommand \label{Simple Map Editor} |
|
|
|
\end_inset |
|
|
|
|
|
\end_float |
|
After creating a new .page resource and getting the editor selection prompt |
|
(figure |
|
\begin_inset LatexCommand \ref{Map Editor Selection Figure} |
|
|
|
\end_inset |
|
|
|
), click the |
|
\series bold |
|
Simple Edit |
|
\series default |
|
button to get to the simple sequence editor, which appears in figure |
|
\begin_inset LatexCommand \ref{Simple Map Editor} |
|
|
|
\end_inset |
|
|
|
. |
|
|
|
\layout Standard |
|
|
|
The Simple Editor can create .sequences and .pages which are linear, which |
|
means they have no branches or conditions. |
|
\layout Standard |
|
|
|
On the right side of the simple editor is the |
|
\series bold |
|
Target |
|
\series default |
|
, which represents the map you are currently building. |
|
On the left side is the |
|
\series bold |
|
Import |
|
\series default |
|
area, which represents a work area you can use for your convenience to |
|
load and manipulate resource you may wish to include in your map. |
|
Using the three buttons in the middle of the screen, from top to bottom |
|
you can cut things out of the Target, copy from the Target to the Import, |
|
and copy from the Import to the Target, respectively. |
|
\layout Standard |
|
|
|
On both sides of the screen, you can do a Group Search and a Group Import. |
|
A Group Search allows you to run a search, then import selected results |
|
from that search into either directly into your Map, or into your Import |
|
space. |
|
Checkboxes will appear next to the results in the Group Search, and you |
|
can click the resource you wish to add to your map. |
|
After you select the resource, you will be presented with a screen that |
|
allows you to change the order of the selected resources, then you will |
|
be able to import the selected resources and work with them. |
|
\layout Standard |
|
|
|
A Group Import works in a similar fashion, but allows you to use the LON-CAPA |
|
network browser to select your resources. |
|
\layout Standard |
|
|
|
On the Import side, you can also browse for another Map, and load the resources |
|
used in that map into your Import workspace. |
|
You can also discard the selected resources, clear all the resources, and |
|
view the selected resource from the buttons on the Import side of the screen. |
|
|
|
\layout Standard |
|
|
|
Both list boxes support standard multi-select mechanisms as used in your |
|
OS. |
|
\layout Subsection |
|
|
|
Creating a Simple .page With The Advanced Editor |
|
\layout Standard |
|
|
|
After creating a new .page resource and getting the editor selection prompt |
|
(figure |
|
\begin_inset LatexCommand \ref{Map Editor Selection Figure} |
|
|
|
\end_inset |
|
|
|
), click the |
|
\series bold |
|
Advanced Edit |
|
\series default |
|
button to get to the advanced sequence editor. |
|
|
|
\begin_float fig |
\layout Standard |
\layout Standard |
|
\align center |
|
|
|
\begin_inset Figure size 476 205 |
|
file mapAdvancedEditorNew.eps |
|
width 3 80 |
|
flags 11 |
|
|
|
\end_inset |
|
|
|
|
|
\layout Caption |
|
|
To create a simple page that joins several resources into one page: |
Initial Map Editor |
|
\begin_inset LatexCommand \label{Initial Map Editor FIgure} |
|
|
|
\end_inset |
|
|
|
|
|
\end_float |
|
You should the initial map editor as seen in figure |
|
\begin_inset LatexCommand \ref{Initial Map Editor FIgure} |
|
|
|
\end_inset |
|
|
|
. |
|
Note there are two windows. |
|
One is the workspace, and one is a secondary window which will contain |
|
information as you add resources. |
\layout Enumerate |
\layout Enumerate |
|
|
\begin_float fig |
\begin_float fig |
Line 2766 Link Resource
|
Line 2858 Link Resource
|
\layout Standard |
\layout Standard |
\align center |
\align center |
|
|
\begin_inset Figure size 120 360 |
\begin_inset Figure size 70 210 |
file mapStraightened.eps |
file mapStraightened.eps |
|
height 3 25 |
flags 9 |
flags 9 |
|
|
\end_inset |
\end_inset |
Line 2804 straighten
|
Line 2897 straighten
|
\layout Standard |
\layout Standard |
\align center |
\align center |
|
|
\begin_inset Figure size 264 245 |
\begin_inset Figure size 271 252 |
file mapInsertResource.eps |
file mapInsertResource.eps |
|
height 3 30 |
flags 9 |
flags 9 |
|
|
\end_inset |
\end_inset |
Line 2849 Network Directory Browser
|
Line 2943 Network Directory Browser
|
\layout Standard |
\layout Standard |
\align center |
\align center |
|
|
\begin_inset Figure size 476 216 |
\begin_inset Figure size 357 162 |
file mapEditorDirectoryBrowser.eps |
file mapEditorDirectoryBrowser.eps |
width 3 80 |
width 3 60 |
flags 9 |
flags 9 |
|
|
\end_inset |
\end_inset |
Line 2877 Network Directory Browser
|
Line 2971 Network Directory Browser
|
\layout Standard |
\layout Standard |
\align center |
\align center |
|
|
\begin_inset Figure size 61 360 |
\begin_inset Figure size 42 252 |
file mapEditorResourceChosen.eps |
file mapEditorResourceChosen.eps |
|
height 3 30 |
flags 9 |
flags 9 |
|
|
\end_inset |
\end_inset |
Line 2949 When you are done adding resources, clic
