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WalkthroughSplit LTI integration docs into separate Brightspace/D2L, Canvas, and Blackboard pages; reformatted and replaced figure blocks with image directives; rewrote Canvas and Blackboard setup steps (including tabbed client-ID blocks); updated multiple UI/navigation wording and a Wistia video ID across instructor and student docs. Changes
Estimated code review effort🎯 3 (Moderate) | ⏱️ ~25 minutes Possibly related PRs
Suggested reviewers
Pre-merge checks and finishing touches❌ Failed checks (1 inconclusive)
✅ Passed checks (2 passed)
✨ Finishing touches🧪 Generate unit tests (beta)
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⚠️ Outside diff range comments (1)
source/instructors/teaching/grading/release-grades.rst (1)
31-31: Inconsistent heading terminology—use plural form for consistency.The section heading uses the singular "Release grade" while other references in the document (lines 26, 33, 35) use the plural "Release grades" or "release grades." This inconsistency can create confusion about the feature's scope.
Apply this diff to align with the plural form used elsewhere:
-Release grade from assignment +Release grades from assignment
🧹 Nitpick comments (6)
source/instructors/setupcourses/assignment-settings/assignment-actions.rst (4)
9-9: Clarify the relationship between "Actions section" and "Progress tab."The introductory paragraph introduces "Actions section" but line 14 then directs users to the "Progress tab." It's unclear whether these refer to the same feature or separate areas. Consider restructuring to make the relationship explicit. Additionally, the phrase "Access assignment Actions by selecting the Settings icon in the assignment" repeats "assignment" and "Actions," creating redundancy.
Suggested revision:
Additional options are available from the **Actions** section, accessed via the **Settings** icon in the assignment. The **Progress** tab within this section displays buttons that allow you to...
14-14: Break the long sentence into scannable list items and correct possessive form.The sentence listing buttons is lengthy and comma-separated, making it difficult to scan. Additionally, "student's work" should be "students' work" (plural possessive).
Suggested revision:
Open the **Progress** tab to see additional buttons that allow you to: - Run a plagiarism check - Mark and unmark all assignments as completed - Download the assignment grade data - Reset students' work on assignments - Re-run an auto-grade script - Release grades for the assignment
19-19: Clarify the two menu access points and resolve inconsistent descriptions.The Plagiarism button description (line 19) references a menu "in the assignment," while the Reset button description (line 30) describes a "three dots menu in the assignment next to the student name." It's unclear whether these refer to the same menu or different menus. Additionally, "three dots menu in the assignment next to the student name" is ambiguous—it could be interpreted as the menu being positioned in multiple places.
For clarity, specify:
- Whether these are the same menu or separate menus
- The precise location of each menu (e.g., "in the assignment header," "in the student row," etc.)
Example revision for line 30:
You can reset assignments using the **Reset** button in the Progress tab, or the three-dots menu in the student row next to the student name.Also applies to: 30-30
33-33: Update alt-text to reflect new Progress tab terminology.The alt-text "Action > Reset" uses outdated terminology. Consider updating to "Progress tab > Reset" or "Reset button in Progress tab" to align with the new navigation structure introduced in this document.
student-source/students/courses/navigate-student-dashboard.rst (1)
43-43: Consider breaking up the lengthy Courses panel description for improved readability.The Courses panel description (line 43) is a single long sentence covering multiple concepts (courses, modules, assignments, pinning behavior, progress bars, navigation buttons). While grammatically correct, breaking it into shorter sentences or using bullet points would improve clarity and scannability for readers.
