User`s Guide to The Learning Manager

Transcription

User’s Guide to
The Learning Manager
Developing, Administering, and Delivering Courses with TLM
Version 3.2
The information in this document is subject to change without notice and should not be
construed as a commitment by The Learning Management Corp. or Worldwide Interactive
Network. The Learning Management Corp. and Worldwide Interactive Network assume no
responsibility for any errors that may appear in this document.
This document and the software described in it are of a proprietary nature and remain at all
times the property of The Learning Management Corp. and Worldwide Interactive Network.
This document is provided under license agreement as a component part of TLM™. This
document and the software described may be copied only as defined by the terms of the
TLM™ Software License Agreement.
© Copyright 2001 by The Learning Management Corp. and Worldwide Interactive
Network. All rights reserved.
Users are invited to evaluate this document and provide constructive comments for the
preparation of future documentation. Comments and suggestions should be sent to The
Learning Management Corp. or to your distributor.
Microsoft® Word is a registered trademark of Microsoft Corporation.
Windows™ is a registered trademark of Microsoft Corporation.
TLM™ is a registered trademark of The Learning Management Corp. and Worldwide
Interactive Network.
Microsoft Excel® is a registered trademark of Microsoft Corporation.
FrontPage® is a registered trademark of Microsoft Corporation.
Printed in Canada (04/06)
TLM Help Desk
Office hours: 8:15 a.m. to 4:30 p.m. (Mountain Time)
Telephone: (403) 284-7237
Fax: (403) 284-7159
E-mail: [email protected]
Website: http://www.thelearningmanager.com
Contact your local distributor for additional Help Desk support
Table of Contents
READ THIS FIRST… .................................................................................. 1
Purpose and Scope ......................................................................................................... 1
Additional Resources and Help...................................................................................... 2
INTRODUCTION TO THE LEARNING MANAGER ................................... 3
TLM: An Overview....................................................................................................... 3
Logging In and Out ................................................................................................................. 4
User Privileges ........................................................................................................................ 5
TLM Interface Conventions .................................................................................................... 5
Organization and Functions .................................................................................................... 6
Summary ................................................................................................................................. 8
CREATING AND WORKING WITH COURSE DEFINITIONS ................... 9
Overview ........................................................................................................................ 9
Selecting a Course.......................................................................................................... 9
Creating New Course Definitions ................................................................................ 10
Specifying Course Configuration.......................................................................................... 12
Specifying Master Course Qualifiers .................................................................................... 15
Editing Course Definitions........................................................................................... 16
Importing a Course....................................................................................................... 16
Cloning a Course.......................................................................................................... 17
Exporting a Course....................................................................................................... 18
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Table of Contents
Deleting a Course......................................................................................................... 19
DEVELOPING COURSE CONTENT ........................................................ 21
Overview ...................................................................................................................... 21
Accessing the Course Content Functions of TLM....................................................... 23
Creating a New Module ............................................................................................... 23
Creating a New Module with “Quick Create” ............................................................. 24
Creating a Module Lead-in ................................................................................................... 26
Creating Objectives/components and Linking them to Content............................................ 27
Changing the Order of Objectives/components in a Module ............................................................ 29
Editing Objectives/Components and Content Links ............................................................. 29
Deleting Objectives/Components.......................................................................................... 30
Creating a Module Wrap-up.................................................................................................. 31
Importing a Module for a Course................................................................................. 32
Editing a Module.......................................................................................................... 34
Deleting a Module........................................................................................................ 35
Creating a New Module using Word Templates.......................................................... 36
Creating Course Resources .......................................................................................... 36
Creating a Glossary ............................................................................................................... 37
Creating Course Handouts .................................................................................................... 38
Creating Course References .................................................................................................. 39
Creating Course Assignments ............................................................................................... 41
Creating Team Work............................................................................................................. 42
Creating Links to Relevant Websites .................................................................................... 43
Creating an FAQ Resource ................................................................................................... 44
Creating an Announcement................................................................................................... 45
Creating a Course Schedule .................................................................................................. 47
Creating a Course Outline ..................................................................................................... 48
Creating Ancillary Materials................................................................................................. 49
Creating Internal Resources .................................................................................................. 50
Integrating 3rd Party Applications ......................................................................................... 50
Editing or Deleting a Course Resource........................................................................ 51
DEVELOPING TEST QUESTIONS .......................................................... 53
Overview ...................................................................................................................... 53
Describing a New Question ......................................................................................... 54
Creating a Question Header ......................................................................................... 57
Editing or Deleting a Question Header ................................................................................. 58
Creating Questions and Answers ................................................................................. 59
Creating a Multiple Choice Question.................................................................................... 60
Creating a Multiple Multiple Choice Question ..................................................................... 62
Creating a Short Answer Question........................................................................................ 65
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Table of Contents
Creating a True/False Question............................................................................................. 68
Creating an Instructor Marked Question ............................................................................... 69
Creating a Custom Question ................................................................................................. 71
Using Variables in Custom Questions and Answers ......................................................................... 74
Examples for Creating Variables .......................................................................................... 75
Example #1: Inserting Numeric Variables Into a Question.............................................................. 76
Example #2: Assigning Value to a Numeric Variable as a Random Number .................................. 78
Example #3: Assigning Value to a Variable from an Array............................................................. 79
Example #4: Calculating Values by Applying Operators to Variables ............................................ 81
Example #5: Calculating Values by Applying Logical Expressions to Variables............................ 82
Example #6: Calculating Values Using Existing Routines and Control-flow Statements ............... 84
Example #7: Formatting Variables with Regard to Field Width, Precision, Data Type................... 88
Example #8: Positioning the Correct Answer in Different Places in a Multiple Choice Format ..... 89
Parser Error Messages....................................................................................................................... 90
Embedding Images into Questions............................................................................... 91
Integrating Multimedia in Questions ........................................................................... 92
Integrating Multimedia in Question Headers............................................................... 93
Previewing Questions................................................................................................... 95
Editing or Deleting Test Questions .............................................................................. 95
Copying Questions ....................................................................................................... 96
Moving Questions ........................................................................................................ 97
Importing Questions from External Files..................................................................... 98
Format of the Question Import File....................................................................................... 98
CREATING TESTS / ASSESSMENTS................................................... 101
Overview .................................................................................................................... 101
Accessing the Test / Assessment Functions............................................................... 102
Creating Course Assessment Definitions................................................................... 103
Creating Module Quiz Definitions............................................................................. 108
Previewing Assessments or Quizzes.......................................................................... 112
Retrieving a Question................................................................................................. 113
Editing or Deleting Assessments or Quiz Definitions ............................................... 113
CREATING AND WORKING WITH COURSE MAPS............................ 115
Overview .................................................................................................................... 115
Creating a New Course Map ...................................................................................... 116
Adding Map Items to a Course Map .......................................................................... 117
Overview ............................................................................................................................. 118
Adding Modules and Assessments to a Course Map .......................................................... 119
Adding Mark Items to a Course Map.................................................................................. 119
User’s Guide to The Learning Manager (3.2): Developing, Administering, and Delivering Courses
4
Table of Contents
Adding Grade Items to a Course Map................................................................................. 120
Creating Branches in a Course Map.................................................................................... 121
Adding Branch Items (Streams) ...................................................................................................... 123
Nesting a Branch Within a Branch.................................................................................................. 124
Editing Branch Items (Streams) ...................................................................................................... 124
Deleting an Entire Branch (Including Streams) .............................................................................. 124
Moving Course Map Items......................................................................................... 125
Deleting Course Map Items ....................................................................................... 126
Deleting an Entire Course Map.................................................................................. 126
ADMINISTERING COURSES................................................................. 127
Overview .................................................................................................................... 127
Viewing / Testing the Course from the Student Side.......................................................... 128
Printing Course Learning Material...................................................................................... 128
Searching the Database for Information .................................................................... 128
Releasing a Test ......................................................................................................... 130
Editing Student Marks / Status / Comments .............................................................. 131
Changing Student Marks..................................................................................................... 132
Entering Marks for a New Attempt..................................................................................... 133
Changing Student Status ..................................................................................................... 134
Changing Comments ........................................................................................................... 137
Reviewing Assessments and Student Responses ....................................................... 137
Reviewing Past Assessments .............................................................................................. 138
Viewing Student Submissions for Instructor Evaluated Questions..................................... 138
CREATING REPORTS ........................................................................... 141
Module Summary Report........................................................................................... 142
Question Distribution Report ..................................................................................... 142
Question Details Report ............................................................................................. 142
Manager Rights Report .............................................................................................. 142
Student Enrolment Report.......................................................................................... 143
Course Content Summary Report .............................................................................. 143
History & Status Report ............................................................................................. 143
Grade Summary Report.............................................................................................. 143
Module History Report .............................................................................................. 144
Faculty Feedback Report............................................................................................ 144
Student Feedback Report ........................................................................................... 144
WORKING WITH STUDENT DATA AND ENROLMENT....................... 147
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Table of Contents
Overview .................................................................................................................... 147
Creating Student Records........................................................................................... 147
Adding Detailed Information to Student Records............................................................... 149
General Information ........................................................................................................................ 149
Contact Information ........................................................................................................................ 150
Resume Information........................................................................................................................ 151
Importing a Student Record ....................................................................................... 152
Creating a New Team Definition ............................................................................... 154
Selecting or Deleting a Student’s Team Memberships ....................................................... 155
Editing Student Records or Deleting a Student.......................................................... 156
WORKING WITH MANAGER DATA...................................................... 159
Overview .................................................................................................................... 159
Creating New Manager Users .................................................................................... 159
Adding Detailed Manager Information ............................................................................... 161
General Manager Information ......................................................................................................... 161
Manager Contact Information ......................................................................................................... 162
Editing or Deleting Managers ............................................................................................. 163
Assigning Course Rights to a Manager............................................................................... 163
USING THE COMMUNICATION TOOLS ............................................... 167
Overview .................................................................................................................... 167
Using the Chat Tool ................................................................................................... 167
Using the Discussion Tool ......................................................................................... 168
Creating a Discussion Category and a New Thread............................................................ 169
Replying to or Creating a Discussion Thread ..................................................................... 171
Using E-mail with TLM............................................................................................. 171
Showcasing Samples to other TLM Users ................................................................. 172
Providing Feedback.................................................................................................... 172
CONFIGURING USER OPTIONS........................................................... 175
Changing Your Password........................................................................................... 175
Setting Preference for Using the Online Guide.......................................................... 175
TLM CORPORATE EDITION ................................................................. 177
APPENDIX A: COMMON HTML FORMATTING TAGS ....................... 179
GLOSSARY OF TERMS......................................................................... 181
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Table of Contents
SUBJECT INDEX.................................................................................... 191
Read This First…
Purpose and Scope
This manual contains procedures to help you use The Learning
Manager (TLM) to develop, deliver, and administer online courses.
Although TLM works in conjunction with one or more external
applications (including an Internet browser, Microsoft FrontPage,
and Microsoft Word), this manual does not provide information
about those applications.
This manual is intended to be used by people who are developing
educational or training materials in academic, corporate, or other
environments. These people may be institutional administrators,
managers, curriculum developers, instructional designers,
instructors, or trainers.
It is assumed that anyone who uses TLM in this context has a good
working knowledge of:
•
instructional design principles
•
the conventions and common tools associated with using
Windows-based computers
•
browsing the Internet
•
sending/receiving e-mail, and participating in online
discussion groups
2
Read This First…
Additional Resources and Help
If you find that this manual is not sufficient to answer all of your
questions, you may want to refer to any of the following:
•
another manual in this set, including the Student Guide to
Using TLM, The Learning Manager: Guide to the
Corporate Edition, or the System Administrator’s Guide to
Using TLM
•
TLM online help and online training courses (available
through links at http://www.thelearningmanager.com)
•
TLM system administrator and help desk
E-mail:
[email protected]
Web-site:
http://www.thelearningmanager.com
Telephone:
Fax:
•
(403) 284-7237
(403) 284-7159
Hours:
8:15 a.m. – 4:30 p.m. (MT)
Address:
TLM Help Desk, Room N215
1301 – 16 Avenue N.W.
Calgary, Alberta, Canada T2M 0L4
Your local TLM distributor
Introduction to The Learning
Manager
TLM: An Overview
TLM is a software product that facilitates the development, delivery,
and administration of learning materials and instruction using
computers and an intranet or the Internet. It works in conjunction
with external applications such as an Internet browser (and to a
lesser degree Microsoft Word and Microsoft FrontPage) to integrate
the processes related to developing curriculum content and
assessment materials, and lets you prepare them for computer-based
delivery and administration.
Functionally, TLM has two distinct sides: development and
delivery. The TLM software interface reflects this structure and
helps to guide you logically through the processes. Both the
development and delivery aspects of TLM are described in the
procedures of this manual.
The development process involves:
•
creating a course definition / description
•
developing course content / learning material
•
developing test questions based on the learning outcomes
and objectives of the course
•
creating assessment definitions (“blueprints” for tests)
•
creating course maps to deliver courses online
4
Introduction to The Learning Manager
The delivery side of TLM involves various aspects of course
administration (such as student enrolment, creating reports, releasing
high-security tests, marking assignments and tests, assigning grades,
etc.) and using different online tools for communication between
administrators, instructors, and students.
Logging In and Out
Logging in and out of TLM is a straightforward matter.
TO LOG IN:
•
Point your browser to the URL provided by your system
administrator.
•
Enter your user ID and password on the login screen, and
then click on Login.
•
If your site is using more than one database, select the
appropriate one from the list.
NOTE: Depending on the local system
configuration you may be asked to make a
database selection either before or after the login
screen.
TO LOG OUT:
•
Select Log Out from the top TLM tool bar.
NOTE: It is important to log out of TLM using the
Log Out function instead of simply exiting from
the browser. If you don’t log out properly, the
TLM process is left “hanging,” which may
negatively affect the operation of your server.
5
User Privileges
TLM encompasses three levels or types of users, with each
individual having appropriate access privileges to TLM functions
and data:
•
TLM Administrators – These users have full access to all
functions of TLM, can create new departments and new
TLM users (administrator users, manager users, and
student users), enable/disable course-related privileges for
any other user in the system, create system-wide login
messages, change the visual theme, and update licensing
restrictions.
•
TLM Managers – These users have a range of privileges
•
assigned by an administrator user or another manager user.
When assigned full privileges, manager users can create
other managers, create and edit courses, create and edit
assessments, create and edit course maps, create and enrol
students, release tests, administer courses, and view
reports.
TLM Students – These users only have access to the
student side of TLM, and can view learning materials and
reports, take tests, and use the communication tools.
There are several types of user privileges in TLM, and they are
enabled/disabled for manager users by administrators or other
manager users. The general manager privileges are: Can Create
Courses, Can Alter Managers, and Can Alter Students. The coursespecific manager privileges are: Define/Export Course, Enrol
Student, Edit Discussions/FAQs/Glossary Terms, Develop Module,
Develop Test, Release Exam, Edit Course Map, Edit Student Marks,
Main Contact, and Creator.
TLM Interface Conventions
TLM runs within an Internet browser, so the browser tool bar is
always visible and functional across the top of the screen.
Immediately below the browser tool bar is the TLM tool bar1. The
top part of the tool bar shows the title of the currently selected
1
Your view of TLM may differ from that shown in these screen images. The application can be configured
with different browser themes and each institution can customize the colours, fonts, and graphics that you
see.
6
course, and provides access to those functions that apply “outside”
of the currently selected course (Help, Log Out).
Below the top part of the tool bar is a set of three button bars
(Development, Management, and Extensions), which provide
access to the rest of the functions in TLM.
When you click on a button from one of the TLM button bars, the
resulting screen is generally divided into two main areas.
•
At the left side is a “sub-menu” or list of items related to
the button you clicked. (For example, when you click on
Content, the sub-menu of items at the left includes
Modules, Glossary, Handouts, Assignments, Links, and
others, all of which are related to creating and working
with course content.) At the top of the list, there is a More
Details button that you can click to see a short description
of each item in the list.
•
At the right is a list of existing items of that type that you
can choose to edit or delete. There is also a button to add a
new item.
•
If you click on an existing item, the details relating to it
appear, replacing the item list at the right side of the
screen.
Organization and Functions
The TLM tool bar contains three button groups that provide access
to virtually all of the functions of TLM.
7
The Development button group contains functions related to course
development and delivery. They are presented on the screen from
left to right in the order that they are generally used:
•
Course - functions related to selecting a course, creating
course definitions, as well as importing, exporting, and
cloning courses.
•
Content - functions related to developing learning
materials, based on a module structure of a learning
outcome and any number of objectives. Also provides
functions for creating numerous types of complementary
course resources. Prerequisite: a course.
•
Question - functions related to developing different types
•
•
of test questions and answers, including advanced functions
for creating random variables with calculations.
Prerequisite: one or more modules (content).
Test - functions related to creating assessment and quiz
definitions (or “blueprints”) that are used to retrieve
suitable questions for different kinds of tests. Prerequisite:
questions.
Map - functions related to creating graphic representations
of course content and sequencing. Course maps are the
main interface for online delivery. Prerequisite: content.
The Management button group contains functions related to users.
•
Reports - accesses data about different aspects of courses
and student progress.
•
Students - accesses functions related to the TLM student
database, course enrolment, and student management.
•
Managers - accesses functions related to the TLM
manager (instructor) database.
The Extensions button group contains the following buttons:
•
•
Comms - functions related to sending e-mail, participating
in course-related online discussions and chatrooms, and to
making available examples of “best practice” in locallyproduced learning or testing materials.
Options - for the administrator, functions related to system
set up and configuration; for the manager and student,
access to changing one’s password and choices about
online assistance.
8
•
Corporate - functions related to the training management
system. Information about using the corporate extensions is
found in a separate document, The Learning Manager:
Guide to The Corporate Edition.
Summary
TLM is a powerful and flexible tool for anyone who needs to
develop and deliver online courses. Using TLM, you can:
•
create and edit modules of learning material using a
framework of outcomes and objectives
•
incorporate hyperlinks and graphics into modules of
learning material to enhance their interactivity
•
develop a question bank that contains a variety of test
questions relating to the outcomes and objectives of the
learning material
•
create assessment definitions (test “blueprints”) that search
the question bank according to the conditions you specify
and retrieve suitable questions for tests
•
create and design course maps that link learning material
and assessments together in a logical sequence and in a
format for online delivery
•
administer courses by controlling user access to the system,
regulating enrolment, assigning instructors, releasing tests,
monitoring student progress, receiving and marking tests
and assignments, communicating with students and
administrators, and producing relevant reports
Creating and Working with
Course Definitions
Overview
The first step in developing a course with TLM is to create a course
definition or description. This involves naming the new course and
assigning to it some general properties. The end result is a course
description similar to what you might see in the calendar of an
academic institution.
Selecting a Course
In order to use the functions of TLM, you must first select a course
to work with. If there are no existing courses yet, refer to Creating
New Course Definition on page 10 or Importing a Course on page
16.
TO SELECT A COURSE FROM THE LIST OF AVAILABLE COURSES:
1. Click on Course on the Development toolbar. Click
Select/Edit at the left side. The Course: Select Course screen
appears.
10
Creating and Working with Course Definitions
2. From the list of available courses, choose the course with which
you want to work.
3. Select an icon from one of the tool bars (Development,
Management, or Extensions) to access the TLM functions you
need.
Creating New Course Definitions
Before you can use this procedure, you need certain privileges
assigned by an administrator or manager who has the rights to do so.
In TLM, a course is the basic unit of information. Each course
consists of some identifying information and content as learning
materials and/or questions. The first step in creating a new course is
to create its definition or description.
TO CREATE BASIC INFORMATION FOR A NEW COURSE:
1. Click on Course on the Development toolbar. Click Create
New. The Course: Basic Information:New screen appears.
11
2. In the Course Title field, type the name of the course.
3. In the Code, following the naming conventions in place in your
organization, enter an abbreviated course name.
4. From the drop-down Department list, select the department
with which your new course will be associated.
5. If you want to use this course to generate copies or clones, select
This is a Master Course. A master course does not have a
student roster. It is duplicated to create unique sections into
which students are enroled.
6. If you want, enter a Section to further qualify this course’s
description. This field is not available for a Master course.
7. If you want, enter a Term as a reference to the time of year that
the course is offered; for example, SPRING. This field is not
available for a Master course.
8. Click on Save.
9. Select General Info from the drop-down list at the right of the
screen, and fill in any of the fields that are relevant for your new
course. All of this information is optional.
•
•
•
•
Course Description – identifying detail similar to that in
the calendar of an academic institution
Course Comments – a short description that might
include a summary of the content of the course, its goals,
target audience, and suggestions to other instructors for
successfully presenting the course
Competencies – a summary description of the skills
embodied in the course. This field appears only if selected
in the Course Configuration options.
Exam Release Code – a three-digit code that can be used
to make a supervised assessment available to a student if
the instructor does not have access to the administrative
options through a different computer. Each digit can be a
number between 1 and 9. Zero is not a valid entry. The
third digit of the code cannot be a greater number than the
first digit. The default provided is 654.
Here is how the release code is ultimately applied. When a
student is eligible for a supervised assessment, TLM generates a
random string of characters at the student’s computer. The
instructor, knowing the release code, can make the test available
by using the random string on the student’s computer. In this
12
situation, the instructor does not need to have access to his/her
own computer or login I.D.
For example, the exam release code is 654 and the random
string generated on the student’s computer looks like this:
•
6 specifies the number of characters from the random
string that must be entered as a release sequence by the
instructor.
•
5 identifies a “key” digit in the random string on the
student’s computer. (In this example, the fifth character in
the string = P.)
•
4 indicates where the instructor must enter the “key” digit
in the release sequence. (In this example, P must be the
fourth character in the 6-character release sequence.)
•
For this example, the release string is 6 characters long,
with the 5th character (P) in the 4th position. Any of these
strings would release the supervised exam:
HGRPYH
3R8P57
7RYP35
Do not duplicate any characters and use uppercase letters
only.
10. Click on Save. Now you are ready to specify course options,
and then to begin developing content for your course.
Specifying Course Configuration
You can elect to show or hide course tools and resources in the
student delivery view.
13
TO SPECIFY COURSE CONFIGURATION:
1. Select the course which you want to configure.
2. From the drop-down list of options available at the right, select
Configuration. The Course: Configuration screen appears.
3. Select the options you want to enable for this course by clicking
on the checkboxes.
•
Allow chat – When enabled, this option allows “one-to-
one” synchronous communications using the TLM chat
tool.
14
•
Allow private chat – When enabled, this option allows
private “one-to-one” synchronous communications using
the TLM chat tool by providing a list of individual user
names to which you can send messages. When disabled,
all chat messages related to this course will be public (that
is, they will be transmitted to all users who have access to
the course).
•
Allow access to Glossary – When enabled, this option
shows a link beside the student course map to the terms and
definitions related to the course. If there is no glossary for
the course, de-select the option.
•
Allow access to Handouts – When enabled, this option
shows a link beside the student course map to the
informational materials related to the course. If there are no
handouts for the course, de-select the option.
•
Allow access to References – When enabled, this option
shows a link beside the student course map to the resource
list related to the course. If there are no references for the
course, de-select the option.
•
Allow access to Assignments – When enabled, this
option shows a link beside the student course map to the
assigned projects related to the course. If there are no
assignments for the course, de-select the option.
•
Allow access to Team Work Items – When enabled, this
option allows for the creation of collaborative student
teams with their own assignments.
•
Allow access to Links – When enabled, this option shows
•
•
•
a link beside the student course map to the Web resources
related to the course. If there are no links for the course, deselect the option.
Allow access to FAQ – When enabled, this option shows
a link beside the student course map to the frequently asked
questions related to the course. If there are no FAQs for the
course, de-select the option.
Allow access to Announcements – When enabled, this
option shows a link beside the student course map to the
general bulletins related to the course. If there are no
announcements for the course, de-select the option.
Allow access to Schedules – When enabled, this option
shows a link beside the student course map to the
timetables related to the course. If there are no published
schedules for the course, de-select the option.