|
Line 3044 When you are done adding resources, clic
|
Save Map |
Save Map |
\series default |
\series default |
link to save the map. |
link to save the map. |
|
\layout Standard |
|
|
|
In addition to manually adding in resources, the Advanced Editor also has |
|
the ability to import resource in the same way that the Simple Editor can: |
|
From a LON-CAPA network browser window, from a Group Search, or from another |
|
Map. |
|
\layout Standard |
|
|
|
The advanced editor has many more capabilities which you can explore. |
\layout Subsection |
\layout Subsection |
|
|
Creating Sequences |
Creating Sequences |
Line 2964 Sequences are a series of resources that
|
Line 3068 Sequences are a series of resources that
|
NAV |
NAV |
\series default |
\series default |
remote control button, or by using the arrow keys on the remote control. |
remote control button, or by using the arrow keys on the remote control. |
Sequence maps are created identically to page maps, the only difference |
Sequence maps are created identically to page maps. |
is how they are displayed. |
The only difference is how they are displayed. |
\layout Subsection |
\layout Subsection |
|
|
Creating a Course: Top-level Sequence |
Creating a Course: Top-level Sequence |
Line 2980 course
|
Line 3084 course
|
\layout Standard |
\layout Standard |
\align center |
\align center |
|
|
\begin_inset Figure size 422 410 |
\begin_inset Figure size 238 231 |
file creatingANewCourse.eps |
file creatingANewCourse.eps |
|
width 3 40 |
flags 9 |
flags 9 |
|
|
\end_inset |
\end_inset |
Line 3001 Creating a New Course
|
Line 3106 Creating a New Course
|
assignments or weekly sequences. |
assignments or weekly sequences. |
To view your maps, you will need to make them part of a course. |
To view your maps, you will need to make them part of a course. |
Only Domain Administrators can make courses and set their Top-level maps, |
Only Domain Administrators can make courses and set their Top-level maps, |
so coordinate with your Domain Adminstrator if you need to create courses. |
so coordinate with your Domain Administrator if you need to view your maps. |
\layout Section |
\layout Section |
|
|
Numerical Response |
Numerical Response |
Line 3022 Numerical Response problems are very pow
|
Line 3127 Numerical Response problems are very pow
|
is possible in a document like this. |
is possible in a document like this. |
This chapter will focus on just getting you started with Numerical Response |
This chapter will focus on just getting you started with Numerical Response |
problems, and showing you some of the possibilities, with no prerequisite |
problems, and showing you some of the possibilities, with no prerequisite |
knowlege necessary. |
knowledge necessary. |
The more you learn, the more you will find you can do. |
The more you learn, the more you will find you can do. |
\layout Standard |
\layout Standard |
|
|
Line 3318 t
|
Line 3423 t
|
is interpreted as a percentage. |
is interpreted as a percentage. |
Any number in the tolerance field |
Any number in the tolerance field |
\emph on |
\emph on |
with |
followed by |
\emph default |
\emph default |
a |
a |
\series bold |
\series bold |
Line 3509 A script consists of several
|
Line 3614 A script consists of several
|
\series bold |
\series bold |
statements |
statements |
\series default |
\series default |
, seperated by |
, separated by |
\series bold |
\series bold |
semi-colons |
semi-colons |
\series default |
\series default |
Line 3547 comments
|
Line 3652 comments
|
very |
very |
\emph default |
\emph default |
good idea to adopt some sort of commenting standard, especially if you |
good idea to adopt some sort of commenting standard, especially if you |
are working in a group or others may use your problems in the future. |
are working in a group or you believe other people may use your problems |
|
in the future. |
\layout Itemize |
\layout Itemize |
|
|
One of the simplest statements in LON-CAPA is a |
One of the simplest statements in LON-CAPA is a |
Line 3624 case sensitive
|
Line 3730 case sensitive
|
Getting variable names right is a skill. |
Getting variable names right is a skill. |
Variable names should not be too long, because they become easy to mistype. |
Variable names should not be too long, because they become easy to mistype. |
Variable names should also not be too short, with the exception of some |
Variable names should also not be too short, with the exception of some |
conventionally short variable names we'll talk about later. |
conventionally short variable names used in control flow statements, which |
|
are not covered in this manual. |
\layout Standard |
\layout Standard |
|
|
There are many variable naming conventions, covering both how to name and |
There are many variable naming conventions, covering both how to name and |
how to capatalize variables |
how to capitalize variables |
\begin_float footnote |
\begin_float footnote |
\layout Standard |
\layout Standard |
|
|
Line 3705 $variable
|
Line 3812 $variable
|
