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<p align="center"><b>概要</b></p>

<ol>
<li>レッスンはいくつかの<b>ページ</b>と任意の<b>分岐表</b>により構成されます。
<li>ページには<b>コンテンツ</b>が含まれ、通常は<b>問題</b>で終了します。<b>問題ページ</b>のようなタイトルが表示されます。
<li>通常、それぞれのページには一組の<b>答え</b>が表示されます。
<li>それぞれの答えには、答えが選択された時に表示される短いテキストが添えられています。このテキストは<b>レスポンス</b>と呼ばれています。
<li>また、<b>ジャンプ</b>はそれぞれの答えに関連しています。ジャンプは、レッスン中またはレッスン終了時に、相対的 - このページ、次のページ - または絶対的に移動するページを指定することができます。
<li>レッスンのデフォルトでは、最初の答えの次に<b>次のページ</b>にジャンプします。その他の答えを選択しても同じページにジャンプします。つまり、最初の答えを選択しない限り、学生には同じページがが再度表示されることになります。
<li>次のページはレッスンの<b>論理的順序</b>により決定されます。このページ順序は教師のみ閲覧することができます。この順序はレッスン内でページを移動することで変更可能です。
<li>また、レッスンには<b>ナビゲーションオーダー</b>があります。これは学生に表示されるページの順番です。これは個々の問題で指定されるジャンプにより決定され、論理的順序と大幅に異なるように設定することができます。(しかし、もしジャンプが変更されない場合、これら2つのデフォルト値は密接に関係します。) 教師は、ナビゲーションオーダーをチェックすることができます。
<li>学生に提示される時、答えは通常混ぜられています。つまり、教師が考える最初の答えは、必ずしも学生に最初に表示されるリストの最初に来る必要はないということです。(さらに、毎回同じセットの答えが表示される場合でも、表示順は異なることがあります。) 例外的にマッチングタイプの問題では、教師が入力したのと同じ順番で答えが表示されます。
<li>The number of answers can vary from page to page. For example, it is allowed
    that some pages can end with a true/false question while others have questions
    with one correct answer and three, say, distractors.
<li>It is possible to set up a page without any answers. The students are shown
    a <b>Continue</b> link instead of the set of shuffled answers.
<li>For the purposes of grading the lessons, <b>correct</b> answers are ones which
    jump to a page which is further <i>down</i> the logical order than the current page.
    <b>Wrong</b> answers are ones which either jump to the same page or to a page
    further <i>up</i> the logical order than the current page. Thus, if the jumps are
    <i>not</i> changed, the first answer is a correct answer and the other answers are
    wrong answers.
<li>Questions can have more than one correct answer. For example, if two of the answers
    jump to the next page then either answer is taken as a correct answer. (Although
    the same destination page is shown to the students, the responses shown on the way
    to that page may well be different for the two answers.)
<li>In the teacher's view of the lesson the correct answers have underlined Answer
    Labels.
<li><b>Branch tables</b> are simply pages which have a set of links to other
    pages in the lesson. Typically a lesson may start with a branch table which
    acts as a <b>Table of Contents</b>.
<li>Each link in a branch table has two components, a description and the title
    of the page to jump to.
<li>A branch table effectively divides the lesson into a number of
    <b>branches</b> (or sections). Each branch can contain a number of pages
    (probably all related to the same topic). The end of a branch is usually
    marked by an <b>End of Branch</b> page. This is a special page which, by
    default, returns the student back to the preceeding branch table. (The
    &quot;return&quot; jump in an End of Branch page can be changed, if
    required, by editing the page.)
<li>There can be more than one branch table in a lesson. For example, a lesson
    might usefully be structured so that specialist points are sub-branches
    within the main subject branches.
<li>It is important to give students a means of ending the lesson. This might
    be done by including an &quot;End Lesson&quot; link in the main branch
    table. This jumps to the (imaginary) <b>End of Lesson</b> page. Another
    option is for the last branch in the lesson (here &quot;last&quot; is used
    in the logical ordering sense) to simply continue to the end of the lesson,
    that is, it is <i>not</i> terminated by an End of Branch page.
<li>When a lesson includes one or more branch tables it is advisable to set the
    &quot;Minimum number of Questions&quot; parameter to some reasonable value.
    This sets a lower limit on the number of pages seen when the grade is
    calculated. Without this parameter a student might visit a single branch
    in the lesson, answer all its questions correctly and leave the lesson
    with the maximum grade.
<li>Further, when a branch table is present a student has the opportunity of
    re-visiting the same branch more than once. However, the grade is
    calculated using the number of <i>unique</i> questions answered. So
    repeatedly answering the same set of questions does <i>not</i> increase
    the grade. (In fact, the reverse is true, it lowers the grade as the count
    of the number of pages seen is used in the denominator when calculating
    grades does include repeats.) In order to give students a fair idea of
    their progress in the lesson, they are shown details of how many questions
    they are answered correctly, number of pages seen, and their current grade
    on every branch table page.
<li>The <b>end of the lesson</b> is reached by either jumping to that location explicitly
    or by jumping to the next page from the last (logical) page of the lesson. When the
    end of the lesson is reached, the student receives a congratulations message and is
    shown their grade. The grade is (the number of questions correctly answered / number of
    pages seen) * the grade of the lesson.
<li>If the end of the lesson is <i>not</i> reached and the student just leaves,
    when the student goes into the lesson again they are given the choice of
    starting at the begining or picking up the lesson where they answered their
    last correct answer.
<li> For a lesson which allow re-takes, the teacher has the choice of using the
    best grade or the average of the grades as the &quot;final&quot; grade from
    the lesson. That grade is shown on the Grades page, for example.
</ol>
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