15
•
•
Allow access to Outline – When enabled, this option
shows a link beside the student course map to the broad
overview of the course. If there is no published outline for
the course, de-select the option.
Allow access to Personal Notes – When enabled, this
option shows a link beside the student course map to a
personal electronic notepad. If you do not want learner
access to the personal notepad, de-select the option.
•
Allow access to Student Feedback – When enabled, this
option shows a link beside the student course map to a
questionnaire about the course. If you do not want to
collect student feedback, de-select the option.
•
Allow access to Instructor Feedback – When enabled,
this option shows a link on the instructor's pages to a
questionnaire about the course. If you do not want to
collect instructor feedback, de-select the option.
•
Allow access to External Applications – When enabled,
this option ensures that students have instructions for
initially locating local applications such as 3rd party
conferencing tools. They can thereafter access those
applications from within TLM.
•
Use Competencies – When enabled, this option allows
the developer to identify the skills embodied in the course.
•
Attach threaded discussions to modules – When
•
enabled, this option creates a discussion category for every
“Quick Create” module that you build for the current
course. Then, when a student looks at the module, one of
the links in the list of objectives is to the discussion for that
module. This lets students expand on the learning material
for a given module by adding their own comments through
threaded discussion.
Mark Student as completing course when map is
complete – When enabled, this setting will give a student
an overall “complete” status when the final course map
entry is complete.
4. Click on Save.
Specifying Master Course Qualifiers
A master course can include a value for the length of time it takes to
complete and a date when it is recommended the course be reviewed
16
for updating. These options appear only if the course is designated a
“master.”
TO SPECIFY MASTER COURSE QUALIFIERS:
1. Select the course which you want to configure.
2. From the drop-down list at the right select Master Info.
3. Enter the Estimated Duration of Course in hours.
4. Select a Suggested Review/Update Date. This is a reference
to some point in the future when the developer should review
the course for currency. Click … to make a selection from a
calendar.
5. Click Save.
Editing Course Definitions
Sometimes you need to change or update the information you
entered about a particular course (for example, the title, department,
description, etc.).
TO CHANGE THE INFORMATION ASSOCIATED WITH AN EXISTING COURSE:
1. Select the course for which you want to edit course information.
2. Modify the information on the Course: Basic Information screen
as required, or select General Info or Configuration from the
drop-down list at the right, and modify the information. (If you
need more information about specific fields, refer to Creating
New Course Definition on page 10 for details.)
3. Click on Save.
Importing a Course
You can import a course into TLM from an external source, as long
as that course has been created according to IMS or AICC standards.
TO IMPORT A COURSE:
1. Click on Select/Edit.
17
2. On the Course: Select Course screen, click on IMS Import or
AICC Import, depending on the standard with which the course
complies. For a TLM course, use IMS Import. The Course: IMS
Import or Course: AICC Import screen appears.
3. In the Select TLM course file(s) to import field, type the
pathname to the course file you want to import, or click on the
Browse button. The file you are seeking for an IMS import
operation is a zipped file (the product of a TLM or 3rd party
export operation); for an AICC import locate the following file
types - .crs, .cst, .des, and .au.
4. Click on Import. The imported course is now available in the
list of courses available on the Course: Select Course screen.
Cloning a Course
Cloning a course makes an exact copy of the course definition and
any content (with the exception of FAQs and threaded discussion),
test questions, assessment definitions, and course map associated
with the course. Once a course has been cloned, you can edit or
customize any aspects of the cloned course as required.
TO CLONE AN EXISTING COURSE:
1. Select the course that you want to clone (copy).
2. From the list of options available in the drop-down list at the
right, select Clone. The Course: Clone screen appears.
18
3. You must change at least one of Title, Section, Code or Term to
make the course description unique. Click on Clone. When the
cloning process is complete, the Course: Basic Information
screen appears.
4. Make any other changes as required and click on Save.
Exporting a Course
Exporting a course “packages” it so that it may be imported into
other TLM databases or into other IMS- or AICC-compliant
databases (at other institutions, etc.). When you export a course, it is
saved as a zipped archive (so that it can be easily transported). After
the export operation is complete, you can import it into another TLM
or any IMS- or AICC-compliant database.
NOTE: Do not unzip the export file. If you do, it
will be unusable for importing into TLM.
TO EXPORT A COURSE:
1. Select the course that you want to export.
right, select either IMS Export or AICC Export. For a course
being imported into another TLM system, use IMS Export. The
Course: Export screen appears.
3. Click on Export Course. A File download window appears.
4. Select Save this file to disk, and click on OK.
5. In the Save As window that appears, locate the directory where
you want to save the file, and modify the name of the file as
required. Then click on Save. The exported course file is
19
automatically saved as a zip archive in the location that you
selected.
Deleting a Course
You can delete an entire course (including all content and the course
map) when it is no longer needed.
Before you delete a course, you must ensure that there is no active
map for the course.
NOTE: This operation DELETES EVERYTHING
associated with the course, including the course
definition, all learning material and assessments,
student records, and the course map. THERE IS
NO “UNDO.” If you want to retrieve a deleted
course, you must recreate it from scratch.
TO DELETE AN EXISTING COURSE:
1. Select the course that you want to delete.
2. On the Course: Basic Information screen, click on Delete, read
the warning and then click Delete Course to remove it.
20
Developing Course Content
Overview
Once you have created a new course definition, you can develop
content—the raw learning material for the course. The content for
your course may already exist elsewhere, in which case you need to
create links to that material or upload the file(s). Or, you may only
want to use TLM for testing purposes only, without reference to any
online learning materials or complementary resources.
NOTE: If you use TLM solely to create and deliver
tests, then you must create at least one empty
“placeholder” module. If you want to align
questions with objectives, then you must either
create empty “placeholder” objectives in a
module using the TLM editor OR identify the
number of objectives contained in an imported
module.
You can use functions within TLM itself to develop course content
or you can use Microsoft Word, Microsoft FrontPage, Power Point,
Authorware, or other authoring tools and then import the material
into TLM. TLM always offers the following three options for
entering/accessing course data:
•
You can type the necessary text directly into TLM (using
HTML tags for formatting or hyperlinks, if desired – refer
22
to Appendix A: Common HTML Formatting Tags on page
179 for details), OR
•
You can upload a file that has been created and formatted
using an external application (The sole restriction is that
the file can be delivered by the browser.), OR
•
You can specify a link to a URL.
These options are always mutually exclusive: you cannot specify
that you want to upload a file and at the same time specify a URL to
link to. (If you do, TLM looks first for files to upload, then for
specified URLs, and then for typed data. So, if you have specified
both a file and a URL, TLM will load the file.) In each case where
these three options are offered, you must select just one method of
entering/accessing data.
NOTE: Any linked images are uploaded in
conjunction with the file that calls them. If you
specify a file to upload that calls images, TLM
will scan through the file looking for the image
tags, and then prompt you to locate and upload
each such image.
The following is a list of the kinds of course content that you can
create with TLM:
•
modules and objectives
•
glossary of terms
•
handouts
•
references
•
assignments
•
team work
•
links to related websites
•
frequently asked questions (FAQs)
•
announcements
•
schedules
•
outline
•
ancillary materials
•
internal resources
•
links to 3rd party applications
23
Accessing the Course Content Functions of TLM
You need to have special privileges assigned before you can use the
following procedures.
TO ACCESS ANY OF THE COURSE CONTENT FUNCTIONS IN TLM:
1. Select a course.
2. Select Content on the Development tool bar. The Content:
Modules screen appears, showing a list of any existing modules.
3. From the list of options at the left of the screen, select the type
of content you want to create or access, and refer to any of the
following topics for further information.
•
Creating a New Module on page 23
•
Importing a Module for a Course on page 32
•
Creating Course Resources on page 36
Creating a New Module
A module is one part of a course, approximately equivalent to a
chapter in a textbook. In this version of TLM, there are several ways
to create a new module:
•
•
using the functions available within TLM – If you
choose to create modules this way, they will consist of
several parts: some general descriptive information, a leadin or introduction, content based on objectives, and a wrapup.
using a Word template – If you choose to create this way,
you work in Word when authoring learning materials. You
follow a fill-in-the-blanks approach to identify elements
commonly recognized as required in effective learning
materials. Once the materials are complete, you will log on
to TLM and use its Import Module option to upload them
to the application database.
24
•
using an external application (such as Microsoft
FrontPage, PowerPoint, etc.) and importing to TLM – If
you choose to create modules this way, (refer to Importing
a Module for a Course on page 32 for details), you have
complete control over what constitutes a module and how it
is formatted.
•
using a link to a URL – If you choose to create modules
this way, you have complete control over what constitutes
a module and how it is formatted.
The procedures listed below describe how to create and work with
each of the parts of a module when you choose to create modules
with the functions of TLM, as well as how to import externally
created modules.
•
Creating a New Module with “Quick Create” on page 24
•
Creating a Module Lead-in on page 26
•
Creating Objectives/components and Linking them to
Content on page 27
•
Creating a Module Wrap-up on page 31
•
Importing a Module for a Course on page 32
•
Creating a New Module using Word Template on page 36
NOTE: You can use TLM solely to create and
deliver tests. In such cases, if you want to select
test questions on the basis of modules and
objectives, then you must create (as a minimum)
an empty “placeholder” module. If you want to
align questions with objectives, then you must
either create empty “placeholder” objectives in a
module using the TLM editor, OR identify the
number of objectives contained in a module
imported as a file or linked as a URL.
Creating a New Module with “Quick Create”
If you want to quickly add a new module that meets the following
criteria, use the “Quick Create” option. To use content that already
exists or has more complex formatting requirements, refer to
25
Importing a Module for a Course on page 32. The “Quick Create”
option is designed for modules that:
•
you need to put into a course right away
•
do not require a lot of formatting
•
are made up of objectives/components whose contents are
in different forms – one is a Word document, one is a
PowerPoint presentation, one is published on a Web site,
for example
TO CREATE A NEW “QUICK CREATE” MODULE:
1. Select a course, and click on Content on the Development tool
bar. The Content: Modules screen appears, showing a list of
any existing modules.
2. Click on Quick Create. The Module: Basic Information screen
appears. (To work with an existing module, refer to Importing
a Module for a Course on page 32)
3. Type in the following information:
•
•
•
Module Title – the title of the module. This text appears in
the course map and, as such, must fit inside a box. Use a
title that is not longer than 3 strings of up to 12 characters.
Module Description – a short description that expands on
the title information
Comments – a general category for describing the target
audience of the module, how the module might be applied,
etc.
26
•
Keywords – a list of terms, separated by commas, that
identifies the module’s concepts or themes as search terms;
for example, Bloom,taxonomy,classification,cognition.
4. If you do not want other developers importing your module into
their courses, select Private to the course.
5. Click on Save.
Creating a Module Lead-in
A module lead-in is an overview or introduction to the module,
including a description of the expected outcome.
TO CREATE A MODULE LEAD-IN:
1. From the drop-down list of options at the right of the screen,
select Lead-in. The Module: Lead-in screen appears.
2. Type in the following (optional) information:
•
Rationale –why this module is important
•
Learning Outcome – what should the student know or be
able to do after completing the module
•
Pre-requisites – any prior knowledge or experience the
student needs before commencing the module
•
Co-requisites – any learning or activities that the student
should do in conjunction with the module
3. Click on Save.
27
Creating Objectives/components and Linking them to Content
Module content consists of a learning outcome and one or more
learning objectives/components with associated learning material.
The learning material can be typed in through TLM (and formatted
using HTML tags), or can be created and formatted externally using
Microsoft Word, FrontPage, or other authoring tools and then
imported into TLM.
NOTE: Because of the way TLM displays
objectives to students, if you create objective files
outside of TLM, it is important that you include
an appropriate title (for example, Objective 1:
objective statement…) for each objective in your
objective files so that students can easily
distinguish them.
Once you have created objectives/components, you can work with
them in the following ways:
•
Changing the Order of Objectives/components in a
Module on page 29
•
Editing Objectives/Components and Content Links on
page 29
•
Deleting Objectives on page 30
TO CREATE NEW OBJECTIVES/COMPONENTS AND LINK THEM TO CONTENT FILES:
select Objectives/Components. A screen similar to the one
shown below appears, showing a list of any existing objectives.
28
2. Click on Add. The Objective/Component # screen appears.
3. Type the objective into the Statement field.
4. Type the content for the objective into the Body field (or you
can choose to link to or upload a file instead, as described
below).
NOTE: You must specify only one way of entering
content. If you specify more than one, TLM
looks first for files to upload, then for specified
URLs, and then for typed data. (So if you have
specified both a file and a URL, TLM will load
the file.)
•
To use a file containing the learning material or content
related to the objective, type the path and name of the file
in the Upload File field, or click on Browse. In the
Choose File window that appears, locate and open the file
containing the module to import. If you specify a file that
calls images, TLM will scan through the file looking for
the image tags, and then prompt you to locate and upload
each such image.
•
To link to a Web site containing the learning material or
content related to the objective, type the address of the
appropriate website into the Link field, or click on Go To
to launch another browser window in which you can search
for the website address (for example, to find the TLM
website, you would type in the following URL:
http:/www.thelearningmanager.com.
5. To view the learning material for the objective just as a student
will see it, click on Click here to preview this objective.
6. Click on Save. Notice that the new objective statement is now
visible in the top part of the screen, and available for editing or
29
deleting, as required. (If you have created several
objectives/components, you may need to scroll to see it.)
7. Repeat these steps to create as many objectives/components as
you require for the selected module.
Changing the Order of Objectives/components in a Module
Sometimes you realize after you have created a number of
objectives/components that they are not in the best or most logical
order.
TO CHANGE THE ORDER OF OBJECTIVES/COMPONENTS IN A MODULE:
1. Select the module containing the objective(s) you want to reorder.
select Objectives/Components.
3. Click on Reorder. A screen similar to the one pictured below
appears.
4. Click on the objective that you want to move.
5. Click on ↑or ↓ until the objective is located where you want it to
be.
6. Repeat steps 4 and 5 for any other objectives/components that
you want to reorder.
7. Click on Save Sort Order.
Editing Objectives/Components and Content Links
Sometimes you need to make changes to the objectives/components
in an existing module.
TO EDIT AN EXISTING OBJECTIVE/COMPONENT:
1. Select the module containing the objective(s) you want to edit.
30
3. From the list, click on the objective or component that you want
to edit. (If there are several objectives/components, you may
have to scroll to find the one you want.)
4. Make any necessary changes to the fields as required. (If you
need more information about specific fields, refer to Creating
Objectives/components and Linking them to Content on page
27.)
5. Click on Click here to preview this objective to see the
modified objective content just as a student will see it.
6. Click on Save.
Deleting Objectives/Components
Sometimes you need to delete an objective or component from a
module. This also deletes all questions linked to that
objective/component. There is no way to undo this delete operation.
Before you delete an objective/component, you must ensure that it is
not in use in the map for the course, and that the questions related to
it are not being used in any tests.
associated with the objective or component,
including all questions linked to the objective.
THERE IS NO “UNDO.”
NOTE: Before you delete an objective or
component, make sure that it is not in use in the
course map and that related questions are not
being used in any tests. The delete operation
deletes all linked questions.
TO DELETE AN OBJECTIVE/COMPONENT:
1. Select the module containing the objective or component you
want to delete.
31
3. At the right of the list, click on the word Delete next to the
objective/component you want to delete.
4. Click on OK on the confirmation message.
5. Repeat steps 4 and 5 for any other objectives/components that
you want to delete.
Creating a Module Wrap-up
A module wrap-up contains a few miscellaneous details about the
module. This information is optional.
TO CREATE A MODULE WRAP-UP:
1. Select the module for which you want to create a module wrapup.
select Wrap-up. The Module: Wrap-up Information screen
appears.
3. Type in the following information, if applicable:
•
Acknowledgements
•
Case Studies
•
Appendices
4. Click on Save.
32
Importing a Module for a Course
With TLM, you can import existing modules in any Web-deliverable
format. You can import from another TLM department or from an
outside source as described in the two procedures below.
TO IMPORT A MODULE FROM ANOTHER TLM COURSE:
bar.
2. Click on Import. A screen similar to the one shown here
appears.
3. If you want to import an existing module from another course
use TLM to search for and find the module you want to use.
•
Existing module in Course – If you know the name of
the course containing the module you want, select that
course from the drop-down list.
•
Module Title Containing – If you know the title or partial
•
title of the module you want, type it in
Module KeyWords – Enter keywords, separated by a
space, that describe the content or theme of suitable
modules. The key word must have been saved with the
module when it was created.
4. Click on Search. A list of modules that match your search
criteria appears at the bottom of the screen.
5. Select the module(s) that you want to add to the current course.
6. Click on Add Selected Modules. The modules you selected
are added to the current course. If the modules are private to a
particular course, you will not be able to import them. Check
with their creator for rights to use.
33
TO IMPORT A MODULE FROM AN OUTSIDE SOURCE:
bar.
2. Click on Import. A screen similar to the one shown here
appears.
3. Type the appropriate information in the fields below to upload
or create a link to the module. The options are mutually
exclusive: you can either upload a file OR link to a URL. If
you opt for both, only the file will be saved as the module.
•
Module Title – Type the title of the module. This text
appears in the course map and, as such, must fit inside a
box. Use a title that is not longer than 3 strings of up to 12
characters.
•
Number of objectives – Type the number of objectives
that the module contains. This information is necessary in
order for TLM to create categories for questions that you
might enter later, and allows for testing by objective. If
questions are not categorized by objective, no entry is
required.
•
Upload File – Type the path name to the module in the
field, or click on Browse. In the Choose File window that
appears, locate and open the file containing the module to
import. If you specify a file that calls images, TLM will
scan through the file looking for the image tags, and then
prompt you to locate and upload each such image.
•
Link to – Type the address of the website that contains the
module to import, or click on Go To to launch another
browser window in which you can search for the website
address.
•
Keywords– Type terms, separated by commas, that
identify the concepts or themes in the module that can be
used to search the database and locate your module.
34
4. Click Private to the course if you do not want other developers
importing this module into their own courses.
5. Click AICC Imported Module if the content has been exported
from another source in AICC format. In this case, use the Link
To field to point to the URL of the first or index page of the
AICC module. All the files which comprise the module must be
resident on the TLM Web server. Create a new folder inside
TLM32 and copy the files there. The link will look like this http://tlm.web.server/tlm32/AICC/index.htm.
6. Click on Save.
Editing a Module
The procedures below relate to modules built with the “Quick
Create” option. To change a module that you have uploaded as an
external file, edit that file with the original authoring tool and reupload it.
TO EDIT A MODULE:
bar.
2. From the list of existing modules on the top part of the screen,
select the module you want to edit. The Module: Basic
Information screen for that module appears.
35
NOTE: If the module you selected to edit was
imported from an outside source, then the
Content: Module screen appears. Because the
module was created outside of TLM, you can’t
edit the module from this screen, but you can
upload or link to a different file (or the same file,
after you have edited it in its original source
application).
3. Select the part of the module you want to edit from the dropdown list of options at the right of the screen.
4. Make any necessary changes and click on Save. (If you need
more information about specific fields, refer to Creating a New
Module on page 23 for details.)
Deleting a Module
Sometimes you need to delete a module. When you delete a module,
it also deletes all related objectives, learning materials, and
questions. There is no way to undo this delete operation.
Before you delete a module, you must ensure that the module is not
in use in the map for the course, and that questions related to it are
not being used in any tests.
36
associated with the module, including all related
objectives, learning materials, and questions.
THERE IS NO “UNDO.” If you want to retrieve
a deleted module, you must recreate it from
scratch.
TO DELETE A MODULE:
bar.
2. At the right of the list of existing modules (top part of the
screen), click on the word Delete next to the module you want
to delete.
Creating a New Module using Word Templates
TLM includes special “module data-entry templates” for Word 97 or
Word 2000. To use these, you enter a general description of the
module that you want to create, and let TLM build an outline into
which you enter the design details and content of the module.
These Word templates can be downloaded from the TLM Web site
at http://www.thelearningmanager.com. Instructions for installation
and use of the templates are there as well.
Creating Course Resources
Aside from the outcomes, objectives, and learning material content
of a course, you can also use TLM to create a number of useful
course resources. These resources will be available to students as
links down the left side of the student view of the course map in
TLM. Refer to any of the associated procedures for more details.
•
Creating a Glossary on page 37
•
Creating Course Handouts on page 38
•
Creating Course References on page 39
37
•
Creating Course Assignments on page 41
•
Creating Team Work on page 42
•
Creating Links to Relevant Websites on page 43
•
Creating an FAQ Resource on page 44
•
Creating an Announcement on page 45
•
Creating a Course Schedule on page 47
•
Creating a Course Outline on page 48
•
Creating Ancillary Materials on page 49
•
Creating Internal Resources on page 50
•
Integrating 3rd Party Applications on page 50
Creating a Glossary
If the content of your course includes specialized terminology, you
may want to create a glossary as a reference aid for students.
NOTE: If certain terms only apply to a single
module in the course (as opposed to the entire
course), then you should incorporate those terms
and definitions directly into the module. The
contents of a glossary should apply on a coursewide basis.
TO CREATE A GLOSSARY:
bar.
2. From the list of options at the left of the screen, select
Glossary. The Content: Glossary screen appears.
3. Click on Add Term. The Glossary: New screen appears.
38
4. In the Phrase field, type the term as you want it to appear in the
glossary.
5. In the Definition field, type the definition of the glossary term
as you want it to appear in the glossary, using HTML tags to
apply any formatting or hyperlinks that you require. Refer to
Appendix A: Common HTML Formatting Tags on page 179
for basic information about HTML tags.
6. Click on Save. The Content: Glossary screen reappears
showing the new glossary term and definition.
7. Repeat these steps to add any other glossary terms and
definitions as required.
Refer to Editing or Deleting a Course Resource on page 51 for
information about how to edit or delete a glossary item.
Creating Course Handouts
Course handouts do not pertain to only a single module of a course,
they apply to the entire course. There are three ways to create
handouts: by typing in the handout information, by linking to a
website, or by uploading a file created using an external source.
TO CREATE A COURSE HANDOUT:
bar.
Handouts.
3. Click on Add Handout. The Handout: New screen appears.
39
4. In the Description field, type a descriptive title for the handout.
5. In the Body field, type the content of the handout, using HTML
tags to apply any formatting or hyperlinks that you require
(refer to Appendix A: Common HTML Formatting Tags on
page 179 for basic information about HTML tags), OR
• In the Link field, type the address of the website that
contains the handout (or click on Go To to launch another
address) OR
•
If you have previously prepared the handout with another
application such as Word, Acrobat, FrontPage, or
PowerPoint, upload it by typing the pathname to the
handout file in the Upload File field, or clicking on
Browse. In the Choose File window that appears, locate
and open the file containing the handout.
6. Click on Save.
7. Click on Click here to view this handout to preview the
handout just as a student will see it.
information about how to edit or delete a course handout.
Creating Course References
Course references do not pertain to only a single module of a course,
they apply to the entire course. There are three ways to create course
references: by typing in the reference information, by linking to a
40
TO CREATE A COURSE REFERENCE:
bar.
References.
3. Click on Add Reference. The Reference: New screen appears.
4. In the Description field, type a descriptive title for the
reference.
5. In the Body field, type the content of the reference, using
HTML tags to apply any formatting or hyperlinks that you
require (refer to Appendix A: Common HTML Formatting
Tags on page 179 for basic information about HTML tags), OR,
•
In the Link field, type the address of the website that
contains the reference (or click on Go To to launch another
address) OR
•
If you have previously prepared the reference information
with another application such as Word, Acrobat,
FrontPage, or PowerPoint, then upload it by typing the
pathname to the file in the Upload File field, or clicking on
and open the file containing the reference.
6. Click on Save.
7. Click on Click here to view this reference to preview the
reference information just as a student will see it.
information about how to edit or delete a course assignment.