$variable2 = $variable + 2; |
$variable2 = $variable + 2; |
\layout Standard |
\layout Standard |
|
|
Now there's a variable called |
Now there is a variable called |
\family typewriter |
\family typewriter |
$variable2 |
$variable2 |
\family default |
\family default |
with the value |
with the the number |
\begin_inset Quotes eld |
\begin_inset Quotes eld |
\end_inset |
\end_inset |
|
|
Line 3717 $variable2
|
Line 3824 $variable2
|
\begin_inset Quotes erd |
\begin_inset Quotes erd |
\end_inset |
\end_inset |
|
|
. |
as its value. |
|
|
\layout Standard |
\layout Standard |
|
|
Line 3901 With variables, you can store strings or
|
Line 4008 With variables, you can store strings or
|
Functions |
Functions |
\series default |
\series default |
allow you to manipulate these strings or numbers. |
allow you to manipulate these strings or numbers. |
By stringing together a series of functions, you can do a lot. |
Functions work like mathematical functions: They take some number of arguments |
\layout Standard |
in, and return one argument, usually a number or a string for our purposes. |
|
|
|
|
\series bold |
|
Functions |
|
\series default |
|
work like mathematical functions: They take some number of arguments in, |
|
and return one argument, usually a number or a string for our purposes. |
|
There are a lot of functions available in LON-CAPA. |
There are a lot of functions available in LON-CAPA. |
You can see a complete list at http://mileva.lite.msu.edu/loncapadocs/homework/hom |
You can see a complete list at http://mileva.lite.msu.edu/loncapadocs/homework/hom |
ework5.html. |
ework5.html. |
Line 3978 Randomization
|
Line 4078 Randomization
|
|
|
\layout Standard |
\layout Standard |
|
|
For LON-CAPA, one of the most importent functions is the |
For LON-CAPA, one of the most important functions is the |
\family typewriter |
\family typewriter |
random |
random |
\family default |
\family default |
Line 4008 interval
|
Line 4108 interval
|
's away from the lower limit. |
's away from the lower limit. |
Thus, for example, |
Thus, for example, |
\family typewriter |
\family typewriter |
&rand(1,2,.2) |
&random(1,2,.2) |
\family default |
\family default |
might return 1, 1.2, 1.4, 1.6, 1.8, or 2. |
might return 1, 1.2, 1.4, 1.6, 1.8, or 2. |
|
|
|
\family typewriter |
|
random |
|
\family default |
|
uses a uniform distribution. |
|
Other distributions are available in LON-CAPA, and can be found by consulting |
|
the function list. |
\layout Standard |
\layout Standard |
|
|
\begin_float fig |
\begin_float fig |
Line 4074 $answer
|
Line 4180 $answer
|
|
|
, without the quotes for either of them. |
, without the quotes for either of them. |
(It is a good idea to create a variable to hold the answer and call it |
(It is a good idea to create a variable to hold the answer and call it |
$answer. |
$answer, or some other reasonably standard name. |
Do not try to compute the answer in the |
Do not try to compute the answer in the |
\series bold |
\series bold |
Answer |
Answer |
Line 4123 Random Seed
|
Line 4229 Random Seed
|
\series bold |
\series bold |
Script |
Script |
\series default |
\series default |
, you are no longer guarenteed to get the same problem.) |
, you are no longer guaranteed to get the same problem.) |
\layout Standard |
\layout Standard |
|
|
If you're doing this as a tutorial, try a few random seeds to see what happens. |
If you're doing this as a tutorial, try a few random seeds to see what happens. |
Line 4166 Slope Problem Parameters
|
Line 4272 Slope Problem Parameters
|
\layout Standard |
\layout Standard |
|
|
When creating randomized problems, you want to make sure that the problems |
When creating randomized problems, you want to make sure that the problems |
always have an answer! Consider what might happen if I had chosen the two |
always have an answer. |
slopes |
Consider what might happen if I had chosen the two slopes |
\emph on |
\emph on |
both |
both |
\emph default |
\emph default |
Line 4184 both
|
Line 4290 both
|
There are many ways to avoid this, one of the easiest of which is picking |
There are many ways to avoid this, one of the easiest of which is picking |
one slope negative and one positive. |
one slope negative and one positive. |
This same problem can show up in many other places, too, so be careful. |
This same problem can show up in many other places, too, so be careful. |
\layout Standard |
|
|
|
LON-CAPA has functions for several common random distributions; consult |
|
the function list at http://mileva.lite.msu.edu/loncapadocs/homework/homework5.html |
|
for a complete list and parameter specification. |
|
\layout Subsection |
\layout Subsection |
|
|
Units, Format |
Units, Format |
\layout Standard |
\layout Standard |
|
|
Numerical Response problems can require units. |
Numerical Response problems can require units. |
In the problem editting form, place the desired unit in the |
In the problem editing form, place the desired unit in the |
\series bold |
\series bold |
Unit |
Unit |
\series default |
\series default |
Line 4257 Format