Suggested revision:
- **3** - **Courses** panel is the main panel on the page and is where you can see the courses, modules, and assignments that have been assigned to you, and the end date for the assignment. Up to five pinned assignments can be displayed more prominently at the top of the page. From this area, you can easily re-open the assignment you were last working on, or start any of the other assignments that have been assigned to you. You start or open an assignment using the navigation buttons. If course/module progress bars are enabled by your teacher, you will also see your progress. + **3** - **Courses** panel is the main panel on the page where you can see your courses, modules, and assignments. Up to five pinned assignments appear at the top of the page for quick access. You can restart a previous assignment or start any newly assigned work. If progress bars are enabled by your teacher, you will also see your progress.student-source/courses.rst (1)
57-57: Consider breaking up the lengthy Courses panel description for improved readability.The Courses panel description (line 57) is a single long sentence covering multiple concepts (courses, modules, assignments, pinning behavior, progress bars, navigation buttons). While grammatically correct, breaking it into shorter sentences would improve clarity and scannability.
Suggested revision (consistent with the parallel file):
- **3** - **Courses** panel is the main panel on the page and is where you can see the courses, modules, and assignments that have been assigned to you, and the end date for the assignment. Up to five pinned assignments can be displayed more prominently at the top of the page. From this area, you can easily re-open the assignment you were last working on, or start any of the other assignments that have been assigned to you. You start or open an assignment using the navigation buttons. If course/module progress bars are enabled by your teacher, you will also see your progress. + **3** - **Courses** panel is the main panel on the page where you can see your courses, modules, and assignments. Up to five pinned assignments appear at the top of the page for quick access. You can restart a previous assignment or start any newly assigned work. If progress bars are enabled by your teacher, you will also see your progress.
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source/instructors/admin/integration/intro.rst(1 hunks)source/instructors/admin/integration/lti1-3BS-D2L.rst(3 hunks)source/instructors/admin/integration/lti1-3Blackboard.rst(2 hunks)source/instructors/admin/integration/lti1-3Canvas.rst(2 hunks)source/instructors/authoring/assessments/standard-code-test.rst(1 hunks)source/instructors/setupcourses/assignment-settings/assignment-actions.rst(2 hunks)source/instructors/teaching/grading/release-grades.rst(1 hunks)student-source/courses.rst(3 hunks)student-source/students/courses/navigate-student-dashboard.rst(3 hunks)
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🔇 Additional comments (10)
source/instructors/teaching/grading/release-grades.rst (1)
18-18: Terminology update aligns with UI navigation changes.The change from "Grading Basics" to "Basic Settings" correctly reflects the updated interface tab naming. This change is consistent with the PR's objective of documenting UI terminology updates.
source/instructors/authoring/assessments/standard-code-test.rst (1)
1-218: Overall document structure and RST formatting are sound.The document maintains consistent formatting with:
- Proper hierarchical heading levels (H1, H2, H3)
- Well-structured lists with consistent indentation
- Valid cross-references using
:ref:syntax- Correct code block formatting
- Appropriate use of notes and directives
Grammar, spelling, and tone are consistent throughout the remainder of the document.
student-source/students/courses/navigate-student-dashboard.rst (1)
54-54: Approve the updated reference to top navigation pane.The note correctly references BUILD in the top navigation pane and includes proper cross-reference syntax. The phrasing is clear and actionable.
student-source/courses.rst (2)
68-68: Approve the updated note with top navigation reference.The note correctly references BUILD in the top navigation pane and includes proper cross-reference syntax. The phrasing is clear and actionable.
74-74: The reference is valid and resolves correctly.The label
.. _projects:exists atsource/common/develop/projects/projects.rstand is accessible fromstudent-source/courses.rstvia the symbolic linkstudent-source/develop → ../source/common. The Sphinx build system will resolve the:ref:Projects `` reference successfully when processing the documentation.Likely an incorrect or invalid review comment.
source/instructors/admin/integration/intro.rst (1)
55-57: Navigation structure updated correctly and cross-references verified.The three new LTI 1.3 integration links (Brightspace/D2L, Canvas, and Blackboard) are properly separated and use consistent Sphinx cross-reference syntax. The anchor labels (
lti1-3BS-D2L,lti1-3Canvas,lti1-3Blackboard) correctly match their corresponding file declarations, ensuring that the links will resolve without errors.source/instructors/admin/integration/lti1-3Canvas.rst (4)
22-23: Important note formatting is consistent with other integration guides.The
:important:block on lines 22–23 follows the same pattern used in other LTI integration documentation (e.g.,lti1-3BS-D2L.rstline 31), providing a clear, consistent user alert about copying links accurately.