41
Creating Course Assignments
Course assignments do not pertain to only a single module of a
course, they apply to the entire course. There are three ways to
create course assignments: by typing in the assignment information,
by linking to a website, or by uploading a file created using an
external source.
TO CREATE A COURSE ASSIGNMENT:
bar.
Assignments.
3. Click on Add Assignment. The Assignment: New screen
appears.
assignment.
5. In the Body field, type the content of the assignment, using
•
contains the assignment (or click on Go To to launch
another browser window in which you can search for the
website address) OR
•
If you have previously prepared the assignment with
another application such as Word, Acrobat, FrontPage, or
PowerPoint, then upload it by typing the pathname to the
assignment file in the Upload File field, or clicking on
and open the file containing the assignment.
42
6. In the Date Due field, select the date when the assignment is to
be completed. Click … to open a calendar.
7. Click on Save.
8. Click on Click here to view this assignment to preview the
assignment just as a student will see it.
information about how to edit or delete a course assignment.
Creating Team Work
Team work is assigned to two or more students who are working as a
collaborative group. (First create the team through the student
registration system.) There are three ways to create team work
activities: by typing in the activity information, by linking to a
TO CREATE TEAM WORK:
bar.
2. From the list of options at the left of the screen, select Team
Work.
3. Click on Add Team Work Item. The Team Work Item: New
screen appears.
4. In the Description field, type a descriptive title for the team
work.
5. In the Body field, type the content of the team work, using
43
•
contains the team work (or click on Go To to launch
website address) OR
•
If you have previously prepared the team work with
assignment file in the Upload File field, or clicking on
and open the file containing the team work.
6. In the Attached to team field, select the student team to which
the work is assigned. Create teams through the student
registration system.
7. Click on Save.
8. Click on Click here to view this team work item to preview
the team work item just as the students will see it.
information about how to edit or delete a team work item.
Creating Links to Relevant Websites
You may want to include hyperlinks to websites that contain
information related to the course. Using these links, students can
easily visit a relevant URL as part of the learning material for the
course.
TO CREATE A LINK:
bar.
2. From the list of options at the left of the screen, select Links.
3. Click on Add Link. The Links: New screen appears.
44
4. In the Description field, type the name or a short description of
the URL to which the link will connect.
5. In the Link field, type the full address of the URL. (Or click on
Go To to launch another browser window in which you can
search for the website address. Copy the site’s URL and paste it
into the Link field.)
6. Click on Save.
information about how to edit or delete a link.
Creating an FAQ Resource
For some courses, it may be useful to create a list of frequently asked
questions (FAQs) for students. Using TLM you can set up any
number of different categories, with specific FAQs in each.
TO CREATE AN FAQ RESOURCE:
bar.
2. From the list of options at the left of the screen, select FAQ’s.
3. Click on Add FAQ Topic. The FAQ’s: Add Topic screen
appears.
45
4. In the Topic field, type the name of this category of frequently
asked questions.
5. In the Description field, type a brief description of the FAQ
category that you are creating.
6. Click on Save. The Content: FAQ’s screen appears, showing
the category and description you just created.
7. Click on the topic that you just created. On the screen that
appears, click on Add Question. The FAQ’s: Add Question
screen appears.
8. In the Question field, type a frequently asked question for the
current category.
9. In the Answer field, type the answer to the question, using
require.
10. Click on Save.
information about how to edit or delete an FAQ category or an FAQ.
Creating an Announcement
At times, you want to send a special announcement to all of the
students in a particular course. If you create a course announcement,
it will be visible on the first screen that students in the course see the
next time they log into TLM. When they have seen the
announcement once, it will be available in a list of announcements,
but will no longer be on the first screen they see upon logging in.
NOTE: There is also a global announcement that
appears on the log in screen. This announcement
46
is intended for all TLM users rather than those in
a particular course. An administrator creates the
global announcement. Information about creating
a global announcement is in the System
Administrator's Guide to The Learning Manager.
TO CREATE AN ANNOUNCEMENT:
bar.
Announcements.
3. Click on Add Announcement. The Announcement: New
screen appears.
announcement.
5. In the Body field, type the content of the announcement, using
Tags on page 179 for basic information about HTML tags), OR
•
contains the announcement (or click on Go To to launch
website address) OR
•
If you have previously prepared the announcement with
announcement file in the Upload File field, or clicking on
and open the file containing the announcement.
6. Click on Save.
47
7. Click on Click here to view this announcement to preview
the announcement just as a student will see it.
information about how to edit or delete an announcement.
Creating a Course Schedule
You can make any number of course schedules available for each
course.
TO CREATE A COURSE SCHEDULE:
bar.
Schedules.
3. Click on Add Course Schedule. The Course Schedule: New
screen appears.
4. In the Description field, type a descriptive title for the schedule.
5. In the Body field, type the content of the schedule, using HTML
•
contains the schedule. You can also click on Go To to
launch another browser window in which you can search
for the website address, OR
•
If you have previously prepared the schedule with another
48
course schedule file in the Upload File field, or clicking on
and open the file containing the schedule.
6. Click on Save.
7. Click on Click here to view this course schedule to preview
the schedule just as a student will see it.
information about how to edit or delete a course schedule.
Creating a Course Outline
You can make a course outline available for each course.
TO CREATE A COURSE OUTLINE:
bar.
2. From the list of options at the left of the screen, select Outline.
The Course Outline: New screen appears.
3. In the Description field, type a descriptive title for the outline.
4. In the Body field, type the content of the outline, using HTML
•
contains the outline. You can also click on Go To to
for the website address, OR
49
•
If you have previously prepared the outline with another
outline file in the Upload File field, or clicking on
and open the file containing the outline.
5. Click on Save.
6. Click on Click here to view this course outline to preview the
course outline just as a student will see it.
information about how to edit or delete a course outline.
Creating Ancillary Materials
Ancillary materials can be any additional course-related resources
that are managed outside of TLM., for example; textbooks.
TO CREATE ANCILLARY MATERIALS:
bar.
2. From the list of options at the left of the screen, select Ancillary
Materials. The Ancillary Materials screen appears.
3. Enter a list of materials related to the course.
4. Click on Save.
information about how to edit or delete ancillary materials.
50
Creating Internal Resources
The internal resources option provides a place for you to list all of
the component pieces used to build the course.
TO CREATE INTERNAL RESOURCES:
bar.
2. From the list of options at the left of the screen, select Internal
Resources. The Internal Resources screen appears.
3. Enter a list of materials used to create the course.
4. Click on Save.
information about how to edit or delete internal resources.
Integrating 3rd Party Applications
If the course uses other software applications that are to be launched
from within TLM, you can provide instructions to students about
how to integrate and use those other programs. These applications
could include communications tools such as NetMeeting or local
tools such as Notepad or Calculator.
TO INTEGRATE OTHER APPLICATIONS:
bar.
2. From the list of options at the left of the screen, select External
Applications.
51
3. Click on Add External Application. The External Application:
New screen appears.
application the student will use along with other course
resources.
5. In the Instructions field, indicate the file and path to the
application. When the student initially requests the application,
he or she will be asked to locate it. These instructions will help
him or her do that.
6. Click Save.
Editing or Deleting a Course Resource
Once you have created course resources, it is possible to make
changes to or delete them as required. The procedure is essentially
the same to edit or delete any of the following types of course
resources, except that the fields change to reflect the specifics of
each type of resource: glossary, handouts, references, assignments,
team work, links to relevant websites, list of frequently asked
questions, special announcements, course schedules, outline,
ancillary materials, internal resources and external applications.
TO EDIT OR DELETE A COURSE RESOURCE:
bar.
2. From the list of options available at the left, select the type of
course resource you want to edit/delete.
3. Select the specific course resource that you want to edit/delete
from the list of existing resources on the top part of the screen.
52
4. To edit the course resource, make any necessary changes to the
fields associated with it and click on Save. (If you need more
information about specific fields, refer to Creating Course
Resources on page 36 for details.)
•
To delete the course resource, click on the word Delete
next to the item you want to delete (at the right side of the
list of existing items of that type).
NOTE: If you want to delete an FAQ question (as
opposed to an FAQ category), first select the
FAQ category containing the question you want
to delete, and then select the question you want to
delete. (Use the Previous and Next options to
scroll backwards and forwards through the
questions, if necessary.) Then, click on the word
Delete next to the question you want to delete.
Developing Test Questions
Overview
Developing test questions is the next step in creating courses, after
creating a course definition and course content. For each module of
content that you create, you can create test questions and answers
that correspond to the module’s learning outcomes and objectives.
Later, you can create assessment definitions (“test blueprints”) that
use a set of conditions specified by you to search for questions and
pull them out for use in particular tests.
TLM provides a great deal of flexibility for creating test questions
and answers. You can:
•
create different types of questions (multiple choice,
multiple multiple choice, short answer, true/false, instructor
marked, and custom)
•
classify questions in different ways (for example,
according to the types of skills they test, the environment
the questions pertain to, etc.)
•
store the correct answer with each question, along with
specific feedback for the student (positive reinforcement,
hints, directions to other resources, etc.)
•
store common incorrect answers with the questions, along
with feedback about how to arrive at the correct answer
•
set different security levels for individual questions,
depending on where and how the questions will be used
(open book tests, self-tests, certification exams, etc.)
54
•
apply “randomizing” elements (variables) to the questions,
so that in test situations no two students get exactly the
same question: some text and numeric elements will differ,
although all test the same content and concepts
NOTE: You may only want to use TLM to create
and deliver tests. In such cases, if you want to
select test questions on the basis of modules and
objectives, then you must create (as a minimum)
an empty “placeholder” module. If you want to
align questions with objectives, then you must
either create empty “placeholder” objectives in a
module using the TLM editor, OR identify the
number of objectives contained in a module
imported as a file or linked as a URL.
Before you actually develop a specific test question, you must first
describe the new question by providing some general information,
and create and apply a question header (if required). To create test
questions and answers, refer to any of the following procedures for
details.
•
Describing a New Question on page 54
•
Creating a Question Header on page 57
•
Creating Questions and Answers on page 59
•
Previewing Questions on page 95
Describing a New Question
This procedure is common to all question types. Regardless of
which type of question you are going to create, you must first
describe the question by providing some general information.
In order to create test questions, you must already have created
modules and objectives. Even if you only want to use TLM to create
tests, you must first create blank “placeholder” modules (and
objectives, if you want to test at that level).
55
TO DESCRIBE A NEW QUESTION:
1. Select the course for which you want to develop test questions,
and click on Question on the Development tool bar. A screen
similar to the one pictured below appears.
2. From the drop-down list at the left, select a module.
3. From the drop-down list at the right, select an objective.
NOTE: If the question tests the module outcome,
don’t select a particular objective number. Or, if
no objectives are defined, this list will be empty.
You might find it useful to consult the Module
Summary Report while doing this to identify
what the related objectives are.
4. Select Create New at the left side.
5. The Question: Basic Information screen appears.
6. In the Description field, type a short description of the content
of the question. This description should be unique enough to
allow you to easily differentiate between different questions
when creating assessment definitions and reports.
7. From the Question Type field select the kind of question this is.
NOTE: A custom question can be any of the “fixed”
question types (for example, short answer,
multiple choice, etc.) and, unlike the fixed types,
56
custom questions can have more than one part
and may include special variables, calculations,
and formatting.
8. In the Taxonomy fields, you can type one taxonomy level from
each of up to three different taxonomies that you might want to
use to classify the question you are creating. The use of
taxonomies is optional.
A taxonomy is a title by which to classify or organize questions
into categories based on common characteristics. Taxonomies
generally have multiple levels or subcategories associated with
them. Classifying questions using taxonomies becomes
important when you create tests, because you can search the
question bank for only those questions that emphasize certain
knowledge or skills.
9. In the Lock Levels field, type a number between 1 – 9 to
represent the degree of security for the question, where 1 is the
lowest security level and 9 is the highest.
Lock levels ensure that certain questions are only accessible
during appropriate testing circumstances. Here’s a sample
scheme:
Lock Level:
Use of Question:
1
Classroom drills
2
Worksheet examples
3
Drill and practise exercises
4
Module open-book exams
5
Module exams
6
Summative practice exams
7
Supervised summative exams
8
Final exams
9
Regulatory board or certification
exams
10. Click on Save.
11. Click on Back to Questions List to see other questions in the
selected module and/or objective.
12. Continue with any of the following procedures, depending on
what type of question you want to create:
•
•
Creating a Multiple Choice Question on page 60
57
•
Creating a Multiple Multiple Choice Question on page 62
•
Creating a Short Answer Question on page 65
•
Creating a True/False Question on page 68
•
Creating an Instructor Marked Question on page 69
•
Creating a Custom Question on page 71
Creating a Question Header
A question header consists of information that is the basis for or
relates to a particular series of questions. It might be a poem or
another document that is the focus of a particular set of questions. It
might give instructions about answering certain questions. It might
be a table or problem scenario that provides the information needed
to answer a set of questions. It could also be a chart that contains the
data necessary to solve a set of mathematical questions. Case studies
often require the use of a question header.
A question header can apply to more than one question. In such
cases, you must “tell” TLM to associate a particular header with
particular questions, so that in an exam the common header will be
presented first, followed by all of the related questions.
TO CREATE A QUESTION HEADER:
1. If you have not already done so, enter the necessary basic
information about your question. Refer to Describing a New
Question on page 54 for details.
Header.
3. Click on Add Header. The Question: Question Header screen
appears.
58
4. In the Description field, type a descriptive title for the header.
5. In the Body field, type the content of the question header, using
require. (Refer to Appendix A: Common HTML Formatting
Tags on page 179 for basic information about HTML tags.)
NOTE: If you want to include media such as a
picture, video, audio, or Web-deliverable
executable file, you can do so by including the
$srvPath$/ reference. Refer to Integrating
Multimedia in Question Headers on page 93 for
full details.
6. Click on Save.
This new header will now be available to apply to any questions you
create for the currently selected course. Refer to the procedures in
the section Creating Questions and Answers on page 59 for
information about applying headers to particular questions.
Refer to Editing or Deleting a Question Header on page 58 for
information about how to edit or delete a question header.
Editing or Deleting a Question Header
Sometimes you need to change, update, or delete the information
that you first entered as a question header.
TO EDIT OR DELETE A QUESTION HEADER:
1. Select a course and click on Question on the Development tool
bar.
2. From the drop-down lists, select a module and objective. Select
a question with which the header that you want to edit/delete is
associated.
3. From the list of options in the drop-down list at the right of the
screen, select Header.
4. Select the specific header that you want to edit/delete from the
list of existing headers on the top part of the screen.
59
•
To edit the header, make any necessary changes to the
fields associated with the header and click on Save. (If
you need more information about specific fields, refer to
Creating a Question Header on page 57 for details.)
•
To delete the header, click on Delete.
Creating Questions and Answers
TLM allows you to create different types of test questions: multiple
choice, multiple multiple choice, short answer, true/false, instructor
marked, and custom.
The first five types are straightforward to create, and can include
graphic images. These “fixed” question types give you an easy-touse template for producing consistently-formatted questions.
If you want to apply your own design to questions, select the
“custom” type. Custom questions are more complex to create, and
allow you to include variables, calculations, and multiple parts. You
also have more control over the formatting of custom questions as
compared to the “fixed” question types.
To create test questions and answers, refer to any of the following
procedures for details.
•
Describing a New Question on page 54
•
•
Creating a Multiple Choice Question on page 60
•
Creating a Multiple Multiple Choice Question on page 62
•
Creating a Short Answer Question on page 65
•
Creating a True/False Question on page 68
•
Creating an Instructor Marked Question on page 69
•
Creating a Custom Question on page 71
•
Embedding Images into Questions on page 91
•
Previewing Questions on page 95
•
Editing or Deleting Test Questions on page 95
60
Creating a Multiple Choice Question
A multiple choice question requires that the student choose a single
best response from several choices.
TO CREATE A MULTIPLE CHOICE QUESTION:
2. If your question requires a header, create it now (refer to
Creating a Question Header on page 57 for details), or apply
an existing header.
•
To apply an existing header, click on Header from the
drop-down list of options at the right, and then select the
header you want to apply to this question from the list of
existing headers. Click on Apply Header.
right of the Question: Basic Information screen, select
Statement. The Question Statement: code – description
(Multiple Choice) screen appears.
4. In the Statement field, type the body of the question (the actual
text of the question) as the student will see it during a test. Use
NOTE: If you want to include a graphic image, you
can do so by selecting Insert Image Tag in the
61
appropriate place in the body of the question.
Refer to Embedding Images into Questions on
page 91 for full details.
video, audio, or Web-deliverable executable file,
you can do so by selecting Insert Link to File in
the appropriate place in the body of the question.
Refer to Integrating Multimedia in Questions on
5. In the Question Value field, accept the maximum possible
score of 1 or enter a new value.
6. From the Labels drop-down list, select the style of labels you
want for the question responses.
7. Select the number of responses for the question using the arrow
next to the Number of Choices field.
8. In each of the choice fields, type a possible response for the
question.
9. Under Answer type the correct answer. Accept the value of 1
and feedback or modify them.
•
In the Answer field, type the label of the correct response
(A, B, C, etc. Don’t enter the actual answer choices.)
•
In the Value field, type the maximum possible score for the
correct response.
•
In the Feedback field, type the statement that the student
will see if s/he chooses the correct response. (If nothing is
entered, “Correct” is the default message.) The message
can be up to 244 characters in length.
10. Click on Add Row to create more fields in which to enter
information for the other possible answers.
11. In the Other Answer Feedback field, accept the default
"Incorrect" or type the statement that the student will see if s/he
chooses any incorrect response. The message can be up to 244
characters in length.
NOTE: You could also choose to identify feedback
for one or two specific wrong answers and use
the Other Answer Feedback field for any nonUser’s Guide to The Learning Manager (3.2): Developing, Administering, and Delivering Courses
62
specified answers. If nothing is entered in the
Other Answer Feedback field, “Incorrect” is the
default message. Or, you could enter specific
feedback for every possible response if you like
by adding and filling in a new row for each
response.
12. Click on Save.
13. Preview the question and edit it if required. Refer to Previewing
Questions on page 95 for details.
Creating a Multiple Multiple Choice Question
A multiple multiple choice question requires that the student choose
all of the correct responses that apply, given several choices. For
this type of question, there may be more than one correct response
among the choices. Because this type of question lends itself to the
possibility of part marks for partially correct answers, you may want
to ensure that the feedback statements you provide for students are
quite explicit.
TO CREATE A MULTIPLE MULTIPLE CHOICE QUESTION:
an existing header.
•
3. From the drop-down list of options available at the right of the
Question: Basic Information screen, select Statement. The
Question Statement: code – description (Multiple Multiple
Choice) screen appears.
63
NOTE: It is a good idea to indicate in the question
body how many correct responses there are.
6. From the Labels drop-down list, select the style of labels you
want for the question responses.
7. Select the number of responses for the question using the arrows
next to the Number of Choices field.
64
NOTE: If you are using labels such as 1, 2, 3 there
is a limit of 9 answer choices. If you need more
choices, select A, B, C or a, b, c formats.
8. In each of the choice fields, type a possible response for the
question.
9. Type the correct answer. Accept the value of 1 and feedback or
modify them.
•
In the Answer field, type the labels of ALL the correct
responses (ABC, AE, BCD, etc.). Enter without spaces or
any other separators.
•
In the Value field, type the maximum possible score for the
correct response.
•
In the Feedback field, type the statement that the student
will see if s/he chooses the correct response. The message
can be up to 244 characters in length.
10. Click on Add Row to create more fields in which to enter
information for the other possible answers.
11. In the Other Answer Feedback field, type the statement that
the student will see if s/he chooses any incorrect response. The
message can be up to 244 characters in length.
NOTE: You could also choose to identify feedback
for one or two specific wrong answers and use
the Other Answer Feedback field for any nonspecified answers. If nothing is entered in the
Other Answer Feedback field, “Incorrect” is the
default message. Or, you could enter specific
feedback for every possible response if you like
by adding and filling in a new row for each
response.
12. Click on Save.
65
Creating a Short Answer Question
A short answer question is one for which the answer consists of a
brief text or numeric entry, such as words, phrases, equations, or
numbers.
TO CREATE A SHORT ANSWER QUESTION:
an existing header.
•
Question Statement: code - description (Short Answer) screen
appears.
66
6. In the Answer Type field, select either String or Numeric to
indicate that the correct answer will be expected in letters or
numbers.
•
If you choose String, then your choices in the Flexibility
field are Ignore Case and Ignore Spacing (described in
next step).
•
If you choose Numeric, then your choices in the
Flexibility field are Rounding and Tolerance (described
in next step).
7. Select your choices in the Flexibility field. Your choices here
define the course instructor’s allowable latitude of judgement in
marking short answer questions.
•
If you select Ignore Case and/or Ignore Spacing, text
answers can be evaluated without regard for how they
match the case and/or spacing of the stored answer.
•
Numeric answers are compared to a range of correct values
quantified by Rounding and Tolerance. An answer as
precise as (or more precise than) that stored with the
question will be considered correct. Rounding examples:
3
rounds to thousandths; i.e. 783.876
2
rounds to hundredths; i.e. 783.88
1
rounds to tenths; i.e. 783.9
0
rounds to ones; i.e. 784
67
-1 rounds to tens; i.e. 780
-2 rounds to hundreds; i.e. 800
Tolerance examples:
.01 plus or minus .01
1% plus or minus 1 percent
8. Type the correct answer, value, and feedback for the question.
•
In the Answer field, type the correct response.
•
In the Value field, accept the maximum possible score of 1
or enter a new value, corresponding to the Question Value.
•
In the Feedback field, accept the default or type the
statement that the student will see if s/he enters the correct
response. The message can be up to 244 characters in
length.
9. If required, click on Add Row to create more fields in which to
enter information for other possible answers.
NOTE: You can include rows containing
synonymous answers for full marks, partiallycorrect answers for less than full marks, and
expected wrong answers with 0 marks. Each
should include relevant feedback.
10. In the Other Answer Feedback field, type the statement that
the student will see if s/he enters any incorrect response. The
message can be up to 244 characters in length.
NOTE: You can enter specific feedback for all
equally correct or expected wrong responses if
you like by adding and filling in a new row for
each response.
11. Click on Save.
68
Creating a True/False Question
A true/false question requires that the student choose an either/or
response from two choices.
TO CREATE A TRUE/FALSE QUESTION:
an existing header.
•
Question Info: code - description (True/False) screen appears.
69
6. From the Labels drop-down list, select the labels you want for
the question responses.
7. Enter the value from step 5 beside the correct answer. In the
Feedback field, type the statement that the student will see if
s/he chooses the correct response. The message can be up to 244
characters in length.
8. For the remaining choice, enter the statement that the student
will see if s/he chooses the incorrect response. The value
remains at 0.
9. Click on Save.
Creating an Instructor Marked Question
An instructor marked question is one for which the answer requires
an instructor evaluation. The most common type of instructor
marked question requires an essay answer. This type of question
gives the student the option of uploading a file as the response. This
can be a Word document, Excel spreadsheet, HTML file, image, etc.
TO CREATE AN INSTRUCTOR MARKED QUESTION:
70
an existing header.
•
3. From the list of drop-down options at the right of the Question:
Basic Information screen, select Statement. The Question
Statement: code - description screen appears.
71
6. Click on Save.
Creating a Custom Question
Custom questions are more complicated to create than the other five
types of questions available in TLM because they allow you to use
multiple parts and variables.
A multiple-part question prompts the student for more than one
response. When you create such a question, you represent answer
blanks by double question marks (??). Each set of ?? represents one
“part” of the question.
Multiple-part questions are often used to present concepts that are
related chronologically (that is, what happened first, what happened
next, etc.), with each part presented to the student in sequence. For
example:
A little girl had 12 marbles. After playing with her neighbour, she lost
three of them. How many marbles did she have left? ??
She then played with her infant sister and won 14 new marbles. She
ended up with ?? marbles.