|
Line 4358 Format
|
\begin_inset Quotes erd |
\begin_inset Quotes erd |
\end_inset |
\end_inset |
|
|
will display three significant digit in traditional notation. |
will display three significant digit in traditional notation if possible, |
You can use any number that you want instead of |
and scientific notation if the number is too large or too small. |
|
You can use any small number that you want instead of |
\begin_inset Quotes eld |
\begin_inset Quotes eld |
\end_inset |
\end_inset |
|
|
Line 4292 The full power of the Perl is well outsi
|
Line 4394 The full power of the Perl is well outsi
|
Looking in the function list at http://mileva.lite.msu.edu/loncapadocs/homework/ho |
Looking in the function list at http://mileva.lite.msu.edu/loncapadocs/homework/ho |
mework5.html can give you some ideas. |
mework5.html can give you some ideas. |
O'Reilly has some good Perl books. |
O'Reilly has some good Perl books. |
The Perl 5 pocket reference will contain more then what you need to know |
The Perl 5 Pocket Reference will contain more then what you need to know |
to use LON-CAPA, available at http://www.oreilly.com/catalog/perlpr3/ . |
to use LON-CAPA, available at http://www.oreilly.com/catalog/perlpr3/ . |
\layout Standard |
\layout Standard |
|
|
Line 4389 As you may know, it is extremely difficu
|
Line 4491 As you may know, it is extremely difficu
|
If your answer and the student's answer agree at the sampling points within |
If your answer and the student's answer agree at the sampling points within |
your given tolerance factor, the student's answer will be accepted, otherwise |
your given tolerance factor, the student's answer will be accepted, otherwise |
it will be rejected. |
it will be rejected. |
\layout Comment |
\layout Subsubsection |
|
|
What's up with the x,y@1,2:4,3#2 stuff? |
Sampling Specifications |
\layout Standard |
\layout Standard |
|
|
Formula Response problems are otherwise virtually identical to Numeric Response |
To specify where to sample the formulas to determine whether the student's |
problems. |
answer is correct, you need to put a sampling specification in the |
\layout Subsubsection |
\series bold |
|
Sample Points |
|
\series default |
|
|
Sample Point Specifications |
|
\begin_inset LatexCommand \index{Sample Points} |
\begin_inset LatexCommand \index{Sample Points} |
|
|
\end_inset |
\end_inset |
|
|
|
field. |
\layout Standard |
The sampling specifications takes the following format: |
|
|
To specific the sample points, use the following format: |
|
\layout Itemize |
\layout Itemize |
|
|
a comma seperated list of the variables you wish to have sampled, |
A comma seperated list of the variables you wish to interpret, |
\layout Itemize |
\layout Itemize |
|
|
followed by an @ |
followed by |
\layout Itemize |
\begin_inset Quotes eld |
|
\end_inset |
|
|
|
@ |
|
\begin_inset Quotes erd |
|
\end_inset |
|
|
followed by a comma seperated list of values as long as your list of variables, |
(not in quotes), |
representing the sample points |
|
\layout Itemize |
\layout Itemize |
|
|
optionally followed by a semi-colon, and more comma seperated lists as in |
followed by any number of the following two things, separated by semi-colons: |
the previous item. |
\begin_deeper |
|
\layout Enumerate |
|
|
|
a comma separated list of as many numbers as there are variables, which |
|
specifies one sampling point, OR |
|
\layout Enumerate |
|
|
|
a comma separated list of as many numbers as there are variables, followed |
|
a colon, followed by another list of as many numbers as there are variables, |
|
followed by #, followed by an integer. |
|
\end_deeper |
|
\layout Standard |
|
|
|
The first form specifies one point to sample. |
|
The second form specifies a range for each variable, and the system will |
|
take as many random samples from that range as the number after the #. |
\layout Standard |
\layout Standard |
|
|
For |
For |
Line 4435 x
|
Line 4555 x
|
\begin_inset Quotes erd |
\begin_inset Quotes erd |
\end_inset |
\end_inset |
|
|
, one could specify |
, one could specify |
|
\layout Itemize |
|
|
|
|
\begin_inset Quotes eld |
\begin_inset Quotes eld |
\end_inset |
\end_inset |
|
|
Line 4443 x@2
|
Line 4566 x@2
|
\begin_inset Quotes erd |
\begin_inset Quotes erd |
\end_inset |
\end_inset |
|
|
or |
, which will sample the answers only at 2. |
|
(This is generally a bad idea, as the student could get lucky and match |
|
at that point) |
|
\layout Itemize |
|
|
|
|
\begin_inset Quotes eld |
\begin_inset Quotes eld |
\end_inset |
\end_inset |
|
|
x@2;3;4;5 |
x@1:5#4;10 |
\begin_inset Quotes erd |
\begin_inset Quotes erd |
\end_inset |
\end_inset |
|
|
. |
will take 4 samples from somewhere between 1 and 5, and also sample at |
(It is generally a good idea to give a few sample points.) For |
10. |
\begin_inset Formula \( 2y^{3}+2x \) |
\layout Standard |
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For |
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\begin_inset Formula \( 2x^{2}+3y^{3} \) |