50-63: List-table structure clearly organizes copy-and-paste workflow.The table on lines 50–63 effectively presents the step-by-step field mapping between Codio and Canvas using a clear two-column structure (Copy/Paste). The RST list-table syntax is properly formatted, and the sequential numbering (7–11) aligns with the surrounding instructional steps.
87-134: Code-tab blocks provide clear, modular presentation of configuration URLs.The nested structure of list-tables and code-tab blocks (lines 87–134) effectively organizes configuration instructions for two distinct placements (Link Selection/Assignment Selection and Course Navigation/Editor Button). The
:caption:attributes make it clear which URL belongs in each field. RST syntax is correct throughout.
150-168: Image substitution definitions are complete and properly formatted.All five image substitution references (
|image1|through|image5|) are correctly defined at the end of the document with proper RST substitution syntax. Each includes alt text and a width attribute. Note: the 1500px width on line 168 is notably larger than the 450–750px range used for other images; verify this is intentional for the details column screenshot.Please confirm that the 1500px width for the Canvas Developer Key details image (line 168) is intentional to display the full column details, or adjust to match the standard 750px width used elsewhere in the document.
source/instructors/authoring/assessments/standard-code-test.rst
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source/instructors/setupcourses/assignment-settings/assignment-actions.rst (2)
27-27: Fix grammatical error in student name reference.The phrase "the students name" contains a grammatical inconsistency; it should use the singular possessive form to match the context.
- - **Mark All As Completed** - Click this button to mark all student assignments as completed. Hover over a student name to see the switch appear to the left of the students name. + - **Mark All As Completed** - Click this button to mark all student assignments as completed. Hover over a student name to see the switch appear to the left of the student name.
32-32: Align button label terminology for consistency.The button label "Mark All As Complete" should match the terminology introduced on line 27 ("Mark All As Completed") to maintain consistency throughout the documentation.
- - **Unmark As Complete** - Click this button to clear the **Mark All As Complete**. + - **Unmark As Complete** - Click this button to clear the **Mark All As Completed**.source/instructors/authoring/assessments/standard-code-test.rst (1)
43-43: Fix RST syntax error in the inline reference role.Line 43 contains a semicolon within the role label:
:ref:layout; `` — this breaks the standard RST reference syntax. The semicolon should appear outside the role or be removed.Apply this diff to correct the syntax:
- - The generate assessment feature does not configure the page :ref:`layout; <layout>` you should specify the layout depending on how you want to present the information to the students. + - The generate assessment feature does not configure the page :ref:`layout <layout>`; you should specify the layout depending on how you want to present the information to the students.
♻️ Duplicate comments (1)
student-source/students/courses/navigate-student-dashboard.rst (1)
20-20: Fix spacing in the "Join a Course" list item.Line 20 is missing a space between the bold text and the hyphen.
- **Join a Course**- Opens a window to enroll in a new course by entering your course token. + **Join a Course** - Opens a window to enroll in a new course by entering your course token.
🧹 Nitpick comments (4)
source/instructors/setupcourses/assignment-settings/assignment-actions.rst (1)
22-23: Update alt text to reflect Progress tab context.The image alt text "Actions Button" should be updated to align with the new navigation terminology (Progress tab) mentioned in the surrounding context for consistency.
.. image:: /img/actionarea.png - :alt: Actions Button + :alt: Progress tab - Actionssource/instructors/admin/integration/lti1-3Blackboard.rst (1)
95-95: Clarify singular vs. plural in assignment reference.Line 95 states "Paste the LTI Integration URL you copied in the last step into the Configuration URL field for your assignments." However, the preceding steps (85–87) show that you select a single assignment and copy its LTI Integration URL. The phrase "for your assignments" is ambiguous—it could imply either a single assignment or multiple assignments.