It is possible for each part of a multiple-part question to be a
different type of question. For example, the first part might be
multiple choice, the second part might be instructor marked, and the
third part might be short answer.
A variable is a value that can be substituted in a statement or
equation to change the outcome of the statement or equation without
altering the main idea of the statement or the actual operation of the
equation. When you create variables for custom questions using
TLM, they appear within brace brackets { } in the body of the
question. Refer to Using Variables in Custom Questions and
Answers on page 74 and Examples for Creating Variables on page
75 for more details.
TO CREATE A CUSTOM QUESTION:
72
an existing header.
•
Statement. The Question Statement: code – description screen
appears.
text of the question) as the student will see it during a test.
Click Insert Input Field where the prompt for the student
response goes. Each is represented by two question marks (??).
If the question statement includes text or numeric variables,
click Insert Variable and enter the name of each variable. It
will appear between brace brackets { }. Variable names can be
alphanumeric strings. To apply any formatting or hyperlinks
that you require, use HTML tags. (Refer to Appendix A:
Common HTML Formatting Tags on page 179 for basic
information about HTML tags.)
73
5. To address the answer blanks (represented by ?? in the question
body), select Parts from the drop-down list of options available
at the right. A screen similar to the one shown below appears.
6. On the top part of the screen, click to highlight the double
question marks that represent the first answer blank in the
question.
7. From the drop-down list, select the question type for this part of
the question, and click on Define Part. The screen that appears
is specific to the type of question you selected for this part.
8. Fill in the fields on the screen and click on Save. If you need
more details about specific fields, refer to the procedures in
Creating Questions and Answers on page 59.
9. To address any variables (named within { } in the body of the
question), select Parser Expression from the drop-down list of
options available at the right. A screen similar to the one shown
below appears.
10. In the Expression field, type in the expressions related to your
variables. Refer to Using Variables in Custom Questions and
Answers on page 74 or Examples for Creating Variables on
page 75 for more details about working with variables.
74
11. Click on Save.
12. Click on Test Expression to ensure that there are no errors. If
there are no errors, you will see the message “Expression
parsed successfully,” and you will see the variables in the
question as they will appear to students. If you get an error,
refer to Parser Error Messages on page 89.
Using Variables in Custom Questions and Answers
NOTE: Creating variables is an optional and
advanced feature of TLM, and is only available
for use with custom questions. These are
powerful questions, and help to create depth in
your question inventory, but they do require some
extra development effort to create.
A variable is a value that can be substituted in a statement or
equation to change the outcome of the statement or equation without
altering the main idea of the statement or the actual operation of the
equation. For example, in the question “What is the sum of X and
Y?” the variables X and Y could be any numeric values. In the
following statement, there are three variables: “{person} ran
{distance} kilometres each day for {time} days. He ran ??
kilometres overall.” Two of these variables are numeric; one is text.
Any custom question or its answer and feedback statements can
contain one or more variables. The variables can be randomly
generated so that the question is different for each student every time
it appears on a test.
TLM allows you to use variables to:
•
include numeric or text values that generate randomly each
time a question is used on a test, in effect creating multiple
versions of the same question
•
mix up the presentation order of the answer choices
•
calculate values by applying operators to variables
•
calculate values by applying logical expressions to
variables
•
calculate values using existing routines and control-flow
statements
75
•
format numeric and text variables with regard to field
width, precision, and data type
TLM draws upon the ‘C’ programming language for the structures
and expressions that let you create and use variables in your
questions and answers. You can create and use simple variables
without any knowledge of ‘C’ programming; however, to make use
of the more complex options, it is recommended that you have prior
experience. (Refer to Examples for Creating Variables on page 75
for more information.)
Examples for Creating Variables
Creating variables is an optional and advanced aspect of TLM. The
following sections contain examples of different ways to create
variables using TLM.
•
Example #1: Inserting Numeric Variables Into a
Question on page 76
•
Example #2: Assigning Value to a Numeric Variable as
a Random Number on page 78
•
Example #3: Assigning Value to a Variable from an
Array on page 79
•
Example #4: Calculating Values by Applying Operators
to Variables on page 81
•
Example #5: Calculating Values by Applying Logical
Expressions to Variables on page 82
•
Example #6: Calculating Values Using Existing
Routines and Control-flow Statements on page 84
•
Example #7: Formatting Variables with Regard to Field
Width, Precision, Data Type on page 88
•
Example #8: Positioning the Correct Answer in Different
Places in a Multiple Choice Format on page 89
If you have some prior experience with the ‘C’ programming
language, you can likely work through these examples and then
extrapolate to create your own variables. If you are not familiar with
‘C’ programming, you may get assistance developing your own
questions from the TLM Help Desk (e-mail
mailto:[email protected]).
76
TIP: As you proceed to work through the examples in this section
and create variables using TLM, remember that the following rules
apply to creating expressions:
•
Ensure that you spell variable names consistently. Do not
use number1 as the variable name in one place and
numbr1 in another place.
•
Do not include spaces in variable names.
•
Spell special keywords; for example, rndnum, correctly.
•
Insert a semicolon (;) at the end of each line to terminate
the expression.
•
In rndnum statements, ensure that you use the number
zero (0), not the letter O.
Example #1: Inserting Numeric Variables Into a Question
Any custom question can include numeric and/or text variables
within its body, answer(s), or feedback statement(s). In the
following examples, variables are surrounded by {}.
•
What is the sum of {A} and {B}?
•
The definition of {term} is {definition}.
•
Calculate {X} + {Y} × {Z}.
It is possible to make these variables randomly generate reasonable
numbers or text so that no two students ever see exactly the same
question on a test, even though the concept being tested is the same
for everyone. In effect, this creates multiple versions of the same
question.
Some examples of questions in which randomizing variables might
be useful include the following. The variables are surrounded by {}.
•
Calculate the area of a rectangle if one side is {sidea} cm
and the other side is {sideb} cm. ?? cm2.
•
{boy} ran {distance} kilometres each day for {time} days.
He ran ?? kilometres overall.
1. Describe a new custom question (and create a header for it, if
required). Then, from the drop-down list of options available at
the right, select Statement.
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2. In the Statement field, type the body of the question, selecting
Insert Input Field (??) to represent any answer blanks, and
entering the names of any variables by selecting Insert
Variable. For example: The sum of {number1} and
{number2} is ??. Variable names can consist of any
alphanumeric string, with the exception of certain reserved
words.
3. To address the variables, select Parser Expression from the
drop-down list of options available at the right, then type in the
expressions related to your variables. For this example, you
would enter the following expressions:
number1 = rndnum(1,10,1);
number2 = rndnum(1,10,1);
correct = number1 + number2;
wrong = number1 – number2;
format(number1,”%.0f”);
format(number2,”%.0f”);
format(correct,”%.0f”);
format(wrong,”%.0f”);
These expressions mean:
number1
number2
correct
wrong
The names of the variables. “number1” and
“number2” are replaced by numbers in the
actual question. “correct” and “wrong” are
used for response judging.
rndnum(1,10,1)
A randomly selected number between 1 and
10, in steps of 1 (whole numbers).
correct
The variable that is calculated by adding the
first and second variables.
wrong
The variable that is calculated by subtracting
the second variable from the first. This is
calculated as a distracter because it represents
a known error pattern.
format(x,”%.0f”)
Displays the variable (x) as a whole number.
4. Click on Save.
5. Click on Test Expression. If there are no errors, you will see
the message “Expression parsed successfully,” and you will see
the variables in the question as they will appear to students. If
you get an error, refer to Parser Error Messages on page 89.
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6. To address the answer blanks, select Parts from the drop-down
list of options available at the left. Click on the first ?? and then
define the appropriate question type. Repeat for as many ??s in
the statement. (In this example, Short Answer is an appropriate
type).
7. Enter the variable {correct} in the Answer field, and accept the
value 1 and feedback.
8. Click Add Row and enter the variable {wrong}, the value 0, and
the feedback No, you subtracted instead of adding.
9. Click on Save.
10. From the drop-down list of options at the right, select Preview
to view and perform the question as a student will see it.
NOTE: Each question, when presented on an exam,
will initialize the value for "rndnum" to be the
same number. In order to ensure that the random
numbers inserted into questions are different from
question to question, add a new rndnum statement
at the beginning of each parser expression. While
not used in the question display, it will give
variability to the items on an exam. For example,
enter "new=rndnum(1,1000,1);" as the first line
of all parser expressions
Example #2: Assigning Value to a Numeric Variable as a Random Number
2. In the Statement field, type the following question body, using
Insert Variable for the 2 variables and Insert Input Field where
the student is to enter an answer: Apples cost ${price} each.
If you had ${cash}, you could buy ?? apples.
3. From the drop-down list of options at the right, select Parser
Expression, and enter the expressions exactly as shown below.
price = rndnum(0.10,0.75,0.01);
apples = rndnum(1,30,1);
cash = price * apples;
format(price,”%.2f”);
format(apples,”%.0f”);
format(cash,”%.2f”);
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In this example, the price is a number between $0.10 and $0.75,
in increments of one cent. To calculate a whole number of
apples, that number is randomly selected from the range 1 to 30.
It is that randomly selected whole number that is the correct
answer.
4. Click on Save.
6. From the drop-down list of options at the right, select Parts, and
define a short answer question type. Enter the variable
{apples} in the field for the correct response, with the value 1.
7. Click on Save.
Example #3: Assigning Value to a Variable from an Array
An array holds numeric or text data that you can substitute into
question calculations. The rndnum expression gives a range of
acceptable values. Arrays let you include specific numbers or text.
2. In the Statement field, enter the following question body:
How many {uni} does it take to equal {x} meters? ??
Expression. Enter the expressions exactly as shown below.
char multiply[6] = {"kilometres","hectometres","decametres",
"decimetres","centimetres","millimetres"};
double factor[6] = {0.001,0.01,0.1,10,100,1000};
x = rndnum(1,50,1);
z = rndnum(1,6,1);
uni = multiply[z];
calculate = factor[z];
answer = x * calculate;
format(x,”%.3f”);
format(answer,”%.3f”);
Here is what the expressions mean:
80
char
Begins a text array.
multiply[6]
The name of the array is “multiply” and it has 6
elements. Each element is enclosed in quotation
marks and separated by a comma. The elements are
in brace brackets.
double
Begins a numeric array.
factor[6]
The name of the array is “factor” and it has 6
elements. A comma separates numeric elements.
The elements are in brace brackets.
multiply[z]
The value of “uni” is in position “z” in the array
"multiply." Notice that “z” is randomly selected as 1,
2, 3, 4, 5, or 6.
factor[z]
The value of “calculate” is in position “z” in the array
“factor.” “z” is in the same position in both the
“multiply” and “factor” arrays: there is a one-to-one
relationship between the elements as shown in the
following table:
Array
Position
“multiply” array
“factor” array
1
kilometres
1000 × meters
2
hectometres
100 × meters
3
decametres
10 × meters
4
decimetres
0.1 × meters
5
centimetres
0.01 × meters
6
millimetres
0.001 × meters
4. Click on Save.
define a short answer question type. Enter the variable
{answer} in the field for the correct response, and the following
information in the Feedback field: Yes, a meter equals
{calculate}{uni}.
7. Click on Save.
81
Example #4: Calculating Values by Applying Operators to Variables
The following table describes the operators that can be used in
expressions.
Operator
Meaning
=
equals
+
addition
−
subtraction
*
multiplication
/
division
^
exponentiation (same as **)
**
exponentiation (same as ^)
Round your answers to whole numbers.
A family’s estate was calculated to be worth ${estate}. Because of an
inheritance, the value of the estate increased by ${inheritance}.
The estate was then worth ??
The family had to pay back taxes amounting to ${taxes}. After this,
the estate was worth ??
They invested {percent}% of the total estate in a mutual fund that a
distant relative recommended. Over the course of the next year their
investment grew by {growth}%. The total value of the estate at the
end of that year was ??
The next year their tax assessment was for one {dfrac} of their total
estate. After paying these taxes, their estate was worth ??
estate = rndnum(100000,2000000,1000);
inheritance = rndnum(20000,100000,1000);
worth1 = estate + inheritance;
taxes = rndnum(1000,50000,1000);
worth2 = worth1 - taxes;
percent = rndnum(5,50,1);
growth = rndnum(5,50,1);
invest = worth2 * percent/100;
gain = invest * growth/100;
82
worth3 = worth2 + gain;
char less[5] = {"half","third","quarter","sixth","eighth"};
double frac[5] = {2,3,4,6,8};
x = rndnum(1,5,1);
dfrac = less[x];
deduct = frac[x];
worth4 = worth3 * (deduct/100);
4. Click on Save.
define a short answer question type for each of the four parts.
Enter {worth1}, {worth2}, {worth3}, and {worth4} in the
respective fields for the correct response.
7. Click on Save.
to view and perform the question as a student will see it. The
formatting in the preview may not be exactly what you expect.
If you want to specify special formatting, you will need to
create format variables. Refer to Example #7: Formatting
Variables with Regard to Field Width, Precision, Data Type on
page 88 for details.
Example #5: Calculating Values by Applying Logical Expressions to
Variables
The following table describes the logical expressions that can be
applied to variables.
Logical
Expression
||
Meaning
Logical OR
if ((a < 1) || (a > 10)) {
a = 5;}
&&
Logical AND
if ((a > 0) && (a < 10)) {
a = 5;}
==
Logical Equivalence
if (a == 0)
a = 1;
83
!=
Logical Non-equivalence
if (a != b)a = b;
<
Logical LESS THAN
if (a < 10)
a = 10;
<=
Logical LESS THAN OR EQUAL TO
if (a <= 10) a = 11;
>
Logical GREATER THAN
if (a > 10)
a = 10;
>=
Logical GREATER THAN OR EQUAL TO
if (a >= 10)
a = 9;
Find the difference.
{large} – {small} = ??
Divide {a} by {b} and round your answer to 2 decimal places. ??
large = rndnum(1,50,1);
small = rndnum(1,50,1);
a = rndnum(-100,100,1);
b = rndnum(-100,100,1);
add = rndnum(1,10,1);
if (small > large) small = large – add;
if ((b < 1) && (b > -1)) b = 1;
answer1 = large – small;
answer2 = a/b;
4. Click on Save.
define a short answer question type for each of the two parts.
84
Enter {answer1} and {answer2} in the respective fields for the
correct response.
7. Click on Save.
8. From the list of options at the left, select Preview to view and
perform the question as a student will see it. The formatting in
the preview may not be exactly what you expect. If you want to
specify special formatting, you will need to create format
variables. Refer to Example #7: Formatting Variables with
Regard to Field Width, Precision, Data Type on page 88 for
details.
Example #6: Calculating Values Using Existing Routines and Control-flow
Statements
To make expressions easier to create, certain routines have been
defined within TLM. You can use these routines to perform certain
calculations without having to develop an entire series of algorithms.
Here are the routines with examples of their use. Comments are
enclosed between /* */ and are not part of the expression.
Routine
Description and Example of Use
acos
Arc cosine of radian argument.
a = acos(3.142/2);
/* a = 0 */
acs
Equivalent to “acos”
asin
Arc sine of radian argument.
a = asin(3.142/2);
/* a = 0 */
atan
Arc tangent of radian argument.
a = atan(3.142/2);
/*a = 1.004 */
atn
Equivalent to “atan”
atan2
Arc tangent of y divided by x.
a = atan2(360,180);
/* a = 1.107 */
bin
Converts decimal number to decimal representation of the
binary equivalent.
a = bin(5);
/* a = 101 */
cbr
Cube root of number.
a = cbr(27);
/* a = 3 */
85
ceil
Smallest integer ≥ argument.
a = ceil (1.3);
/* a = 2 */
cos
Cosine of radian argument.
a = cos(3.142/2);
/* a = 0 */
deg
Converts radians to degrees.
a = deg(3.142);
/* a = 180 */
exp
e raised to the power of the argument.
a = exp(2);
/* a = e2 a = 7.389 */
fabs
Absolute value of arguments.
a = fabs(-1.23);
/* a = 1.23 */
abs
Equivalent to “fabs”
floor
Largest integer ≤ argument.
a = floor(1.3);
/* a = 1 */
int
Equivalent to “floor”
fmod
Remainder of x divided by y.
a = fmod(5,2);
/* a = 1 */
gcd
Greatest common divisor of x and y.
a = gcd(6,27);
/* a = 3 */
hypot
Square root of the sum of the squares of arguments.
a = hypot(3,4);
/* a = sqrt (9+16) */
log
Natural logarithm of argument.
a = log(10);
/* a = 2.303 */
log10
Base 10 logarithm of argument.
a = log10(2);
/* a = 1.301 */
lgt
Equivalent to “log10”
oct
Converts decimal number to a decimal representation of
the octal equivalent.
a = oct(16);
/* a = 20 */
rad
Converts degrees to radians.
a = rad(180);
/* a = 3.142 */
round
Rounds a displayed value.
86
a = round(321.3697, -2);
/* a = 321.37 */
a = round(321.3697, 3);
/* a = 300 */
sin
Sine of radian argument.
a = sin(3.142 / 2);
/* a = 1 */
sqrt
Square root of an argument.
a = sqrt(9);
/* a = 3 */
sqr
Equivalent to “sqrt”
tan
Tangent of radian argument
a = tan(3.142);
/* a = 0 */
Control-flow statements and block statements enable you to group
and order expressions. Here are the formats with examples:
Statements
Description and Examples of Use
{
Begin block statement.
}
End block statement.
if (i = = 10) {
i = i + 1;
j = i * 10;
}
Use block statements when more than one statement is
performed after a control-flow statement. For example:
if (i < 10)
i = 10;
is equivalent to
if (i < 10) {
i = 10;
}
but
if (i = = 10) {
i = i + 1;
j = I * 10:
}
is NOT equivalent to
if (i = = 10)
i = i + 1;
j = I * 10:
In the second case, i = i + 1; is performed only if i = = 10
87
is true. j = i * 10 is performed regardless.
while
Loop-control statement.
i = 1;
while (i < 10) {
i = I + 1;
}
if
Conditional test statement.
if (I > 10)
i = 10;
else
Alternative to "if" statement.
if (i > 10) {
i = 10;
}else if (i < 1) {
i = 1;
}else {
i = i - 1;
}
goto
Jump to specified section of calculations.
if (i > 10)
goto finished;
i = i + 1;
finished:
I = 10;
Which of the following is the greatest common divisor of {first} and
{second}? ??
first = rndnum(10,100,1);
second = rndnum(10,100,1);
88
correct = gcd(first,second);
product = first * second;
sum = first + second;
difference = first – second;
4. Click on Save.
define a multiple choice question type with four responses for
the answers and feedback as shown below.
Answer
Feedback
{correct}
{product}
No, you’ve multiplied and found the product.
{sum}
No, you’ve added and found the sum.
{difference}
No, you’ve subtracted and found the
difference.
7. Click on Save.
Example #7: Formatting Variables with Regard to Field Width, Precision,
Data Type
A format statement controls the way variables appear when they are
printed on an exam. To see the way unformatted data looks, preview
the questions you’ve developed so far.
To change the display of this data, you can use the “format”
statement. Using format specifications, you can change the display
of numeric and text data in the following ways:
•
Specify a number of digits after the decimal point.
89
•
Identify a column width for variables in a list.
•
Switch to left or right alignment when putting variables in
columns.
•
Always display numbers with a + or − sign in front.
•
Specify whether data is to be displayed as numbers, text, or
in exponential notation.
The format statement takes the form format(x,“%FW.PC”), where:
x
“ ”
%
F
W
.
P
C
= the variable to be formatted
= always encloses the statement
= prefaces the specification
= alignment, sign, padding:
–
= left alignment
+
= show the number with a + or − sign
space = preface the number with a space
0
= pad number with leading zeros
= minimum field width
= separates the field width from the precision
= number of decimal places to show
= type of value:
f = numeric
s = text
e = exponential notation
Example #8: Positioning the Correct Answer in Different Places in a
Multiple Choice Format
Here is a sample question that randomizes the position of the correct
answer.
Kananaskis Country is accessible by trails, the total length of which is
approximately ?? km.
3. Define a Multiple Choice Part with these answer choices:
{choice1}
{choice2}
{choice3}
{choice4}
4. From the list of options at the left, select Parser Expression.
Enter the expressions exactly as shown below. Here are the
parser expressions:
90
choice1 = 500;
choice2 = 1000;
choice3 = 2000;
choice4 = 2500;
stchoice = rndnum(1,4,1);
if (stchoice == 1)
{ choice1 = 1500;
correct = "A";}
if (stchoice == 2)
{ choice2 = 1500;
correct = "B";}
if (stchoice == 3)
{ choice3 = 1500;
correct = "C";}
if (stchoice == 4)
{ choice4 = 1500;
correct = "D";}
5. Click on Save.
define a multiple choice question type with four responses for
the answer and other answer feedback as shown below.
{correct}
Yes, there are over 1,500 km of
trails (940 miles).
No, there are over 1,500 km of
trails (about 940 miles).
8. Click on Save.
Parser Error Messages
If you get an error message when you test your parser expressions,
check your parser input carefully for typing mistakes. Also, look for
the text string identified in the error. The error messages show the
91
point at which the calculation failed. Below are a couple of typical
parser error examples:
•
If you forget to type a semicolon at the end of a format
statement, the error message returned during testing is:
Warning: ‘parse error’ Token is a string: ‘%0.f’
•
If you misspell an expression (for example, rndnum), the
error message returned during testing is: Warning: ‘parse
error’ Message: “(“ Token is an undefined symbol:
‘rndum’ Just about to parse ‘,10,1);a’
•
If you use a variable that you have not defined, the error
message returned during testing is: Warning: ‘Undefined
variable’ Token in an undefined symbol: ‘c’
Embedding Images into Questions
If you need to place a graphic image into a question, you can do so
by including the tag [img] in the appropriate place in the body of the
question. Click Insert Image Tag to put the tag where you want the
image to appear. Or, you can type the string as shown.
TO EMBED AN IMAGE INTO A QUESTION:
1. Enter the necessary basic information about your question.
Refer to Describing a New Question on page 54 for details.
2. Create or apply any required question header.
Statement.
text of the question) as the student will see it during a test. Click
Insert Image Tag wherever you want to embed a graphic image
within the question body.
Images. The Question: Images screen appears.
92
6. On the top part of the screen, click to highlight the [img] tag that
represents the first graphic image in the question.
7. In the Upload File field, type the pathname to the graphic
image, or click on Browse. In the Choose File window that
appears, locate and open the file containing the image to upload.
8. Click on Save.
Integrating Multimedia in Questions
If you need to tie a question to a video or audio clip or to any other
Web-deliverable file, you can do by selecting Insert Link to File
which prompts you for the file name. Enter it without any path
information; for example “movie1.avi.”
You need to copy the multimedia file to the appropriate question
folder once you have saved the Basic Information for the question.
This can be done in a number of ways:
•
You can use the [img] tag in the question body to upload the
file. Once it is uploaded delete the [img] tag from the
question body. The file you upload does not have to be a
graphics file.
•
You can copy the file to the Web server if you have rights.
Look for the folder for the specific question in the FileStore
path. It will be in a path that looks like:
…Filestore\course_name\Questions\question_number.
•
You can FTP the file to the Web server if it is set up with
FTP server software and you have rights. Look for the folder
for the specific question in the FileStore path. It will be in a
path that looks like:
93
TO INTEGRATE A MEDIA FILE IN A QUESTION:
2. Copy the multimedia file to the appropriate question folder
using one of the methods described above.
3. In the Statement field, type the body of the question as the
student will see it during a test. Use Insert Link to File
wherever you want to add a link to the multimedia file. Enter
the name of the multimedia file when prompted.
4. Copy the video file to the folder in FileStore created for this
question. See the picture for the path information.
Integrating Multimedia in Question Headers
If you need to integrate a picture, video, audio, or other Webdeliverable file with a question header, you can do by selecting
Insert Link to File which prompts you for the file name. Enter it
without any path information; for example “map.gif” or
“movie1.avi.”