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\end_inset |
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, which has two variables, one could specify |
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\layout Itemize |
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\begin_inset Quotes eld |
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\end_inset |
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x,y@4,5:10,12#4;0,0 |
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\begin_inset Quotes erd |
\end_inset |
\end_inset |
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, with two variables, one could specify |
, which take four samples from the box determined by the points (4, 5) and |
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(10, 12), and also sample the point (0, 0). |
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\layout Subsubsection |
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Formula Notes |
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\layout Itemize |
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The formula evaluator can not handle things of the form |
\begin_inset Quotes eld |
\begin_inset Quotes eld |
\end_inset |
\end_inset |
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x,y@1,2;1,3;2,3;2,2 |
x + - y |
\begin_inset Quotes erd |
\begin_inset Quotes erd |
\end_inset |
\end_inset |
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. |
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If you have a random variable that may be positive or negative (as in the |
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example following this section), you can try wrapping the references to |
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that variable in parenthesis. |
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As always, it is a good idea to try out several randomized versions of |
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your problems to make sure everything works correctly. |
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\layout Itemize |
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\series bold |
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Never use relative tolerance in Formula Response problems. |
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\begin_inset LatexCommand \index{tolerance, in formula response} |
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\end_inset |
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\begin_inset LatexCommand \index{relative tolerance, in formula response} |
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\end_inset |
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\series default |
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Relative tolerance is poorly defined in Formula Response problems. |
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Always use absolute tolerance. |
\layout Subsubsection |
\layout Subsubsection |
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Example Formula Response |
Example Formula Response |
Line 4481 Script
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Line 4652 Script
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, place the following: |
, place the following: |
\layout LyX-Code |
\layout LyX-Code |
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$slope = random(1,5,.5); |
$slope = random(-5,5,.5); |
\layout LyX-Code |
\layout LyX-Code |
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$yint = random(1,5,.5); |
$yint = random(-5,5,.5); |
\layout Standard |
\layout Itemize |
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In the |
In the |
\series bold |
\series bold |
Line 4500 For a line with slope $slope and y-inter
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Line 4671 For a line with slope $slope and y-inter
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\end_inset |
\end_inset |
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\layout Standard |
\layout Itemize |
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In the |
In the |
\series bold |
\series bold |
Line 4510 Answer
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Line 4681 Answer
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\begin_inset Quotes eld |
\begin_inset Quotes eld |
\end_inset |
\end_inset |
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$slope*x + $yint |
$slope*x + ($yint) |
\begin_inset Quotes erd |
\begin_inset Quotes erd |
\end_inset |
\end_inset |
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\layout Standard |
\layout Itemize |
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Set the Tolerence to 1%. |
Set the Tolerance to .000001. |
\layout Standard |
\layout Itemize |
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Set the |
Set the |
\series bold |
\series bold |
Line 4533 $slope * x + $yint
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Line 4704 $slope * x + $yint
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\end_inset |
\end_inset |