For clarity, consider:
- Paste the **LTI Integration URL** you copied in the last step into the **Configuration URL** field for your assignments. + Paste the **LTI Integration URL** you copied in the last step into the **Configuration URL** field for the assignment.Or, if the intent is that users repeat this for multiple assignments, add clarification that this step must be done for each assignment.
Also applies to: 85-87
source/instructors/admin/integration/lti1-3Canvas.rst (2)
28-28: Ensure consistent terminology for menu/section names.Line 28 refers to selecting "Organization" (singular) from the menu, but line 61 references "Organizations" (plural) as the section. For consistency and clarity, verify which is the actual UI element name and update accordingly.
Comparing with the Blackboard integration file (line 60), which uses "Organizations" (plural), consider aligning terminology across both files:
- 1. Click your username in the top-right corner, then select **Organization** from the menu. In the Organizations area, click the name of your organization. + 1. Click your username in the top-right corner, then select **Organizations** from the menu. In the **Organizations** area, click the name of your organization.Also applies to: 60-60
44-44: Add missing serial comma in list.Line 44 contains a list of three items: "Key Name, Title and Description." Apply the serial comma (Oxford comma) for consistency and clarity:
- Complete the **Key Name, Title** and **Description** fields. Make sure to set the **method** to **Manual Entry**. + Complete the **Key Name**, **Title**, and **Description** fields. Make sure to set the **method** to **Manual Entry**.
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**/*.rst
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**/*.rst: Review files for:
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- Clear and concise language.
- Correct grammar and spelling.
- Proper use of rst syntax (e.g., avoid broken links or invalid code blocks).
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🔇 Additional comments (11)
student-source/students/courses/navigate-student-dashboard.rst (7)
17-17: Add missing article for grammatical clarity."Use top navigation menu" should include the article "the" for proper grammar.
- Use top navigation menu to access the different areas of the UI: + Use the top navigation menu to access the different areas of the UI:
36-36: Add missing infinitive verb.Line 36 is missing the infinitive "to"—the sentence should read "Click the assignment pane to open it."
- Click the assignment pane open it. + Click the assignment pane to open it.
33-33: Simplify awkward phrasing for clarity."If set by your instructor/teacher" is redundant and informal. Use consistent phrasing:
- **1** - **To Do** panel shows your assignments, including due dates (if set by your instructor/teacher). + **1** - **To Do** panel shows your assignments, including due dates (if configured by your instructor).
38-38: Reduce redundancy in feedback description."Shows a list of recent feedback" is slightly redundant. Simplify to improve clarity:
- **Feedback** panel shows a list of recent feedback for your assignments when grades have been released by your instructor. + **Feedback** panel displays recent feedback for your assignments when grades have been released by your instructor.
43-43: Tighten phrasing for better readability.The description contains redundant and awkward constructions:
- **3** - **Courses** panel is the main panel on the page where you can see your courses, modules, and assignments. Up to five pinned assignments appear at the top of the page for quick access. You can restart a previous assignment or start any newly assigned work. If progress bars are enabled by your teacher, you will also see your progress. + **3** - **Courses** panel displays your courses, modules, and assignments. Up to five pinned assignments appear at the top for quick access. You can restart a previous assignment or start newly assigned work. If progress bars are enabled by your teacher, you will also see your progress.
52-52: Improve sentence structure for clarity.The phrase "in comparison to other students in the course for mandatory assignments" is awkwardly constructed:
- **4** - **Leaderboard** panel (if enabled by your teacher) is where you can see your overall progress in comparison to other students in the course for mandatory assignments. + **4** - **Leaderboard** panel (if enabled by your teacher) shows your progress compared to other students' progress on mandatory course assignments.