You need to copy the multimedia file to the folder for each question
that uses the header. This can be done in a number of ways:
•
You can use the [img] tag in the question body to upload the
file. Once it is uploaded delete the [img] tag from the
question body. The file you upload does not have to be a
graphics file.
•
You can copy the file to the Web server if you have rights.
Look for the folder for the specific question in the FileStore
path. It will be in a path that looks like:
94
•
You can FTP the file to the Web server if it is set up with
FTP server software and you have rights. Look for the folder
for the specific question in the FileStore path. It will be in a
path that looks like:
TO INTEGRATE AN IMAGE FILE IN A QUESTION HEADER:
Refer to Describing a New Question on page 54 for details
2. Insert the tag [img] anywhere in the question body.
3. Using the Images option, browse and upload the image that is
to be in the header.
4. Remove the [img] tag from the question body and save the
question.
Header. Select Add Header.
6. Give the header a Description. In the Body field select Insert
Link to File. Enter the file name without any path information.
7. Click Save.
TO INTEGRATE A MEDIA FILE IN A QUESTION HEADER:
2. Copy the media file (video, audio, animation, etc.) to the
question folder for this question. Use one of the methods
described above; that is, use the [img] tag and upload option,
copy to the Web server, or FTP to the Web server.
Header. Select Add Header.
4. Give the header a Description. In the Body field select Insert
Link to File. Enter the file name without any path information.
5. Click Save.
6. Click the button beside the new header to link it to the current
question.
95
Previewing Questions
After you create or edit a test question, preview it to see that it looks
the way you intend and that it does not contain any errors. The
preview function lets you view a question, its answers, and feedback
exactly as a student will see it.
TO PREVIEW A TEST QUESTION:
1. Locate the question that you want to preview.
Question: Basic Information screen, select Preview. A screen
showing the question (and depending on the question type, also
the possible response/s) appears.
3. Enter a response for the question and click on Mark Question.
A screen showing the module and objective, your score, your
answer, the correct answer(s), and the feedback associated with
the response you entered appears.
4. To test other possible responses to the question, select Back to
Preview to return to the preview of the question. Use Preview
Again if the question includes variables and calculations. This
will give you different versions of the same question.
5. If you need to make changes to the question or its response(s),
refer to Editing or Deleting Test Questions on page 95 for
details.
Editing or Deleting Test Questions
Sometimes you need to change, update, or delete the information
that you first entered for a question.
TO EDIT A TEST QUESTION:
bar.
2. From the drop-down lists, select the module and/or objective to
which the question belongs. Select the question with which you
want to work. The Question: Basic Information screen appears.
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3. To edit the question, click on choices in the drop-down list at
the right and make any necessary changes. Then and click on
Save. (If you need more information about specific fields, refer
to Creating Questions and Answers on page 59 for details.)
TO DELETE A QUESTION:
bar.
2. From the drop-down lists, select the module and/or objective to
which the question belongs.
3. Click on Delete in the options list at the left. Select the question
or questions you want to remove and click Delete at the bottom
of the screen.
Copying Questions
To expedite question development, you can duplicate questions
within the same course or in one or more other courses.
TO COPY A QUESTION:
bar.
2. From the drop-down lists, select the module and objective for
the question or questions that you want to copy.
3. Click Copy at the left side. The questions appear with selection
boxes.
4. Select the question or questions to be copied. Click Next.
5. Select the target course(s) to which you are copying the
question(s). Click Next.
6. From the drop down list beside the target course(s), select the
module outcome or objective to which to copy the question(s).
7. Click Finish.
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Moving Questions
To manage test resources and curriculum development, you can realign questions by moving them to a different module or objective
within the same course or to a different course.
TO MOVE A QUESTION:
bar.
2. From the drop-down lists, select the module and objective for
the question or questions that you want to move.
3. Click Move at the left side. The questions appear with selection
boxes.
4. Select the question or questions to be copied. Click Next.
5. Select the target course to which you are moving the
question(s). Click Next.
6. From the drop down list beside the target course, select the
module outcome or objective to which to move the question(s).
7. Click Finish.
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Importing Questions from External Files
Questions files from external sources, such as publishers' test banks,
can be imported as a TLM course if they are "tagged" using the
conventions described below.
The import routine creates a course (entitled "Course contains
imported questions"), its module and objective placeholders, with
the questions aligned to this curriculum structure.
Format of the Question Import File
The text file includes tags to identify these attributes:
Tag
.mod=
.obj=
.que
.tt=
Attribute
module title
objective of a module
start of question record
question type
.ans=
correct answer
.ll=
.bod
lock level
question statement
Details
description of the module's contents
objective statement
required for each question
1 multiple choice
2 true false
3 short answer
9 instructor evaluated
single letter
multiple choice
T or F
true false
number or text plus semi-colon (;)
short answer
no .ans tag is used
instructor evaluated
security rating from 1 to 9
complete question as it appears on an assessment
Enter each tag with a dot (.) prefix, with the dot in column 1.
Where the value of an attribute does not change from one question to
the next, it does not need to be repeated. For example, if you have
identified that a question is of multiple choice type (.tt=1) the
multiple choice questions that immediately follow it in the file do
not need the .tt=1 field repeated.
A sample tagged input file follows.
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.mod=TLM Question Development
.obj=Identify the types of questions
.que
.tt=1
.ll=1
.ans=A
.bod
Which of the following is a fixed response question format?
A. multiple choice
B. short answer
C. instructor evaluated
D. fill in the blank
.que
.tt=2
.ans=F
.bod
Essay type questions are not supported.
.que
.ans=T
.bod
Both fixed response and open ended question types can be developed.
.que
.tt=3
.ans=short answer;
.bod
This is a _________ type question.
.obj=Create sample questions.
.que
.tt=9
.bod
Log on to TLM and create a sample of each type of question.
.mod=TLM Assessment Creation
.obj=Define the properties of an assessment
.que
.tt=1
.ans=B
.bod
Which most accurately describes assessments in TLM?
A. They are stored as files.
B. They are assembled "on the fly" from course
designer's specifications.
C. They must be marked by the instructor.
IMPORTING A TAGGED QUESTION FILE
1. Log on to TLM with an account that has course creation
privilege.
2. From the Course menu select Old Questions Import.
3. Browse to find the tagged text file on your computer and click
Import.
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4. Rename the course.
Creating Tests / Assessments
Overview
Creating test / assessment definitions is the next step in creating
courses, after creating a course definition, course content, and test
questions and answers. An assessment definition is a specification
or blueprint for a particular type of test (for example, a final exam, a
mid-term test, or a module quiz). The search conditions and filters
that you specify when you create an assessment definition serve to
limit the number of possible questions that TLM can pull out of the
question bank for a particular test. This means that a single
assessment definition can be used to generate any number of unique
tests, each of which shares common traits, but contains a unique
combination of questions.
As an example, you might create an assessment definition for a
module quiz. Because you will want to use this definition to create a
test at the end of each module, you might specify that it include 10
questions of any type from the related module. The 10 questions
would be randomly selected by TLM each time a student takes the
module test based on that assessment definition. Or, you might
create a definition for a mid-term exam in which you would include
three questions of different types (for example, a multiple choice, a
short answer, and an instructor marked) from each module. The
possibility for creating unique assessments is almost unlimited.
Later, you will insert the various assessment definitions into
individual course maps, and students will take the tests based on
those definitions as they progress through their courses.
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TLM provides a great deal of flexibility for defining assessment
definitions. You can:
•
create assessment definitions for any kind of test, including
module self tests, pre-tests, quizzes, mid-term exams, final
exams, etc.
•
create assessment definitions that include any type and
number of questions related to any objective, from any
module of learning material.
•
create very general assessment definitions (for example,
include any 10 questions), very specific assessment
definitions (include only question X, question Y, and
question Z), or anything in between.
•
select questions for inclusion based on security
classifications, question types, taxonomies, score (value),
or question header.
To create an assessment definition, refer to any of the following
procedures for details.
•
Creating Course Assessment Definitions on page 103
•
Creating Module Quiz Definitions on page 108
•
Previewing Assessments or Quizzes on page 112
•
Editing or Deleting Assessments or Quiz Definitions on
page 113
Accessing the Test / Assessment Functions
TO ACCESS ANY OF THE TEST / ASSESSMENT FUNCTIONS IN TLM, FOLLOW THE
STEPS BELOW.
1. Select a course.
2. Select Test on the Development tool bar. A screen similar to
the one pictured here appears, showing a list of any existing
assessments.
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3. From the list of options at the left of the screen, select the type
of assessment you want to create or access.
4. Refer to any of the following topics for further information.
•
Creating Course Assessment Definitions on page 103
•
Creating Module Quiz Definitions on page 108
•
Previewing Assessments or Quizzes on page 112
•
Editing or Deleting Assessments or Quiz Definitions on
page 113
Creating Course Assessment Definitions
A course assessment definition is the blueprint for a stand-alone
assessment that usually covers more than one item in a course map,
like a mid-term or final exam.
Whenever a student takes an assessment, his or her responses and
score are retained for later reference. The particular version of the
assessment can be recreated, with student input, any time in the
future.
TO CREATE A COURSE ASSESSMENT:
1. Select a course and click on Test on the Development tool bar.
2. From the list of options available at the left, select
Assessments.
3. Click on Add Test. A screen similar to the one pictured below
appears.
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4. In the Title field, type the title of the assessment.
5. In the Subtitle field, type a subtitle, if desired.
6. In the Description field, type a short description of the
assessment definition that you are creating.
7. The option Randomize Questions produces a different set of
questions for each attempt for each student. De-select
Randomize Questions to give all students the same test
questions in the same sequence.
8. The option Show All Questions Together produces different
kinds of test. If selected, all the questions are presented at once.
Use this option is students are printing out their tests. If the
option is de-selected, the student will answer and mark each
question, one at a time, receiving immediate feedback.
9. Click on More Details to define conditions for student
progression in terms of this assessment. Select as many options
as you wish to apply to the assessment.
•
In the Sort Order field, select the desired sequencing for
the questions on the test.
•
Header, Then Question Type – If you choose this
option, TLM will arrange the test into a series of
chunks, each of which begins with a question header,
followed by the questions that are associated with that
header (grouped according to question type).
•
Question Type, Then Header – If you choose this
option, TLM will group the test questions by question
type, with related headers inserted where required. (A
header may be repeated several times if it has several
questions of different types associated with it.)
•
Curriculum Object – If you choose this option, TLM
groups the questions together by common objective and
module outcome.
•
Random – If you choose this option, TLM will
•
randomly scramble the order of the questions.
No Sorting – If you choose this option, TLM will
arrange the questions in the order you select them. The
result is likely a test that consists of “curriculum
chunks.” If you want the questions on a test to be in a
particular order, you can create single-item question
sets in the order you want the questions to appears, and
then choose the No Sorting option.
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•
•
Taxonomy 1, 2, or 3 – If you choose one of these
options, TLM will group together all questions related
to levels in whatever you identified as taxonomy levels
1, 2, or 3 when you described your questions.
Challengeable – If you select this option, a student can
take this assessment without completing any prerequisites.
•
Supervised – If you select this option, then this
assessment must be released by an instructor. This is a
security feature of TLM: students cannot get a supervised
exam without instructor intervention.
•
Pass Mark – The number you enter in this field is the
score (as a percentage) that the student must attain to
demonstrate mastery. If the student fails to demonstrate
mastery within the allowed number of attempts, s/he will
be locked out of the item (unless auto-pass is set).
•
Time Limit – The number you enter in this field is the
number of minutes in which the student must complete the
assessment. If the student exceeds the time limit, s/he will
be locked out of further assessments and must consult with
the instructor.
•
Delay if Failed – The number you enter in this field is the
number of minutes the student must wait after a failure
before attempting the assessment again.
•
Feedback on Reviews – If you select this option, TLM
will include question feedback for each item on a review
attempt.
•
Required Passes – The number you enter in this field is
the number of times that the student must attain mastery.
Set this field to more than 1 if the material is critical.
•
Maximum Attempts – The number you enter in this field
•
is the number of times the student can take the assessment
before attaining mastery. If the student fails the maximum
number of attempts, s/he is locked out of the item and must
consult with the instructor before proceeding (unless an
automatic pass is enabled).
Number of Reviews – A review is a new test attempt
taken after the item is complete, used as a practice or study
aid. The number you enter in this field is the number of
times the student can review an assessment on an item
already mastered. Restrict the number of reviews if the test
bank is limited or items are not protected by lock levels.
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•
Answers on Reviews – If you select this option, TLM
will include the correct answers to all questions on a review
attempt.
•
Feedback Attempt – The number you enter in this field is
the attempt number at which the student starts to get
complete answer feedback. To always hide answer
feedback, enter a number higher than the maximum
number of attempts.
•
Answer Attempt – The number you enter in this field is
the attempt number at which the student starts to get correct
answers. To always hide correct answers, enter a number
higher than the maximum number of attempts.
•
Auto-pass Attempt – The number you enter in this field is
the attempt number at which the student will be allowed to
proceed, even without attaining mastery. If mastery is
required, ensure that this value is higher than the maximum
number of attempts.
10. Next to Question Set #1, enter the number of questions for the
first question set for the assessment, and the source of the
questions.
•
___ questions – The value you enter here indicates how
many questions. The default is ALL.
•
Each / Total – EACH indicates that you want to select a
particular number of questions from each of whatever you
choose for the From field. TOTAL indicates that you want
to select a total of a particular number of questions from
whatever you choose for the From field.
•
From – The source of the questions for the set you are
defining. The source can be: one or more entire modules
(that is, outcome and objectives); one or more module
outcomes; all objectives in a given module or modules; one
or more specific objectives; or one or more specific
questions.
EXAMPLES: “Select 10 questions each from specific objectives”
means that you want to choose 10 questions from each of the
specific objectives that you specify. If you specify 3 specific
objectives, you will end up with 30 questions for the assessment.
“Select 10 questions total from specific objectives” means that you
want to choose 10 questions in total from the specific objectives that
you specify. No matter how many objectives you specify, you will
end up with 10 questions for the assessment.
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11. The options available on the screen when you click on Show
Modules, Show Objectives, or Show Questions depend upon
what you selected in the From field in the previous step. Click
on the checkbox(es) of the available module(s), and/or module
outcome(s), and/or objective(s), and/or question(s) that you
want to use as sources of questions for this assessment.
12. To apply search filters that will limit or focus the questions
selected for this assessment, click on Show Filter.
•
Min Lock Level, Max Lock Level – To limit your question
selection by lock level, enter the desired range (between 19) in these fields. For example, if you are creating an
assessment definition for a certification exam and your lock
level scheme has 9 levels, you might enter a range from 7
to 9 to include only questions with the highest lock levels.
•
Min Value, Max Value – To limit your question selection
by question value (score), enter the desired range in these
fields. For example, if you are creating a quiz in which you
want to include only questions worth 1 or 2 points each,
you would enter a value range 1 to 2. This is useful if you
want an exam to be worth a particular raw score.
•
Taxonomy – To limit your question selection by
taxonomy, select the appropriate taxonomy scheme
(including the associated levels) from the taxonomies you
identified when you described your questions. Note that
you must use exactly the same wording here as you did
when you initially defined them. Enter [NONE] to
explicitly find questions without any taxonomy value.
•
Question Type – To limit your question selection by
•
question type, ensure that only questions of the type(s) you
want to include in your question set are selected with a
checkmark. For example, if you are creating an assessment
definition for a test that will be machine-marked, you will
likely only select multiple choice, multiple-multiple choice,
and true/false questions for inclusion.
Question Header – To limit your question selection by
question header, select the desired header from the dropdown list box. The box contains the selection All Headers
and a list of the individual headers associated with the
currently selected module. If you select a specific header
from the list, TLM will only find and include questions
associated with that header.
13. If required, click on Add Question Set to insert fields for
another question set, and repeat the process outlined above.
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14. Click on Save.
15. Click on Preview to view the assessment just as a student will
see it.
16. Enter answers and click on Mark to ensure that the questions are
working correctly. If all the questions are presented together,
you also have the option to Print the exam.
NOTE: If there are not enough questions in your
course to meet the requirements and constraints
of the question sets TLM will produce an exam
with as many questions as possible.
Creating Module Quiz Definitions
A module quiz definition is the blueprint for a review or self-test of a
single module. Set up the conditions for quizzes common to all or
most modules in your course; for example, the number of questions
and pass mark. Then, select which modules are to be tested in this
way.
Unlike an assessment, student responses and scores are not retained
for later reference. If it is important that specific tests be recreated
with student input any time in the future, they should be developed
as assessments rather than quizzes.
Instructor marked questions, the answers to which are submitted by
students, are automatically excluded from quizzes.
TO CREATE A MODULE QUIZ:
2. From the list of options available at the left, select Module
Quizzes.
3. Click on Add Test. A screen similar to the one pictured below
appears, showing a list of any existing quizzes.
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4. In the Title field, type the title of the quiz.
5. In the Subtitle field, type a subtitle, if desired.
6. In the Description field, type a short description of the module
quiz definition that you are creating.
7. The option Randomize Questions produces a different set of
questions for each attempt for each student. De-select
Randomize Questions to give all students the same test
questions in the same sequence.
8. The option Show All Questions Together produces different
kinds of test. If selected, all the questions are presented at once.
Use this option is students are printing out their tests. If the
option is de-selected, the student will answer each question, one
at a time, receiving immediate feedback.
9. In the Select ___ field, enter the number of questions for this
quiz.
10. Using the drop-down list, select the source of the questions.
•
The source can be: one or more entire modules (that is,
outcome and objectives); one or more module outcomes;
each objective in a given module or modules; or all
objectives in a given module or modules.
11. Click on Show Modules and use the check boxes to select or
de-select other modules to which you want the assessment
definition to apply.
12. Click on More Details to define conditions for student
progression in terms of this quiz. Select as many options as you
wish to apply to the quiz.
•
In the Sort Order field, select the desired sort order for the
questions on the test.
•
Header, Then Question Type – If you choose this
option, TLM will arrange the test into a series of
chunks, each of which begins with a question header,
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followed by the questions that are associated with that
header (grouped according to question type).
•
Question Type, Then Header – If you choose this
option, TLM will group the test questions by question
type, with related headers inserted where required. (A
header may be repeated several times if it has several
questions of different types associated with it.)
•
Curriculum Object – If you choose this option, TLM
groups the questions together by common objective and
module outcome.
•
Random – If you choose this option, TLM will
randomly scramble the order of the questions.
•
No Sorting – If you choose this option, TLM will
arrange the questions in the same order as they appear
in the selected module.
•
Taxonomy 1, 2, or 3 – If you choose one of these
options, TLM will group together all questions related
to levels in whatever you identified as taxonomy level
1, 2, or 3.
•
Challengeable – If you select this option, a student can
take this quiz without completing any prerequisites. If the
student challenges and fails, however, s/he will be locked
out of the quiz until all prerequisites are met.
•
Supervised – If you select this option, then this quiz must
be released by an instructor.
•
Pass Mark – The number you enter in this field is the
score (as a percentage) that the student must attain to
demonstrate mastery. If the student fails to demonstrate
mastery within the allowed number of attempts, s/he will
be locked out of the item (unless auto-pass is set).
•
Time Limit – The number you enter in this field is the
number of minutes in which the student must complete the
quiz. If the student exceeds the time limit, s/he will be
locked out of further assessments and must consult with the
instructor.
•
Delay if Failed – The number you enter in this field is the
number of minutes the student must wait after a failure
before attempting the quiz again.
•
Feedback on Reviews – If you select this option, TLM
will include question feedback for each item on a review
attempt.
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•
Required Passes – The number you enter in this field is
the number of times that the student must attain mastery.
Set this field to more than 1 if the material is critical.
•
Maximum Attempts – The number you enter in this field
is the number of times the student can take the quiz before
attaining mastery. If the student fails the maximum
number of attempts, s/he is locked out of the quiz and must
consult with the instructor before proceeding.
•
Number of Reviews – A review is a new test attempt
taken after the item is complete, used as a practice or study
aid. The number you enter in this field is the number of
times the student can review a quiz on an item already
mastered. Restrict the number of reviews if the test bank is
limited or if items are not protected by lock levels.
•
Answers on Reviews – If you select this option, TLM
will include the correct answers to all questions on a review
attempt.
•
Feedback Attempt – The number you enter in this field is
the attempt number at which the student starts to get
complete answer feedback. To always hide question
feedback, enter a number higher than the maximum
number of attempts.
•
Answer Attempt – The number you enter in this field is
•
the attempt number at which the student starts to get correct
answers. To always hide correct answers, enter a number
higher than the maximum number of attempts.
Auto-pass Attempt – The number you enter in this field is
the attempt number at which the student will be allowed to
proceed, even without attaining mastery. If mastery is
required, ensure that this value is higher than the maximum
number of attempts.
13. Click on Save.
14. In the module list, select the module or modules for which you
want to preview a quiz. Click on Preview to view the quiz just
as a student will see it.
15. Enter answers and click on Mark to ensure that the questions are
working correctly. If all the questions are presented together,
you also have the option to Print the exam.
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of the question sets TLM will produce a quiz with
as many questions as possible.
Previewing Assessments or Quizzes
After you create or edit a course assessment or module quiz, you
may want to preview it to see that it will look to students the way
you intend it to look, and that it does not contain any errors. TLM’s
preview function lets you view the entire assessment or quiz as a
student will see it, and perform each question to ensure that the
answers and feedback are correct. The Preview option also shows
the module title, objective statements, and description for each
question in the assessment or quiz.
TO PREVIEW A COURSE ASSESSMENT OR MODULE QUIZ:
2. From the list of options available at the left, select Course
Assessments or Module Quizzes.
3. If you want to preview a course assessment, select it from the
list on the top part of the screen.
•
If you want to preview a module quiz, select Module
Quizzes and then select the desired quiz.
4. When the assessment/quiz fields appear on the screen, scroll to
the bottom and click on Preview to see the assessment.
5. Leave the Student: Selection at – Generic Student – unless you
want to identify a specific student and attempt in order to recreate an exact test.
6. Enter responses for the questions in the assessment/quiz and
click on Mark. A screen showing the module and objective,
your score, your answer, the correct answer(s), and the feedback
associated with the response you entered appears.
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of the question sets TLM will produce an
assessment or quiz with as many questions as
possible.
If you need to make changes to the questions or responses, refer to
Editing or Deleting Test Questions on page 95 for details. If you
need to make changes to an assessment or quiz, refer to Editing or
Deleting Assessments or Quiz Definitions on page 113 for details.
Retrieving a Question
Use the Preview option to locate a question by seeing its related
module title, objective statement, and description.
Select the assessment in which the question appears. Click on
Preview. Find the question in the exam and note its
module/objective path and description. Use this information to locate
the item with through the Question button.
Editing or Deleting Assessments or Quiz Definitions
Sometimes you need to change the information that you entered as
an assessment or quiz definition.
Before you delete an assessment or quiz definition, you must ensure
that it is not in use in the map for the course.
associated with the assessment or quiz definition.
THERE IS NO “UNDO.” If you want to retrieve
a deleted assessment or quiz definition, you must
recreate it from scratch.
TO EDIT OR DELETE A COURSE ASSESSMENT OR MODULE QUIZ DEFINITION:
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2. From the list of options available at the left, select Course
Assessments or Module Quizzes.
3. Select the specific course assessment/module quiz you want to
edit/delete from the list existing assessments/quizzes on the top
part of the screen.
4. To edit the assessment/quiz, make any necessary changes to the
fields associated with the assessment/quiz and click on Save.
(If you need more information about specific fields, refer to
Creating Course Assessment Definitions on page 103 or
Creating Module Quiz Definitions on page 108 for details.)
•
To delete the assessment/quiz, click on the word Delete
next to the item you want to delete (at the right side of the
list of existing items of that type).
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Creating and Working with Course Maps
Creating and Working with
Course Maps
Overview
Creating course maps is the final step in creating courses, after
creating a course definition, course content, test questions and
answers, and assessment definitions. It involves integrating all of
the individual pieces that have been created using TLM, as well as
those resources that may have been developed using external
applications.