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. |
. |
\layout Standard |
\layout Itemize |
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Set the |
Set the |
\series bold |
\series bold |
Sample Points |
Sample Points |
\series default |
\series default |
to x@0,1,2,3 . |
to x@0,1,2,3 . |
\layout Section |
\layout Comment |
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Things That Need To Be Added |
TODO: |
\layout Subsection |
\layout Comment |
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Creating a default metadata file |
* Get sampling problem figured out |
\layout Subsection |
\layout Comment |
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My questions\SpecialChar \ldots{} |
\SpecialChar ~ |
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\layout Itemize |
\layout Comment |
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What is the LON-CAPA default resource? If it's free, can just anyone |
\SpecialChar ~ |
\begin_inset Quotes eld |
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\end_inset |
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find and use it |
\newline |
\begin_inset Quotes erd |
\SpecialChar ~ |
\end_inset |
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, or just |
\layout Comment |
\begin_inset Quotes eld |
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\end_inset |
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use it if they already know where it is |
Appendix A: Student Interface |
\begin_inset Quotes erd |
\layout Comment |
\end_inset |
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? (In other words, how powerful is the search feature?) What's the difference |
\begin_float fig |
between free and public? |
\layout Standard |
\layout Itemize |
\align center |
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How do I look at a map? (Must be part of course?) |
\begin_inset Figure size 152 353 |
\layout Section |
file studentInterface.eps |
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flags 9 |
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\end_inset |
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Appendix A: Student Interface |
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\layout Standard |
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\begin_float fig |
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\layout Caption |
\layout Caption |
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Student Remote Control |
Student Remote Control |
Line 4592 The Student Remote Control will automati
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Line 4757 The Student Remote Control will automati
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a LON-CAPA course as a student. |
a LON-CAPA course as a student. |
The Student Remote Control contains most of the functions of the Author |
The Student Remote Control contains most of the functions of the Author |
Remote Control and the following additional functions. |
Remote Control and the following additional functions. |
\layout Itemize |
\layout Comment |
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\series bold |
\series bold |
NAV (NAVIGATE CONTENTS) |
NAV (NAVIGATE CONTENTS) |
\series default |
\series default |
allows you to directly access resources from the course outline. |
allows you to directly access resources from the course outline. |
\layout Itemize |
\layout Comment |
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\series bold |
\series bold |
ARROWS (LEFT and RIGHT) |
ARROWS (LEFT and RIGHT) |
\series default |
\series default |
allows you to move to the backward or forward through the course. |
allows you to move to the backward or forward through the course. |
\layout Itemize |
\layout Comment |
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\series bold |
\series bold |
GRDS (MY GRADES) |
GRDS (MY GRADES) |
\series default |
\series default |
allows you to check your grades in the courses you are taking. |
allows you to check your grades in the courses you are taking. |
\layout Itemize |
\layout Comment |
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\series bold |
\series bold |
SBKM (SET BOOKMARK) |
SBKM (SET BOOKMARK) |
\series default |
\series default |
allows you to bookmark pages for easy access. |
allows you to bookmark pages for easy access. |
\layout Itemize |
\layout Comment |
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\series bold |
\series bold |
VBKM (VIEW BOOKMARK) |
VBKM (VIEW BOOKMARK) |
\series default |
\series default |
displays your bookmarks for easy access to bookmarked resources. |
displays your bookmarks for easy access to bookmarked resources. |
\layout Itemize |
\layout Comment |
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\series bold |
\series bold |
ANOT (ANOTATE) |
ANOT (ANOTATE) |
\series default |
\series default |
allows you to create personal notes. |
allows you to create personal notes. |
\layout Itemize |
\layout Comment |
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\series bold |
\series bold |