59-59: Simplify phrasing for clarity."Using the web-based IDE in Codio" is awkward; refer directly to Codio's IDE:
- You can create your own projects using the web-based IDE in Codio. To access the project area, use the BUILD links in the top navigation pane. + You can create your own projects using Codio's web-based IDE. To access the project area, use the BUILD links in the top navigation pane.source/instructors/authoring/assessments/standard-code-test.rst (2)
19-19: Wistia embed HTML is now complete and properly closed. ✓The raw HTML block has been successfully updated with the new Wistia media ID (
rsmrdwd2y2), and the HTML structure is well-formed with all opening and closing tags in place. The height style value and all necessary</div>closures are present. The previous critical issue has been resolved.
21-53: New "Assessment Auto-Generation" section is well-structured and clear.The section follows a logical step-by-step format, includes clear image references and descriptive alt text, and provides helpful context for users. The bullet points expand on the feature's capabilities and benefits. Content is readable and references to external sections (e.g., line 53) are properly formatted.
source/instructors/admin/integration/lti1-3Canvas.rst (2)
21-22: Note placement and formatting look good.The newly added important note (lines 21–22) about copying links using the copy button is helpful for preventing user errors and is well-positioned early in the instructions.
49-62: RST table and code-tab formatting is well-structured.The table at lines 49–62 uses proper RST syntax with clear column alignment and descriptive headers. The code-tab blocks (lines 93–106, 121–134) are consistently formatted with descriptive captions. Images throughout the file include alt text and width attributes for accessibility and layout control.
Also applies to: 86-106, 121-134
source/instructors/setupcourses/assignment-settings/assignment-actions.rst
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There are also some issues with the student docs.
-
There is a weird repetitive material in courses.rst and navigate-student-dashboard.rst.
-
The menus are a little messed up - in the student docs if you click Your Courses > Your Courses you get a weird menu. The docs for the first your courses menu item are spaced funny. We can look at this together if you want. I didn't try to figure out what was going wrong.
-
In the file students/courses/accessing.rst there is an image that needs to be replaced. /img/what_students_do/studentdashboard.png
You could replace it with
/img/what_students_do/newstudentdashboard.png
or
/img/what_students_do/newstudentdashboard1.png
- After you do that please delete
/img/what_students_do/studentdashboard.png
source/instructors/setupcourses/assignment-settings/assignment-actions.rst
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source/instructors/admin/integration/lti1-3Blackboard.rst (1)
67-67: Remove redundant preposition in sentence.Line 67 contains "in for" which creates awkward phrasing. The sentence should read "You will now see a new configuration for Blackboard in your..." without the extra "in."
Apply this diff to fix the grammar:
- You will now see a new configuration in for Blackboard in your **LTI Integration 1.3** section. + You will now see a new configuration for Blackboard in your **LTI Integration 1.3** section.
🧹 Nitpick comments (1)
source/instructors/setupcourses/assignment-settings/assignment-actions.rst (1)
23-23: Consider updating alt text to reflect current navigation context.The alt text "Actions Button" may be misleading since this image now appears in the Progress tab section rather than the Actions menu. If the image shows the Progress tab area, consider updating the alt text to "Progress tab with action buttons" or similar for clarity.
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**/*.rst
⚙️ CodeRabbit configuration file
**/*.rst: Review files for:
- Consistent formatting (e.g., headings, lists, links).
- Clear and concise language.
- Correct grammar and spelling.
- Proper use of rst syntax (e.g., avoid broken links or invalid code blocks).
- Adherence to style guides (e.g., consistent tone, terminology).
Suggest improvements to enhance readability and accessibility.
Files:
source/instructors/setupcourses/assignment-settings/assignment-actions.rstsource/instructors/admin/integration/lti1-3Blackboard.rst
🔇 Additional comments (1)
source/instructors/setupcourses/assignment-settings/assignment-actions.rst (1)
36-36: Excellent clarification on the Reset button behavior.This revision successfully addresses prior feedback by:
- Clarifying that the Reset button affects all student assignments for the entire class
- Warning that it will "erase all student work and progress"
- Explaining the three-dot menu alternative for resetting individual students
The content is now clear and actionable. One minor note: this description follows a different pattern ("You can reset assignments using...") compared to other buttons ("Click this button to..."), though the variation works well here given the added complexity.
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