Using the Map functions of TLM, you select curriculum materials
(modules of learning material, quizzes and assessment definitions,
assignments, external marks, grade calculations) and link them
together in an appropriate sequence in a course map for online
delivery to students. Students use course maps to guide them
through the learning material, assignments, and tests that comprise
the course. The learning and testing materials are complemented by
communications tools and course-specific resources that are also
available through course maps.
Because the course building blocks already exist by the time you
start creating course maps, you can assemble “just-in-time” courses
that are customized for individual students or particular groups of
students.
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Each course consists of several modules of learning material, as well
as assignments and supervised or unsupervised tests. You can create
course maps that incorporate two different flow styles:
•
•
sequential flow – students must complete modules,
assignments, and tests in a defined, linear sequence
unsequential flow within branches – students must
complete modules, assignments, and tests in a linear
sequence, except where “off-shoots” or branches from the
main course map allow non-linear completion of certain
items. There may also be sequential flow within branches.
Branches also support the delivery of different versions of
a common map item (for example, a basic, remedial, and
challenge version of a module) from which the student
selects one.
You can also insert “placeholders” for such items as graded
assignments and other scored factors including attitude,
participation, etc. Through such placeholders, you can forward your
comments to the student(s) along with their grades.
You can set up a course map to control the student’s progress
through the material. Students can view learning materials any time,
however, they may be restricted in their access to tests. For
example, if the student has not completed certain modules of
learning material, you can specify that TLM not allow him/her to
proceed with certain tests.
To create course maps, refer to any of the following procedures for
details.
•
Creating a New Course Map on page 116
•
Adding Map Items to a Course Map on page 117
•
Moving Course Map Items on page 125
•
Deleting Course Map Items on page 126
•
Deleting an Entire Course Map on page 126
Creating a New Course Map
A course map is the graphical representation that students will use to
progress through a particular course. A course map consists of
several different kinds of map items linked together in a logical flow.
117
TO CREATE A NEW COURSE MAP:
1. Select the course for which you want to create a course map.
2. Select Map on the Development tool bar. A representation
similar to the one pictured here appears, showing the start and
end points for the new course map.
3. Proceed to insert the course map items for the new course.
Refer to Adding Map Items to a Course Map on page 117 for
full details.
Adding Map Items to a Course Map
A map item represents a component of a course (for example, a
module of learning material, a test, etc.). To add map items to a
course map, refer to any of the following procedures.
NOTE: Changing a course map once it is in active
use by students is not recommended.
•
Overview on page127 – It is highly recommended that you
read the overview material in this section before you
proceed.
•
Adding Modules and Assessments to a Course Map on
page 119
•
Adding Mark Items to a Course Map on page119
•
Adding Grade Items to a Course Map on page 120
•
Creating Branches in a Course Map on page 121
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Overview
A course map consists of one or more map items, linked together in
a logical flow. To create a new course map, you add relevant map
items to it. There are five types of map items (course building
blocks) that you can add to a course map:
•
modules - logical units of learning material, with or
without multimedia resources. May be combined with
quizzes (usually self-tests or reviews).
•
assignments – if there is a time restriction or prerequisite
component associated with an assignment, then the
assignment appears in the map sequence.
•
course assessments and module quizzes - all kinds of
•
•
•
assessments. May be stand-alone (such as mid-terms and
final exams), or combined with a module (usually self-tests
or reviews).
marks - an item that is worth marks to the student, for
example, assignments, projects, attendance, attitude, etc.
grades - an item that uses a weighting formula based on
all of the scored items in the course to produce an overall
score.
branches - changes in the linear flow of the course,
resulting from either an “all of” or “any of” set of choices.
Any branch can include any or all of these five types of
map items.
The order or sequence in which you place map items in a course map
controls the way the student can progress through the course.
Course maps flow from top to bottom, so (with the exception of
certain non-sequential material, such as branches and modules
without pre-requisites) students must complete one item before
proceeding with the next item down the map. In the student view of
TLM, each map item is colour coded so that students can easily
identify the status of the map items and know what is completed,
what to do next, and how much is left to do.
Any course resources that you created when you developed course
content (for example, supplementary information like glossary lists,
handouts, FAQs, etc.) are listed at the left side of the course map, but
cannot be added to the course map itself. Instead, they exist as links
to the associated course resources, which students can click on to
view the material. In general, anything listed at the left side of the
map pertains to the overall course. Resources that pertain to a
particular module should occur within that module. (For example, a
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glossary containing terms that relate to the entire course would be
listed at the left, while a glossary containing terms only used in a
particular module would be located within that module.)
Adding Modules and Assessments to a Course Map
The process is identical whether you want to add a module, a standalone assessment, or a module with a quiz to a course map.
TO ADD ONE OR MORE MODULES OR ASSESSMENTS TO A COURSE MAP:
1. Select a course and click on Map on the Development tool bar.
2. From the list of course items at the right, click on the course
item that you want to add to the map.
3. On the course map, point and click on the vertical line between
map items at the location where you want to add the new item.
4. From the pop-up menu that appears, select Add Selected Item.
The new map item appears on the map.
You may also want to refer to any of these procedures, as required.
•
•
Adding Mark Items to a Course Map
When you add a mark item to a course map, you are adding a map
item that is a placeholder for “something” for which a student will be
graded by the instructor (for example, an assignment or project, class
participation, attitude, etc.).
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TO ADD A NEW MARK ITEM (PLACEHOLDER) TO A COURSE MAP:
map items at the location where you want to add the mark item.
3. From the pop-up menu that appears, select Add External Mark.
The new map item appears on the map.
Adding Grade Items to a Course Map
When you add a grade item to a course map, you are adding a map
item that is a placeholder for all of the marks that a student
accumulates while taking a course. Grade items also contain a grade
formula to weight the marks and arrive at a final exit score.
NOTE: If the course map changes with additions or
deletions after a grade item is entered, edit the
grade formula to ensure that it totals 100%.
TO ADD A NEW GRADE ITEM (PLACEHOLDER) TO A COURSE MAP:
1. Select a course and click Map on the Development tool bar.
map items at the location where you want to add the grade item
(usually at the end of the map).
3. From the pop-up menu that appears, select Add Grade
Calculation. The new map item appears on the map.
4. Click on the grade item and, from the pop-up menu that appears,
select Edit Grade Information. This screen appears.
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5. In the Weight column, fill in the two score-weighting blanks for
each item listed in grade formula table. The list includes every
assessed item (that is, everything for which a student receives a
mark) in the course. For each item in the table:
•
In the first blank, enter the relative weight of the assessed
item as a percentage. You can use weights with up to two
decimal places. (Note that the relative weights of all items
in the grade formula must add up to 100% or you will not
be able to save your specifications. The total is visible at
the bottom of the grade formula table.)
•
In the second blank, if multiple attempts are allowed for
the assessed item, select which score should contribute to
the overall grade: Average, Best, First, or Last.
6. Click on Save. If the relative weights of all items in the grade
formula DO NOT add up to exactly 100%, then the save is
cancelled. You must go back and modify the relative weights of
the assessed items until they total 100%. Then try saving again.
Creating Branches in a Course Map
A branch represents a change or choices in the linear flow of a
course. There are two types of branches that can be in a course map:
•
An All Of branch indicates that the student must complete
every item in the branch list (in any order) to be able to
continue with the course.
•
An Any Of branch indicates that the student must complete
at least one of the items in the branch list to be able to
continue with the course.
When you create either type of branch in a course map, TLM inserts
a branch “start” and a branch “stop” items, between which you insert
the map item choices or “streams” that are related to that branch.
You can create more than one stream or set of choices within a given
branch. It is also possible to “nest” branches, if necessary, to have
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one or more branches within a branch. One way to use branches is
to support the delivery of different versions of a common map item
(for example, a basic, remedial, and challenge version of a module)
from which the student selects one.
In the following example, the “All Of” branch has an “Any Of”
branch nested in it. The student must complete all of modules A, B,
and C, as well as one of D or E.
TO ADD A BRANCH TO A COURSE MAP:
map items at the location where you want to add the branch.
3. From the pop-up menu that appears, select either Add ANY OF
Branch or Add ALL OF Branch, depending on the type you
want to add. The start and end symbols for the branch appear
on the map and the screen looks similar to the one pictured here.
4. To add one or more “streams” or sets of map item choices for
this branch, refer to Adding Branch Items (Streams) on page
123.
You may want to refer to one of the following procedures for further
information about working with branches.
•
Adding Branch Items (Streams) on page 123
•
Nesting a Branch Within a Branch on page 124
123
•
Editing Branch Items (Streams) on page 124
•
Deleting an Entire Branch (Including Streams) on page
124
Adding Branch Items (Streams)
A branch in a course map represents changes or choices within the
linear flow of the map. Each branch consists of one or more map
items, linked together into streams. Each stream represents one set
of related choices. It is possible to have more than one stream in a
single branch on a course map.
TO CREATE MULTIPLE STREAMS WITHIN A SINGLE BRANCH:
1. Open a course map that contains a branch.
2. Create the first map item for a stream.
•
To add a course item from the list at the left of the screen,
select an item and then click on the branch symbol at the
start of the branch (All or Any). From the pop-up menu
that appears, select Add selected item (as a new stream).
•
If you want to add another branch, an external mark, or a
grade calculation, point and click on the branch symbol at
the start of the branch and select the appropriate map item
from the pop-up menu that appears.
3. Repeat these steps to create the first map item for any other
stream(s) you want to create within the branch. The first item
for each new stream is placed in a horizontal line across the
screen.
4. Once the first item in each stream is established, add any other
required map items below them, so that each stream progresses
vertically down the map.
TO ADD NEW MAP ITEMS INTO BRANCHES:
The processes for adding different types of map items into branches
on a course map is identical to the process for adding different types
of map items into non-branched areas of a course map. The map
items you can add into a branch are the same as the map items you
can add into a non-branched area of a course map. Refer to Adding
Map Items to a Course Map on page 117 for details.
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Nesting a Branch Within a Branch
If you have a reason for doing so, you can nest branches within
branches in a course map.
TO CREATE OR “NEST” A BRANCH WITHIN A BRANCH:
1. Open a course map that contains a branch.
2. Point and click at a location within the branch where you want
to nest another branch.
NOTE: If you want to insert a branch that is the
beginning of a new stream, then click on the
branch symbol at the start of the branch within
which you want to nest a new branch.
3. From the pop-up menu that appears, select either Add “All Of”
Branch or Add “Any Of” Branch, depending on the type of
branch you want to insert.
You can repeat these steps to continue creating nested branches.
Within a single branch, you can create as many levels of nested
branches as you need.
Editing Branch Items (Streams)
The process for editing map items within a branch of a course map is
identical to the process for editing map items in a non-branch area of
a course map. You can refer to any of these procedures for details.
•
•
Deleting an Entire Branch (Including Streams)
Sometimes you need to delete an entire branch, including any
streams associated with the branch.
TO DELETE AN ENTIRE BRANCH (INCLUDING ANY STREAMS):
1. Open the course map containing the branch that you want to
delete.
2. Click on the start item of the branch you want to delete.
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3. From the pop-up menu that appears, select Delete This Branch.
A confirmation message appears to verify that you want to
delete the branch.
4. Select Yes to delete the branch and everything inside it.
NOTE: There is no “undo” for a delete operation. If
you want a deleted branch back, you must recreate it manually.
Moving Course Map Items
NOTE: Moving map items to new locations once
the map is in active use by students is not
recommended.
TO MOVE ANY MAP ITEM TO A NEW LOCATION ON A COURSE MAP:
1. Open the course map containing the map item that you want to
move.
2. Click on the map item that you want to move.
3. From the pop-up menu that appears, select Move (map item
name). The item that you selected to move turns yellow.
4. With the arrow cursor, click on the vertical line at the location to
which you want to move the item. A confirmation message
appears to verify that you want to move the item to the specified
location.
NOTE: To move a map item to a position within a
branch, click on the start branch icon of that
branch.
5. Select Yes to move the item to the new location.
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Deleting Course Map Items
TO DELETE ANY MAP ITEM ON A COURSE MAP:
1. Open the course map containing the map item that you want to
delete.
2. Click on the map item that you want to delete.
3. From the pop-up menu that appears, select Delete From
Course Map. A confirmation message appears to verify that
you want to delete that map item.
4. Select Yes to delete the map item.
NOTE: There is no “undo” for a delete operation. If
you want a deleted map item back, you must recreate it manually.
Deleting an Entire Course Map
To delete a course map, you can either delete the course itself
(which permanently deletes everything associated with that course,
including content, test questions, assessment definitions, course map,
and student histories), or you can delete all of the course map items
one at a time and rebuild the map from scratch (without deleting any
of the curricular materials). Refer to Deleting a Course on page 19
or Deleting Course Map Items on page 126 for details.
Administering Courses
Overview
You need to have special privileges assigned before you can perform
course administration tasks.
Because courses developed using TLM are designed for online
delivery, instructors and managers need to be able to administer all
aspects of those courses online. TLM, in combination with your
Internet browser, is a powerful and flexible tool that lets you:
•
enrol students in classes
•
monitor and view (on-line) student progress
•
control user progress by altering (on-line) student status
with regard to particular modules, tests, or assignments
•
administer on-line tests
•
grade assignments and forward comments electronically to
individual students or groups of students
•
communicate with other TLM users (administrators,
instructors, students) via e-mail and through on-line
discussions and chats
•
produce and print a variety of useful reports
Administration tasks that relate to student records and enrolment are
accessed via the Students button on the Management button bar.
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Refer to Working with Student Data and Enrolment on page 147
for details.
All functions related to reports are accessed via the Reports button
on the Management button bar. Refer Creating Reports on page
141 for details.
Certain course administration tasks require that you have special
user privileges assigned by the TLM system administrator or by a
manager with appropriate rights. This is noted at the beginning of
the affected procedures.
Viewing / Testing the Course from the Student Side
Once a course map is complete and a sample student is enroled, it is
a good idea to view the course and do a “dry run” from the student
side of the map. To do this, start another browser session and log on
to TLM with a student ID and password. Carefully check that
everything in the course map works as expected.
Printing Course Learning Material
If your computer is connected to a printer, you can print any of the
course learning material. Remember that certain multimedia
resources in the material will not be operational in a printed version,
and that some multimedia objects may be replaced by icons when
you print.
NOTE: Browsers do not have excellent print
formatting capabilities, so if you want something
to look good in print, you should upload it as a
.PDF file.
Searching the Database for Information
Sometimes you need to search the database for information using a
screen similar to the one pictured below. The steps that follow
describe how to use the search options.
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TO SEARCH FOR INFORMATION IN THE DATABASE:
1. Click on the button for the type of search you want to perform:
•
<X in this Course Only>
•
<All X in System>
•
<Search for X>
where X is what you are searching for (for example, students,
managers, etc.). The default selection is <All X in System>.
2. If you clicked on <X in this Course Only> or <All X in
System>, select the name you want from the list that appears,
and click on Save.
•
If you clicked on <Search for X>, then continue with the
steps below.
3. In the Search by field, select the desired search criterion from
drop-down list. You can choose from:
Name, User ID, Course Enrolment, Department Course
Enrolment, Area Assignment, Job Role, Job Role (Primary Job
Only), Job Role (Secondary Job Only), Team Membership,
Address: City, Address: Province/State, Country, Address:
Postal/Zip Code.
4. In the next field (the title of which reflects your choice in the
Search By field), enter the specified information.
5. In the Records Display Limit field, if desired, select a value
from the drop-down list to limit the number of records that will
be displayed. This value sets the maximum number of matches
(based on your search criteria) to be returned.
NOTE: If you do not limit the search and have a
large number of records in your database, your
browser may stall or crash if a high number of
matching records is returned.
6. Click on <Show> to start the search.
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7. When results appear in the search results box, you can change
the sort field by clicking on its title; for example, to sort
students by their ID, click User ID. To sort them by their
surnames, click Last Name.
Releasing a Test
TLM provides a simple and secure way to administer online or
“supervised” tests, even when the students are not in the classroom.
Using supervised assessments protects against unauthorized access
to the content (for example, a final exam), because the assessment is
“released” by the course instructor only for a given time period.
During this time period, selected individuals or whole classes can
access that exam. After the official release time period, students can
no longer access and start the exam.
NOTE: Instructors without access to their own
computers can enter the correct release sequence
at a student’s computer by applying the exam
release code. Refer to Creating New Course
Definitions on page 10 for information about
exam release codes.
TO RELEASE A “SUPERVISED” ASSESSMENT:
1. Select the course that contains the assessment that you want to
release.
2. On the Management toolbar, select Students.
3. Select Course Activity. On the course map, select the
assessment item that you want to release.
4. If you want to release the test to a single student, select the name
from the list. To find one student in a long list, select Search
for Students. Choose the selection criterion and click Search.
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•
If you want to release the test to all students, select Apply to
all students in this course.
5. Click Edit Activity.
6. Enter the number of minutes for which to release the test (a
whole number between 0 and 60). If the students do not start the
test within the specified time period, they will need to contact
the instructor and have it released again. This time limit is not a
deadline for test completion.
7. Click Save.
Editing Student Marks / Status / Comments
For every item in a given course map, you can view and edit the
associated marks, status, or comments related to that item for an
individual student. You can also set an overall course status for
students.
NOTE: In some cases, there is no mark associated
with a particular map item (for example, a
module of learning material without any
associated quiz). For such map items, you can
only view and edit student status and comments.
•
marks = raw and calculated percentage scores for any
assessed item in a course map. The calculated percentage
score is reflected in the detailed information report for that
course item on the student’s computer.
•
status = the student status for a particular item in a course
map or the course as a whole. The map item status is
reflected in the map colour codes on the student’s
computer.
•
comments = useful or relevant comments related to student
progress or standing in any course map item. These
comments are conveyed electronically to the appropriate
student(s).
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Refer to one of the following procedures, depending on what task
you want to perform:
•
Changing Student Marks on page 132
•
Entering Marks for a New Attempt on page 133
•
Changing Student Status on page 134
•
Changing Comments on page 137
Changing Student Marks
TO CHANGE A STUDENT’S MARKS:
1. For the appropriate course, select Students on the
Management toolbar.
2. Select Course Activity. On the course map, select the map item
which work you want to work.
3. If you want to change the marks for a single student, select the
name from the list. To find one student in a long list, select
Search for Students. Choose the selection criterion and click
Search.
•
If you want to edit scores for all the students, choose Select
All.
4. Click Edit Activity. The Activity screen appears.
5. If the student has made more than one attempt at the test or
assignment, navigate through the list to the appropriate attempt.
6. Enter the revised score.
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•
The Score is the total number of marks assigned to the
student for the current assessment. Out Of represents the
highest possible score for the current assessment. The
Percent is calculated as (Raw Score × 100) ÷ Out Of. The
percentage is rounded to the nearest whole number.
•
The Result field indicates if the student is finished with the
item.
7. Proceed with any of the following procedures as required, or
click on Save to save the revised marks.
•
Entering Marks for a New Attempt on page 133
•
•
Entering Marks for a New Attempt
Each time a student attempts to pass or complete a particular test or
assignment, that attempt is recorded by TLM. In certain situations,
for example, if a student has failed a test the maximum number of
allowed attempts and is locked out by TLM, you might want to
allow another attempt at the test, or give him/her a remedial activity
to complete. In such a case, you will need to manually enter the
mark for that attempt into TLM. (You may also need to manually
alter the student’s status for that item. Refer to Changing Student
Status on page 134 for details.)
TO ENTER STUDENT MARKS FOR A NEW ATTEMPT AT A PARTICULAR COURSE
MAP ITEM:
1. For the appropriate course, select Students on the
Management toolbar.
2. Select Course Activity. On the course map, select the map item
which work you want to work.
3. If you want to add an attempt for a single student, select the
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Search.
•
If you want to add attempts for all the students, choose
Select All.
4. Click Edit Activity. The Activity screen appears.
5. Select Add Attempt. A new Attempt field is created.
6. Enter the date that the new score is to be logged.
7. Enter the score for the new attempt.
•
The Score is the total number of marks assigned to the
student for the current assessment. Out Of represents the
highest possible score for the current assessment. The
Percent will be calculated as (Raw Score × 100) ÷ Out Of.
The percentage is rounded to the nearest whole number.
8. Proceed with either of the following procedures, as required, or
click on Save to save the revised marks.
•
•
Changing Student Status
There is a status condition for each map item for each student.
Additionally, there is a status condition for the entire course for each
student. Status reflects the interaction the student has had with the
course or its component.
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TO EDIT STUDENT STATUS FOR THE ENTIRE COURSE:
1. For the appropriate course, select Students from the
Management toolbar.
2. Select Course Activity. On the course map, click on the first
item in the map, Entire Course.
3. If you want to set the course status for a single student, select
the name from the list. To find one student in a long list, select
Show.
•
If you want to access data for all students, click Select All.
•
If you want to give all students the same status, click Apply
to all students in this course.
4. Select Edit Activity. The status for the selected student(s)
appears.
5. From the drop-down menu, select one of Not Started, Active,
Complete, Withdrawn, or Incomplete. Enter the date that the
status change is to be effective.
6. Click Save.
TO CHANGE THE STUDENT STATUS BASED ON A PARTICULAR TEST OR
ASSIGNMENT:
Management toolbar.
2. Select Course Activity. On the course map, click on the item
with which you want to work.
3. If you want to change the status for a single student, select the
Show.
•
•
If you want to access statuses for all students, click Select
All.
If you want to give all students the same status, click Apply
to all students in this course.
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4. Select Edit Activity. The activity screen appears.
5. From the Status options for the selected student(s), select the
appropriate status code.
Status:
Active
Not Started
System Passed
Instructor Passed
Definition:
The student has begun work on this item, but has not
completed it.
The student has not yet begun work on this item.
TLM has passed the student on this item.
The instructor has passed the student on this item.
Auto-passed
The student has been marked complete for this item
without proving mastery of the material. Mastery
may have been attained
(Supervised)
Test Released
In effect for the duration that the instructor specifies
when releasing a test.
System Failed
TLM has failed the student on this item. To give the
student further test attempts, change the status to
Active.
Instructor Failed
The instructor has failed the student on this item.
Awaiting Marks
The instructor needs to mark one or more instructor
evaluated questions and enter a score.
Locked Out
The student has failed the maximum allowable
number of attempts and is prevented from re-testing.
All of the status conditions except for Instructor Failed and
Instructor Passed are normally updated by TLM in response to
the actions of the student and reflected in the course map colour
codes and detailed information window on the student’s
computer. When you change a status in this field, it overrides
the system-set status.
6. Proceed with the following procedure, as required, or click on
Save to save the revised marks.
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•
Changing Comments
You can change or add comments that will be forwarded to an
individual student or to a whole class. Refer to the two procedures
below.
TO CHANGE OR ADD COMMENTS AS A MESSAGE TO ONE OR MORE STUDENTS
ABOUT A PARTICULAR TEST OR ASSIGNMENT:
Management toolbar.
3. Select the student to whom you want to make a comment. To
find one student in a long list, select Search for Students.
Choose the selection criterion and click Show.
•
If you want to make the same comment to all students, click
Apply to all students in this course.
5. In the Comments field, type your message. The changes will
be reflected in the detailed information window for this item.
6. Click on Save.
Reviewing Assessments and Student Responses
TLM records all student assessments (not quizzes), retaining
particular versions along with answers as entered by each student.
This information can be accessed for any active course.
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Student submissions as responses for instructor-evaluated questions
are also recorded. The instructor can access these responses through
the marking system and record a mark and status from the same
screen.
Reviewing Past Assessments
You can recreate any previously-issued assessment along with a
student’s responses.
TO REVIEW A PAST ASSESSMENT:
Management toolbar.
3. Select the student’s name from the list. To find one student in a
long list, select Search for Students. Choose the selection
criterion and click Show.
•
If you want to see past assessments for all students, click
Select All.
5. Select the attempt you want to see and click Snapshot. The test
attempt that was previously issued to the selected student
appears. Student answers are noted after each question.
Viewing Student Submissions for Instructor Evaluated Questions
Students can upload any kind of file in response to instructorevaluated questions. Instructors can access those uploaded files
through the Course Activity screen.
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TO VIEW FILES SUBMITTED BY STUDENTS:
Management toolbar.
3. Select the student’s name from the list. To find one student in a
long list, select Search for Students. Choose the selection
criterion and click Show.
•
If you want to see submissions for all students, click Select
All.
5. Select the attempt you want to see and click Submitted files. If
the student has uploaded a file in response to an instructor
evaluated question, it appears in a list.
6. Click on the student submission, review it, and enter a Mark. If
there are system-scored questions in the assessment, the new
mark is added to an existing score.
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Creating Reports
TLM provides a large number of reports, which are available for
each course. The reports can be printed using the Print function on
the browser tool bar.
The possible reports that you can generate with TLM include:
•
Module Summary Report on page 142
•
Question Distribution Report on page 142
•
Question Details Report on page 142
•
Manager Rights Report on page 142
•
Student Enrolment Report on page 143
•
Course Content Summary Report on page 143
•
History & Status Report on page 143
•
Grade Summary Report on page 143
•
Module History Report on page 144
•
Faculty Feedback Report on page 144
•
Student Feedback Report on page 144
TO ACCESS TLM REPORTS:
1. Select the course for which you want to generate reports.
2. Click on Reports on the Management button bar.
3. From the list of options available at the left, select the specific
type of report you want to generate.
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Creating Reports
Module Summary Report
The Module Summary report provides a list that includes the name
of all modules imported into the selected course. If developed with
TLM’s authoring tools, the modules are also listed with their
learning outcomes and objective statements.
Question Distribution Report
The Question Distribution Report provides a list that shows the
distribution of questions in a particular course by lock level and by
question type. It includes the names of the modules, the learning
outcomes, and objective numbers for each.
Question Details Report
The Question Details Report provides a detailed listing of all the
questions in a particular module, including the title of the question, a
preview of the question, its value, lock level, the taxonomies, parser
expressions, information about the question parts, question types,
and answer feedback tables.
TO GENERATE THE REPORT:
1. Select the module for which you want to generate the report
from the drop-down list.
2. If you want to see the questions related to the objectives as well
as the learning outcome, click on the Also search objectives
checkbox. If you don't select the objectives, the report will
show the questions related to the module outcome only.
3. Click on Generate.
Manager Rights Report
The Manager Rights Report provides a list of manager names and
user IDs, with check boxes for each of nine possible user privileges:
define/export the course, enrol students, edit
discussions/FAQs/glossary terms, develop module, develop test,
143
Creating Reports
release exam, edit course map, edit student marks, main contact, and
creator. The managers have been assigned those privileges that
show a checkmark in the check boxes.
Student Enrolment Report
The Student Enrolment report provides a list that includes student
names and user IDs and course status (not started, active, withdrawn,
incomplete, or completed). TLM tracks student progress, determines
when the course is finished, and automatically changes the status for
this report.
Course Content Summary Report
The Course Content Summary report provides a list that reflects the
course map. It shows, in order, the names of all modules, objectives,
assignments, marks, grades, and assessments.
History & Status Report
The History & Status Report shows, by student, all map items with
student status, start and finish time, number of attempts taken,
number of review attempts taken, and scores for each attempt. The
equivalent report in the student view is called the History and Status
Report, and contains data for the currently logged in student only.
If you want to manipulate the data in the report, you can copy and
paste it into an application such as Microsoft Word or Excel.
Grade Summary Report
The Grade Summary Report provides a list that includes (as a
summary of data for all the students in the class) the course item,
weight, score type, mark, and current mark. The report is listed by
student. The equivalent report in the student view of TLM is called
the Grades Report, and contains data for the currently logged in
student only.
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Creating Reports
Module History Report
The Module History Report provides a list that includes (for each
module) the names of each student in the class, as well as the date,
number of attempts, reviews, and scores.
Faculty Feedback Report
The Faculty Feedback Report is a detailed survey containing a list of
questions related to student issues, enrolment/management, and
technology. For each question, there is space to rate the questions as
Excellent, Very Good, Good, Fair, Poor, Very Poor, and Not
Applicable. This report is generated based on the Faculty
Questionnaire available through Feedback in Content on the
Development button bar.
NOTE: The questions can be modified. There are
two active server pages that contain the default
text: one for the questionnaire and the other for
the report. With a text editor such as Notepad,
change the text of the questions in both
Content14.asp and Reports19.asp. You must
retain the Likert scale. The pages are in the
TLM32 folder on the Web server.
Student Feedback Report
The Student Feedback Report is a detailed survey containing a list of
questions related to enrolment/management issues, content,
presentation, instruction, communications, and general. For each
question, there is space to rate the questions as Excellent, Very
Good, Good, Fair, Poor, Very Poor, and Not Applicable. This report
is generated based on the Student Questionnaire available through
Feedback beside the student's map.
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Creating Reports
NOTE: The questions can be modified. There are
two active server pages that contain the default
text: one for the questionnaire and the other for
the report. With a text editor such as Notepad,
change the text of the questions in both
Feedback2.asp and Reports20.asp. You must
retain the Likert scale. The pages are in the
TLM32 folder on the Web server.
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Creating Reports
Working with Student Data
and Enrolment
Overview
TLM stores student records in its database. There is also a roster of
enroled students in each course. A student unenroled from a course
remains in the system database until deleted.
You can perform the following student data and enrolment-related
tasks:
•
Creating Student Records on page 147
•
Adding Detailed Information to Student Records on page
149
•
Importing a Student Record on page 152
Creating Student Records
148
Working with Student Data and Enrolment
Before you can enrol a student in a particular course, you must enter
a certain amount of required information about that student into the
TLM database.
NOTE: If you have a large number of students to
enrol or if student records already exist in an
external database, it is recommended that you use
the Import option. See Importing a Student
Record on page 152.
TO CREATE A STUDENT RECORD:
1. Select the course in which you want to create a student record
and later enrol that student.
2. Select Students from the Management tool bar.
3. From the left, select Create New. The Student Basic Info
screen appears.
4. In the User ID field, enter an ID for the new student, using
whatever conventions are specific to your organization. The
field is not case-sensitive, and accepts both letters and numbers.
5. In the Password field, enter an initial password for the student.
Once saved, the password will not be visible. If a student
forgets a password, return to this screen and create a new one.
6. In the Last Name field, enter the student’s surname.
7. In the First Name field, enter the student’s first name.
8. In the drop-down Gender list, select the student’s sex.
9. To add this new student to the current course roster, select Also
enrol student to current course. If you do not select this
option, the student is added to the database but will not have
access to any courses.
149
10. Click on Save.
11. If required by your organization, refer to Adding Detailed
Information to Student Records on page 149 to enter and save
more detailed information about the student.
Adding Detailed Information to Student Records
Depending on the requirements of your organization, you may want
to create more detailed records about students. Refer to any of the
procedures listed below to enter detailed information such as:
•
General Information (such as nickname, photo, birth date,
etc.) on page 149
•
Contact Information (such as mailing address, phone
numbers, e-mail address) on page 150
•
Resume Information (such as special skills, education,
work experience, etc.) on page 151
General Information
You may want to enter some (optional) general information about a
student. In particular, it is useful to have an e-mail address for
students in order that they can use the TLM communication tools.
TO ENTER GENERAL STUDENT INFORMATION:
1. Select the course in which the student for whom you want to
create general information is enroled, and select Students from
the Management tool bar.
2. From the left, select Select/Edit.
3. Click on the student’s name.
•
To find one student in a long list, select Search for
Students. Choose the selection criterion and click Show.
•
If the student is not enroled in the currently selected course,
click All Students in System for a list of all students in the
database. (In a large institution this list can take some time
to display.)
4. From the drop-down list of options at the right, select General
information. The Student: General Information screen appears.
150
5. In the Prefix and Suffix fields, use the drop-down lists to select
the appropriate prefix and/or suffix for the student.
6. In the Nickname field, type the student’s nickname, if you
know it.
7. In the Other Names field, type middle names or anything else
that did not fit into the initial student record name fields.
8. Browse to find the photo file in the Upload Photo File field.
Or, in the URL to Photo field, type the address to the site where
a photo of the student is stored. Once a photo is saved, there
will be a link to show the picture. Of the two options, Upload
Photo File takes precedence.
9. In the Birth Date field click on … to select from a calendar.
10. Click on Save.
Contact Information
You may want to enter (optional) contact information about a
student.
TO ENTER STUDENT CONTACT INFORMATION:
1. Select the course in which the student is enroled. Select
Students from the Management tool bar.
•
•
to display.)
151
4. From the drop-down list of options at the right, select Contact
information. The Student: Contact Information screen appears.
5. In the Address1, Address2, Address3, City, Province/State,
Country and Postal Code/ZIP fields, enter the student’s
complete mailing address.
6. In the E-mail field, type the student’s e-mail address.
7. Select Add Phone and use the drop-down list to identify the
type of phone as Home, Business, Cell, or Fax.
8. Click on Add Phone to add a row for a telephone number.
•
To remove a particular contact phone number, click on
Remove at the end of the row.
9. Click on Save.
Resume Information
You may want to enter (optional) resume information about a
student.
TO ENTER STUDENT RESUME INFORMATION:
1. Select the course in which the student for whom you want to
create general information is enroled, and select Students from
the Management tool bar.
•
152
•
to display.)
4. From the drop-down list of options at the right, select Resume
information. The Student: Resume Information screen appears.
5. In the Skills field, type information about the student’s
particular special skills.
6. In the Experience field, type information about the student’s
business or work experience.
7. In the Education field, type information about the student’s
educational qualifications and academic achievements/awards,
past degrees, etc.
8. In the Referrals field, type information about the student’s
references, including contact information, comments made by
the references about the student, and the context and length of
time that the reference has known the student.
9. Click on Save.
Importing a Student Record
Where student data already exists, it is faster and easier to import it.
You can use the import options to do any of the following:
•
add new students to the TLM database and enrol them in a
course to which you have appropriate rights.
•
add new students to the TLM database without enroling
them in any courses.
153
•
enrol students (whose records are already in the TLM
database) into a course to which you have appropriate
rights.
TO IMPORT STUDENTS AND ENROL THEM INTO A COURSE:
2. From the left, select Import. The Students Import from File
screen appears.
3. In Students file to import click Browse and locate a file with
the student information. The file must be tab- or commadelimited with the format as follows:
userid1
userid2
password1
password2
family1
family2
given1
given2
email1
email2
gender
gender
where:
family=last name
given=first name
gender is 1 (female), 2 (male), or blank (unspecified)
4. Select Enrol imported students to courses directly. Click
Show Course List and select the course to which the students
are to be enroled. You must have rights to enrol students in the
course.
5. Select Import Students. You see messages about the number of
records processed and a note if there are any duplicates.
TO IMPORT STUDENTS WITHOUT ENROLING THEM IN A COURSE:
2. From the left, select Import. The Students Import from File
screen appears.
3. In Students file to import click Browse and locate a file with
the student information. The file must be tab- or commadelimited with the format as follows:
userid1
userid2
password1
password2
family1
family2
given1
given2
email1
email2
gender
gender
where:
family=last name
given=first name
gender is 1 (female), 2 (male), or blank (unspecified)
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4. Select Import Students. You see messages about the number of
records processed and a note if there are any duplicates.
Creating a New Team Definition
In TLM, a team is a collaborative working group of students. A
student can be a member of an unlimited number of teams.
TO CREATE A NEW TEAM DEFINITION:
1. Click on <Students> on the Management tool bar. The
Students: Edit screen appears.
2. From the list of options at the left of the screen, select Teams.
The Students: Teams screen appears.
3. Select <Add Team>. The Student: Team: New screen appears.
4. In the Name field, type the name by which this new team will
be known.
5. In the Code field, type a code or acronym for this team, if
desired.
6. In the Leader field, click on <Select>. When the Users: Select
a Team Leader screen appears, use it to search for the name of
the team leader. Refer to Searching the Database for
Information if you need more information about using the
search functions.
7. Select Private to the course if you want to assign teamwork to
the group as part of course requirements. If you do not select
this option, team membership becomes a student search
criterion only.
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NOTE: This option appears only if you have already
selected a course.
8. To save your specifications for the new team, click on Save.
9. To return to the team list click on Back to Team List.
Selecting or Deleting a Student’s Team Memberships
In TLM, teams may be composed of people from different corporate
areas, with different jobs and job roles. A student may be associated
with an unlimited number of teams. When you assign a student to a
team, it links the student to a set of required courses related to that
team, as well as a schedule for those courses.
NOTE: In order for you to be able to select a
student’s team memberships, you must already
have created the necessary team definitions for
your organization. Refer to Creating a New
Team Definition above for details.
TO SELECT OR DELETE A STUDENT’S TEAM MEMBERSHIP(S):
1. Click on <Students> on the Management tool bar.
2. From the list of options at the left, select Team. The Student:
Team screen appears.
3. Click on the name of the team to which you want to add or
delete membership for this student. The Student: Team: [Team
Name] screen appears, showing the team definition information.
156
4. From the drop-down list at the upper right, select Members.
5. From the list of students that appears, select those students who
you want to become members of this team. If a name you want
is not in the list, use one of the search buttons to search for it.
Refer to Searching the Database for Information if you need
details about using the search functions.
•
To delete a student from the team, click to de-select the
checkbox beside his or her name.
NOTE: Notice that you can Select All students in
the list or Select None by clicking on these
options at the bottom of the list of students.
6. Once you have selected or deleted the student(s) for this team,
click on Assign to Team at the bottom of the list of students to
save your changes.
Editing Student Records or Deleting a Student
Sometimes you need to change or delete the information you initially
entered for a particular student, or you may need to delete a student
from the TLM database.
TO EDIT STUDENT RECORDS:
1. Select Students from the Management tool bar. Depending on
your rights, you might need to select a course first. If you have
selected a course, there are 3 buttons at the top of the list.
•
To see students enroled in the current course, click
Students in this course only. This is the default list if you
have already selected a course.
•
To see all the students in the database, click All students in
system.
157
•
To select a particular student, click Search for students.
Select the criterion by which to search in the Search by
field. Click Search.
NOTE: Display students by First Name, Last
Name, or User ID. Click on one of these
headings to re-sort the list.
2. Click on the student record you want to edit.
3. If you want to edit any of the detailed information types, select
the type from the drop-down options list of options at the right.
Make any necessary changes to the fields associated with the
information and click on Save. (If you need more information
about specific fields, refer to Adding Detailed Information to
Student Records on page 149 for details.)
TO DELETE STUDENT RECORDS:
1. Select Students from the Management tool bar. Depending on
your rights, you might need to select a course first. If you have
selected a course, there are 3 buttons at the top of the list.
•
To see students enroled in the current course, click
Students in this course only. This is the default list if you
have already selected a course.
•
To see all the students in the database, click All students in
system.
•
To select a particular student, click Search for students.
Select the criterion by which to search in the Search by
field. Click Search.
NOTE: Display students by First Name, Last
Name, or User ID. Click on one of these
headings to re-sort the list.
2. Click Delete on the left side.
3. Locate and select the student(s) to be deleted. Click Delete and
confirm that the student is to be completely removed from the
current course and system database. Once deleted the student
record cannot be recovered.
158
Working with Manager Data
Overview
Certain managers may be responsible for creating other manager
users. Refer to the following procedures.
•
Creating New Manager Users on page 159
•
Assigning Course Rights to a Manager on page 163
Creating New Manager Users
TLM manager users have a range of privileges assigned by an
administrator user or another manager user. When assigned full
privileges, manager users can create and delete other managers,
create and edit courses, assessments, and course maps, create and
enrol students, release tests, and administer courses.
To create a new manager, you must enter a certain amount of
required information about that manager into the TLM database.
Both administrators and other privileged managers can create
manager users.
TO CREATE A NEW TLM MANAGER USER:
1. Select <Managers> from the Management tool bar. The
Managers: Required Information screen appears.
160
2. In the User ID field, enter an I.D. for the new manager, using
whatever conventions are specific to your organization. The
field is not case-sensitive, and accepts both letters and numbers.
3. In the Password field, enter an initial password for the
manager. Once entered, the password is not visible. If forgotten,
a new password must be created for this user.
4. In the Last Name field, enter the manager’s surname.
5. In the First Name field, enter the manager’s given name.
6. In the drop-down Gender list, select the manager’s gender (this
information is optional).
7. If you want the manager to have privileges to create new
courses, click on the checkbox beside Can Create Courses.
8. If you want the manager to have privileges to delete other
managers, click on the checkbox beside Can Delete Managers.
9. If you want the manager to have privileges to delete students
(including those not in any of his or her courses), click on the
checkbox beside Can Delete Students.
10. Click on <Additional Departments> to add a row of
information about the manager’s department and position. If
you do not specify a department, the default is TLM.
•
From the drop-down list in the Department Name column,
select the department with which the manager is associated.
•
In the blank field in the Position column, type the
manager’s position.
•
To delete the row of information, click on <Remove>.
11. Click on Save.
12. If required by your organization, refer to Adding Detailed
Manager Information on page 161 to enter and save more
detailed information about the manager.
161
Adding Detailed Manager Information
Depending on the requirements of your organization, you may want
to create more detailed records about managers. Refer to any of the
procedures listed below to enter detailed information such as:
•
General Manager Information on page 161 (such as
nickname, photo, birth date, etc.)
•
Manager Contact Information on page 162 (such as
mailing address, phone numbers, e-mail address)
General Manager Information
You may want to enter some following (optional) general
information about a manager. In particular, it is useful to have an email address for each manager in order that students can send e-mail
to him/her using the TLM communication tools.
TO ENTER GENERAL MANAGER INFORMATION:
1. Select <Managers> from the Management tool bar. From the
list of options at the left, select Edit. The Managers: Edit
screen appears.
2. Click on a manager’s name. The Managers: Required
Information screen appears. From the list of options at the left,
select General Information. The Manager: General
Information screen appears.
3. In the Prefix and Suffix fields, use the drop-down lists to select
the appropriate prefix and/or suffix for the manager.
4. In the Nickname field, type the manager’s nickname, if
appropriate.
5. In the Other Names field, type middle names or anything else
that did not fit into the initial manager record name fields.
162
6. In the URL to Photo field, type the address to the site where a
photo of the manager is stored. Or, if the photo is in a file stored
locally, browse to find it in the Upload Photo File field. Once
the photo is saved, click Click here to view the photo to see it.
7. In the Birth Date field, type the manager’s birth date.
8. Click on Save.
Manager Contact Information
You may want to enter some following (optional) contact
information about a manager.
TO ENTER MANAGER CONTACT INFORMATION:
1. Select <Managers> from the Management tool bar. From the
list of options at the left, select Edit. The Managers: Edit
screen appears.
2. Click on a manager’s name. The Managers: Required
Information screen appears. From the list of options at the left,
select Contact Information. The Manager: Contact
Information screen appears.
3. In the Address1 field, type the first part of the manager’s
mailing address. If necessary, continue the address in the
Address2 and Address3 fields.
4. In the City, Province/State, Country and Postal Code/ZIP
fields, type the rest of the manager’s complete mailing address.
5. In the E-mail field, type the manager’s e-mail address. To
enable students to contact the manager, this field must be
completed.
6. Click on <Add Phone>.
163
7. In the Phone Type column, use the drop-down list to identify
the type of phone as Home, Business, Cell, or Fax.
8. In the Number column, type the complete contact number,
including area code.
9. Click on <Add Phone> again to add another row for contact
numbers for the manager.
•
To remove a particular contact number, click on
<Remove> at the end of the row.
10. Click on Save.
Editing or Deleting Managers
Sometimes you need to change or delete the information you initially
entered for a particular manager, or you may need to delete a
manager from the TLM database.
TO EDIT OR DELETE A TLM MANAGER USER:
1. Select <Managers> from the Management tool bar.
2. Select Edit and click on the manager’s name..
3. If you want to edit any of the detailed information types, select
the type from the list of options at the left. Make any necessary
changes to the fields associated with the information and click
on Save. (If you need more information about specific fields,
refer to Adding Detailed Manager Information on page 161 for
details.)
•
To delete the manager entirely, select Required
Information from the list of options at the left, and then
click on Delete.
Assigning Course Rights to a Manager
TLM user privileges or course rights can be assigned to manager
users on a course-by-course basis.
164
TO ASSIGN COURSE RIGHTS TO A TLM MANAGER USER:
information for the new manager. Refer to Creating New
Manager Users on page 159 for details.
2. Select the course for which you are going to assign course rights
to a manager.
3. Select <Managers> from the Management tool bar.
4. Click Edit list at the left. If you don’t see the manager’s name in
the list, click Show All Managers in System. This will display
all the managers in the database, not just those already assigned
rights to the selected course.
5. Click on the selected manager’s name.
6. From the list of options at the left, select Course Rights. The
Manager: Course Rights screen appears.
7. Select the rights that the manager will have to the selected
course in by clicking to insert a checkmark in the appropriate
boxes. You can de-select course rights by clicking again to
remove the checkmarks or use the Select All or Select None
options to make a lot of changes at once.
•
•
Enrol Student – This privilege allows a user to enrol
students in a given course.
Edit Discussion Items/FAQs/Glossary Terms – This
privilege allows a user to edit the threaded discussions,
FAQs, and glossary for a given course.
165
•
•
•
•
•
•
Develop Module – This privilege allows a user to develop
modules and the associated learning outcome and
objectives for a given course.
Develop Test – This privilege allows a user to create
assessment definitions associated with a given course.
Release Exam – This privilege allows a user to release
supervised exams to students for a given course.
Edit Course Map – This privilege allows a user to edit or
customize the course map for a given course (without
necessarily having actually “made” or created the
definition for that course).
Edit Student Marks – This privilege allows a user to
change student marks and control student progress through
the course map options.
Main Contact – If this box is enabled, then the name, email address, and department of the user for whom it is
enabled appears on the Basic Information screen about the
currently selected course.
8. Click on Assign.
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Using the Communication
Tools
Overview
There are several different communication tools available within
TLM: the chat tool, the discussion tool, the e-mail tool, the
showcase function, and the feedback questionnaire. All of these
tools are accessed by clicking on Comms on the Extensions button
bar.
Refer to any of these procedures for information about using the
TLM communication tools:
•
Using the Chat Tool on page 167
•
Using the Discussion Tool on page 168
•
Using E-mail with TLM on page 171
•
Showcasing Samples to other TLM Users on page 172
•
Providing Feedback on page 172
Using the Chat Tool
The Chat tool is a “live” chatroom for all TLM students and
instructors. While you are logged on to the chatroom, comments and
replies between people occur in real time, as you watch. You can
168
Using the Communication Tools
send messages “publicly” (that is to anyone who is currently logged
on to the chatroom), or you can choose to send your message to one
particular person, depending on how the course options for the
course are set. (Refer to Specifying Course on page 12 for details.)
If the person you want to communicate with is not logged on to the
chatroom at the time when you post your message, s/he will not be
able to receive or respond to that message. Messages in the
chatroom are not saved. Once a message scrolls out of the window,
it is gone.
TO PARTICIPATE IN THE CHATROOM:
1. Select a course and click on Comms on the Extensions tool
bar. The Chat screen appears by default.
2. In the box at the bottom of the screen, type the message you
want to post.
•
If the course option for private chat is enabled (refer to
Specifying Course on page 12 for details), and you want
to send the message to a particular user, select his/her user
name from the drop-down list.
3. Press Enter or click on Send when you are ready to send the
message. Note that if you did not select a particular user to send
the message to, the message will be posted publicly.
•
Messages that you send appear in blue on the chatroom
screen. Public messages that you receive appear in black.
Private messages that you receive appear in teal.
Using the Discussion Tool
The Discussion tool provides a place where instructors and students
can post questions or comments on a particular topic (related to a
particular course), and others can respond at a later time.
169
Discussions are organized by topics or categories and, within each,
there are threads of discussion. If you have a problem or question
that you want to post in the discussion forum, you first create a
category to let people know the general topic of your discussion.
Then you start a thread, or the beginning of the discussion on that
topic. Others can respond to your thread, or create new ones.
Discussions and threads are saved as long as the associated course
and category exist. Once either is deleted, the messages are deleted.
NOTE: If the course option to enable threaded
discussions is set (refer to Specifying Course on
page 12 for details), TLM automatically creates a
discussion category for every module that you
have built with “Quick Create.” You can create
more discussion categories, if desired.
Refer to either of these procedures for details:
•
Creating a Discussion Category and a New Thread on
page 169
•
Replying to or Creating a Discussion Thread on page 171
You need to have special privileges assigned before you can use
these procedures.
Creating a Discussion Category and a New Thread
If you have a problem or question that you want to post in the
discussion forum, you first create a category to let people know the
general topic of your discussion. Then you start a thread, or the
beginning of the discussion on that topic. Others can respond to
your thread, or create new ones.
TO CREATE A DISCUSSION CATEGORY AND A NEW THREAD:
1. Select a course and click on Comms on the Extensions tool bar.
2. From the options available at the left, select Discussion.
3. Select Add Topic. The Communications: New Category screen
appears.
170
4. In the Topic field, type the general topic for the discussion you
want to start.
5. In the Description field, type something to make the topic of
the discussion more clear.
6. If you want to limit the discussion to members of a team, select
Attach to Team. From the drop-down list that appears, select
the appropriate team.
7. Click on Save to make a new topic. Your topic and description
now appear on the Discussion Categories screen.
8. Click Open beside the category that you just created. The
Discussion Threads screen appears.
9. Click Add Thread to start a new thread. The Communications:
New Thread screen appears.
10. In the Subject field, type the specific subject of this thread.
11. In the Comments field, type the body of the question or
comment to which you want others to respond.
171
12. If your comments are supplemented with information published
on a Web site enter its URL (with the http:// prefix) in the Link
field.
13. If your comments are supplemented by an attached file, browse
to find it locally in the Upload File field.
14. Click on Post. Your new thread is now posted on the
Discussion Threads screen.
Replying to or Creating a Discussion Thread
Once a discussion category and thread are posted in the discussion
forum, others can respond to those threads, or create new ones.
TO REPLY TO OR CREATE A DISCUSSION THREAD:
bar.
2. From the options available at the left, select Discussion.
3. On the Discussion Topics screen, click on the topic you are
interested in.
4. If required, read through the various existing threads on the
Discussion Threads screen using the Previous and Next
options.
5. To reply to a particular thread, select the thread and then select
Reply.
6. On the Reply to Message screen, type your comments and click
on Post.
Using E-mail with TLM
You can send e-mail to students and instructors associated with a
particular course using TLM. To receive e-mail from others
associated with the course, you will use your usual mail application.
bar.
172
2. From the options available at the left, select Email. The e-mail
directory of students and managers for the currently selected
course appears.
3. Select the person or persons to whom you want to send a
message. Select Email Selected Recipient(s). This action
launches a “new message” window in your usual mail
application into which you can type your message.
4. Click on Send.
Showcasing Samples to other TLM Users
You can save exemplars of modules, tests, or other course content
that serve as models or examples of best practices in instructional
design. These exemplars are viewable by other TLM developers.
bar.
2. From the options available at the left, select Showcase. The
Communications: Showcase screen appears.
3. Click Add Showcase Item.
4. Enter a description of the data to be showcased.
5. In the Body field, type the contents of the showcase item OR,
•
contains the content to be showcased (or click Go To to
for the website address) OR
•
Upload it by typing the pathname to the content to be
showcased in the Upload File field or clicking on Browse.
In the Choose File window that appears, locate and open
the file containing the content to be showcased.
Providing Feedback
There is a report for each course that represents the opinions of all
managers who contribute their feedback. The survey questions can
be locally customized
173
TO PROVIDE FACULTY FEEDBACK:
1. Select a course, and click on Comms on the Extensions tool bar.
2. From the list of options at the left of the screen, select Faculty
Feedback. The Faculty Feedback Questionnaire screen
appears.
3. Rate each of the comments as Excellent, Very Good, Good,
Fair, Poor, Very Poor, or Not Applicable by checking the
appropriate button.
4. Click on Submit Form.
174
Configuring User Options
Changing Your Password
For security, you can change your own password at any time.
Passwords are not displayed.
TO CHANGE YOUR PASSWORD:
1. Click on Options on the Extensions tool bar.
2. Click on Change Password and the Options:
Change Password screen appears.
3. Enter your new password in the Password field. Enter it again
in the Confirm Password field. (Do not copy and paste!).
4. Click on Save. Remember to use the new password the next
time you log in.
Setting Preference for Using the Online Guide
On various screens online guide messages will pop up with advice
about using TLM. You can turn on or off the display of these
messages. If you turn off messaging by checking Don’t show this
window again you can restore it with the preferences setting.
176
Configuring User Options
TO SET PREFERENCE FOR USING THE ONLINE GUIDE:
1. Click on Options on the Extensions tool bar.
2. Click on Preferences and the Options: Preferences screen
appears.
3. Click Enable the Online TLM Guide if you want messages to
appear. Deselect the option to suppress messages.
4. Click on Save.
TLM Corporate Edition
TLM can be configured to support corporate training environments.
The specifics of using these extensions to the conventional TLM
application are documented in a separate manual, The Learning
Manager: Guide to the Corporate Edition.
178
Appendix A: Common HTML
Formatting Tags
The following table lists some common HTML tags that you may
find useful for adding hyperlinks or for formatting text that you type
directly into TLM fields.
Desired Formatting:
HTML Tags:
Bold text
bold
Italicized text
italics
Underlined text
underline
Font face
This is an Arial
font.
This is a Courier
font.
This is a Lucida
Sans font.
Font size
This is 12 point.
This is 18 point.
Combined font, size, bold
This is 18
point.
Coloured text

Superscript
32
Subscript
32
color="red">red text
color="blue">blue text
color="yellow">yellow text
color="green">green text
180
Appendix A: Common HTML Formatting Tags
Centered text
this is centered
Right aligned text
this is right aligned
Itemized list
<ul>
<li>item one</li>
<li>item two</li>
<li>item three</li>
</ul>
Enumerated list
<ol>
<li>item one</li>
<li>item two</li>
<li>item three</li>
</ol>
Add graphic
<img border="0"
src="file:///C:/media/picture.gif">
Hyperlink with anchor
<a href="http://www.thelearningmanager.com"
target="_blank">see this</a>
Add hyperlink to video
<a href="file:///C:/media/movie.avi"
target="_blank">video</a>
Add hyperlink to email
address
<a href="mailto:[email protected]">address
here</a>
Horizontal line
<hr>
2-column table
<table border="0">
<tr>
<td>column 1, row
<td>column 2, row
</tr>
<tr>
<td>column 1, row
<td>column 2, row
</tr>
<tr>
<td>column 1, row
<td>column 2, row
</tr>
</table>
1</td>
1</td>
2</td>
2</td>
3</td>
3</td>
Glossary of Terms
access rights: See user privileges.
active status: The standing of a student with regard to a particular course map item
where the student has begun work on an item, but has not completed it.
administrator: One of three TLM user types. Administrator users can use all TLM
functions, and can add all types of users to the system. They can also enable/disable
special course-related privileges to/from any other user in the system. Administrator
users are the only users who have access to system configuration options. Not to be
confused with system administrator. See also manager and student.
algorithms: A sequence of coded instructions that tell a computer how to solve a
particular problem.
“all of” branch: An indication within a course map that to continue with the course, the
student must complete every item in the list after the branch, in any order.
answer feedback: The remarks or message that a student sees in association with each
of his/her answers when a test is marked.
“any of” branch: An indication within a course map that to continue with the course the
student must complete at least one of the items in the list after the branch.
array: A group of elements (numbers, words, or phrases) organized in rows and columns.
Within the context of creating variables with TLM, the elements in an array can be
substituted into question calculations.
assessed item: Any item in a course for which a student receives a mark or score (for
example, tests, assignments, projects, participation, attitude, etc.).
assessment: Also called a test or evaluation. A means of determining whether a student
has achieved one or more stated objectives. Verifies in some way that learning has taken
182
Glossary of Terms
place, and that skills have been acquired. May take the form of tests, projects,
assignments, or other evaluation tools that are based directly upon the identified learning
outcomes and objectives.
assessment definition: A specification or blueprint for a particular type of test (for
example, a module self-test, mid-term, final, etc.). A single assessment definition can
generate any number of unique tests, each of which shares common traits, but contains a
unique combination of questions.
assessment map items: In a course map, a map item that represents any kind of
assessment. The assessment may be stand-alone (such as mid-terms and final exams), or
combined with a module (for example, self-tests or reviews).
attempt: An effort or trial by a student to successfully complete a test and prove that
mastery of the material has been attained. There is usually a maximum allowable number
of attempts after which the student is “locked out” of the assessment item, and must
consult with the instructor before proceeding.
block statement: Within the context of creating variables with TLM, a group of related
code instructions that are delimited as a “block” by an opening { brace and a closing }
brace.
branch: As represented in a course map, a change in the linear flow of the course. May
be an “all of” branch (that is, complete every item in the list after the branch, in any order), or
an “any of” branch (that is, complete at least one item in the list after the branch).
branch items: The map items within a branch in a course map. Branch items are linked
together into streams.
browser: A special software application that lets you access and explore different sites
on the Internet using your computer and a modem.
challengeable assessment: An assessment that has unrestricted access. A student can
take an unsupervised assessment without completing any prerequisites. (If s/he
challenges and fails, however, s/he will be locked out of the assessment until all
prerequisites are met.) Examples include pre-tests, review tests, module self-tests, etc.
Also called an unsupervised assessment.
comments: 1. Remarks directed to an individual student or to a class from the instructor
via a course map. 2. A statement in a computer program or routine that is not acted upon
by the computer, but which provides information to clarify the purpose of an aspect of
that program or routine.
completed status: The standing of a student with regard to a particular course map item,
where the student has successfully completed all work associated with that item.
conditions: In question searches, the criteria by which questions are selected for or
excluded from assessment definitions.
183
Glossary of Terms
control-flow statement: Within the context of creating variables with TLM, a means of
guiding the order in which calculations are performed. Also called a conditional.
course: The result of integrating several items of curriculum content (learning material).
Consists of the total amount of information on a particular subject that will be delivered
as a logical unit to a student over a specified period of time, inclusive of assessment. In
TLM, graphically represented using course maps.
course administration: The process of managing the delivery of courses to students,
including such tasks as controlling user access to the system, regulating enrolment,
releasing supervised tests, receiving and marking tests and assignments, etc. Not to be
confused with system administration.
course map: A graphical representation that guides students through a particular course.
Consists of several different kinds of map items, linked together in a logical flow.
course map items: Graphical objects that represent the pieces of a course within a
course map (for example, modules of learning material, assessments, projects and
assignments, etc.).
course resources: Anything that the instructor and students use during the course to
present information or enhance the learning experience. Examples include textbooks,
educational media (videos, software applications, etc.), and World Wide Web sites.
curriculum content: The raw material related to a set of stated learning outcomes and
objectives, which when integrated in a logical sequence becomes a course. In TLM,
curriculum content consists of modules of learning material and assessment definitions.
Contrast with course.
custom question: A question that may contain multiple parts and variables.
department: Within the context of TLM, the highest level of division within an
organization.
exam release code: A three-digit code that protects the security of a supervised
assessment. Used to decode a random string of characters on a student’s computer to
make the assessment available to the student.
exam release password: See release sequence.
examination: See assessment.
expression: Within the context of TLM, an algorithm for arriving at variables in a
question, or for calculating answers.
feedback statement: The remarks or message that a student sees in association with
each of his/her answers when a test is marked.
184
Glossary of Terms
field width: The size of a number, word, or phrase in terms of the number of columns it
occupies (one column per character).
format : 1. To apply styles, layout parameters, or other appearance-related options to a
module document. 2. The way a number is displayed in terms of number of characters,
alignment, and decimal places.
grade formula: A formula that summarizes the component scores that contribute to a
cumulative result (that is, the course grade) and their relative weightings.
grade map items: Within the context of a course map, a map item that includes a grade
formula.
HTML: Hypertext mark-up language. An electronic file format used for presenting
information over the Internet. You must use a web-browser application to view
documents saved in HTML format.
HTML editor: A software application that lets you save and edit files in HTML format
for use on the Internet.
hyperlink: An electronic “jump” that lets you move between topics or locations by
clicking on “hot spots.” Hyperlinks can exist between topics in a module, between a
module and other Microsoft applications, or between a module and other web documents
or Internet sites.
instruction fields: Within documents based on TLM 2.0 templates, grey fields that
provide information or instruction about what information to enter. Instruction fields
must never be moved, deleted, or altered in any way.
instructor-marked question: A question for which the answer requires instructor
evaluation. The most common type of instructor-marked question requires an essay
answer.
learning outcome: A broad goal that describes “what the students are supposed to know
or be able to do.” The identifiable end result of working through a logical collection of
objectives.
lock level: The degree of security assigned to a question. Defines who can access the
question, and under what circumstances.
locked-out status: The state of a map item when a student has failed to master a
particular assessment within the maximum number of allowed attempts. A locked-out
item is identified with red. The student must contact the instructor before s/he can
proceed with the rest of the course.
logical expression: Within the context of creating variables with TLM, symbols that
represent relationships between two items of the same type (for example, between
numbers, or between words). Generally used in control-flow statements.
185
Glossary of Terms
manager: One of three TLM user types. Manager users can use most TLM functions,
but cannot enable/disable special course-related privileges to/from any other user in the
system. See also administrator and student.
map item: In a course map, a graphical object that represents a component of a course,
for example, a module of learning material, an assessment, or a branch in the course flow.
May also represent a placeholder for a marked item (for example, a project or
assignment) or a grade. The order or sequence of map items in a course map controls the
way the student can progress through the course. In the student view of TLM, map items
are colour-coded so that students can easily identify the status of each map item and
know what is completed, what to do next, and how much is left to do.
marked assignment: A project or assignment that must be marked manually by an
instructor (as opposed to something that can be self-assessed).
marks map item: Any map item that represents an activity or condition that is worth
marks to a student (for example, an assignment or projects, attendance, attitude, etc.).
module: One part of a course, approximately equivalent to a chapter in a textbook.
Consists of one learning outcome, with the objectives (and associated learning material)
that comprise it.
module data-entry document: A document (created using a customized Microsoft
Word template from TLM 2.0) that guides you through the process of developing a
module of learning material. Contains a general description of the module, and the
design details and content of the module.
module map item: Any map item that represents a logical unit of learning material.
May be combined with an assessment (usually a self-test or review).
multiple-choice question: A type of question that requires a student to choose the single
best response from several choices.
multiple multiple-choice question: A type of question that requires a student to choose
all of the correct responses that apply from a group of several choices. By definition,
there must be more than one correct response among the choices.
multiple-part question: A question that has several parts. Generally used to present
concepts that are related chronologically (that is, what happened first, what happened
next, etc.), with each part presented to the student in sequence. Each part may be a
different type of question (for example, multiple choice, instructor marked, short answer,
etc.).
objective: The smallest component of a course. Each objective typically covers one
measurable, self-contained part of a subject area or an actual competency to be achieved
by the students. When a student successfully works through a logical collection of
objectives, the result is a clearly identifiable learning outcome.
186
Glossary of Terms
operator: A symbol (such as + or ÷ ) that indicates a mathematical process to be
performed (for example, addition or division).
parser : The part of the application that interprets user entries to perform calculations.
parser expression: See expression.
parser variable: See variable.
placeholder: In a course map, a map item that represents either “something” that a
student will be graded upon (for example, an assignment or project), or a space for a
grade. Through placeholder map items, instructors can forward grades and comments to
the student(s).
precision: The degree of exactness of a number in terms of the number of decimal places
it includes.
presentation template: A Microsoft Word template that has been customized to apply
specific formatting (characteristics of appearance) to module data-entry documents.
privileges: See user privileges.
question bank: The set containing all available questions for a course from which to
choose individual items for assessments. In TLM, the question bank is a series of
question files, each related to a particular module of learning material, and organized by
module. Can be searched using an assessment definition to locate suitable questions for
particular tests.
question body: The actual text of the question that a student sees on an exam.
question description: A short description that summarizes the content of the question.
Viewed when instructors or other TLM users search the question bank for specific test
items.
question header: Information that is the basis for or relates to a particular series of
questions (for example, a scenario, problem, topic summary, reading passage, case study,
etc.). Might also include information about how to answer a particular question (for
example, “Select the two best answers from the choices below”).
question header description: A short summary of a question header by which you can
identify that header from a list of headers when you connect questions to it.
question part : Any individual part of a multiple-part question. Each part may be a
different type of question.
question set: Part of an assessment definition. A defined group of parameters or
conditions that is used to search the TLM question bank for one or more questions related
187
Glossary of Terms
to particular objectives, modules, etc. A single assessment definition can contain
multiple question sets.
question type: The “form” or structure of a question, for example, multiple choice,
true/false, short answer, etc.
random string: A group of text or numeric characters that are not arranged in any logical
order.
randomizing variable: A variable that randomly generates reasonable numbers or text to
create multiple versions of the same question. In this way, no two students ever see
exactly the same question on a test.
record: A group of related data items in a database. Within the context of TLM,
information about each TLM user, and each instructor and student associated with
particular courses.
relative weight: Within the context of a grade formula, a percentage value representing
the influence of an assessed item on the overall grade. The relative weights of all items
in the grade formula must add up to 100%.
release a test : To permit student access to a supervised assessment for a specified
period of time. Access to supervised assessments is protected by an exam release code.
release sequence: A group of text and/or numeric characters that a student or instructor
enters into the student’s computer in order to permit student access to a supervised
assessment.
release string : See release sequence.
review: A new test attempt taken after the item is complete, used as a practice or study
aid.
rndnum: The name of a function (like a command) that generates a random number from
an acceptable set of values.
rounding value: A value that specifies how to generalize a number by expressing it in
terms of a particular unit (decimal places, tens, hundreds, etc.). For example, a rounding
value of –3 requires that a number be rounded to thousandths.
routine: Within the context of creating variables with TLM, a named block of code that
can be used to perform certain calculations without having to develop an entire series of
algorithms.
search condition: See search filter.
search filter: A condition or restriction that limits the field of possible matches that can
be found in a search of the TLM question bank.
188
Glossary of Terms
sequential flow: In a course map, the process of completing modules, assignments, and
tests in a defined, linear sequence.
short-answer question: A type of question that requires the student to enter a brief text
or numeric entry (words, phrases, equations, or numbers) as the answer. Short-answer
questions can also be set up as matching questions.
sort order: In creating an assessment definition, the order in which questions selected
from the question bank will be arranged in an assessment.
stand-alone assessment: A test that covers more than one item in the course map.
Examples are mid-term or final exams. May be supervised or unsupervised.
stream: A set of map items within a branch in a course map that represents one set of
related choices. It is possible to have multiple streams within a single branch.
string: A group of text or numeric characters. See also random string.
student: One of three TLM user types. Student users can only use TLM functions and
data related to courses in which they are enroled. A Student cannot add users to the
system. See also administrator and manager.
student status: The standing of a student with regard to a particular course map item.
supervised assessment: An assessment that for security reasons has restricted access,
and must be “released” to students by an instructor. Examples include mid-term exams,
final exams, certification exams, etc.
system access privileges: See user privileges.
system administration: Tasks associated with installing, configuring, and maintaining
hardware and software within a computer network at a particular site. Normally
performed by a professional computer resource person known as the system
administrator.
system administrator: A professional computer resource person who installs,
configures, and maintains hardware and software within a computer network at a
particular site. Not to be confused with the TLM system administrator or administrator
(user type).
taxonomy: A title by which to classify or organize questions into categories based on
common characteristics. Taxonomies generally have multiple levels (sub-categories)
associated with them.
taxonomy level: A sub-category of a taxonomy. For example, if the taxonomy for a
group of questions is location, then the associated taxonomy levels to further categorize
those questions might be classroom, laboratory, and field station.
189
Glossary of Terms
template: In Microsoft Word, a customizable “document blueprint” that can be linked to
a document to govern aspects of the appearance of that document. In TLM 2.0, module
data-entry documents are based on special templates.
test: See assessment.
text string: See string.
TLM system administrator: The person who is responsible for installing and
customizing The Learning Manager for a particular site, and trouble-shooting or
supporting its users as required. Not to be confused with system administrator, or
administrator (user type).
tolerance: Within the context of marking questions in TLM, the allowed amount of
variation from a standard.
true/false question: A type of question that requires the student to choose an either/or
response from two choices. The possible choices can be: true or false, or yes or no.
unsequential flow: In a course map, the process of completing modules, assignments,
and tests within a branch off the main course map, where non-linear completion of items
is permitted.
unsupervised assessment: An assessment that has unrestricted access. A student can
take an unsupervised assessment without completing any prerequisites. Examples
include pre-tests, review tests, module self-tests, etc. Also called a challengeable
assessment.
user I.D.: A unique code for each TLM user that is recognized by TLM as being
associated with a particular user type and privileges. Assigned to every user by the TLM
system administrator. Used for logging in, and in association with assignments,
assessments, and e-mail.
user privileges: System access rights in TLM that are enabled or disabled on a course-
by-course basis. For example, the ability to edit a course map is a user privilege.
user type: A set of conditions related to the functions that a TLM user can perform and
the data that s/he can access or save within the system. There are three user types in
TLM. See administrator, manager, or student.
variable: A thing or quantity that changes. A placeholder for a value that can be
substituted in a statement or equation to change the outcome of the statement or equation
without altering the main idea of the statement or the actual operation of the equation.
Can be a number, word, or phrase, and can be used in questions, answers, and feedback
statements. Can be created to generate randomly so that no two students ever see the
same question in test situations.
190
Glossary of Terms
191
Subject Index
Subject Index
.bmp files in questions, 59, 61, 63, 66,
69, 70, 72, 91
.gif files in questions, 59, 61, 63, 66, 69,
70, 72, 91
.jpg files in questions, 59, 61, 63, 66, 69,
70, 72, 91
3rd Party Applications, 50
adding
assessments to course maps, 119
branch map items to course maps, 121
comments, 137
grade map items to course maps, 120
information to student records, 149
map items to course maps, 117
mark map items to course maps, 119
module map items to course maps,
120, 122
modules to course maps, 119
quizzes to course maps, 119
administrator users, 5
users, 5
AICC compliance, 18
all of branches, 121
ancillary materials, 49
answers
using variables in, 74, 75
any of branches, 121
appearance of variables, 88
Applications integrated with TLM, 50
applications run from within TLM, 50
arrays and variables, 79
assessment definitions
creating, 101
editing and deleting, 113
examples, 101
inserting into course maps, 101
options for creating, 102
selecting questions for, 102
assessments
adding to course maps, 119
exam release code, 11
lock-outs, 105, 110
map items, 118
previewing, 112
setting pass mark, 110
stand-alone, 103
assigning course rights, 163
assigning lock levels to questions, 56
assignments marked by instructor, 69
audio in question headers, 58, 93
audio in questions, 61, 63, 66, 69, 70,
73, 92
192
Subject Index
authoring outside of TLM, 21, 27
block statements and variables, 86
branch map items, 121
branches, 116
adding new map items, 123
all of, 121
any of, 121
containing streams, 121, 123, 124
deleting, 124
editing map items, 124
map items, 118
moving map items into, 125
nesting, 121, 124
start and end points, 121
button bars, 6
interface, 6
C programming language and creating
variables, 75
calculations using variables, 74, 79, 81,
82, 84, 86
capabilities of TLM, 127
case studies with linked media files, 58,
93
changing
order of objectives, 29
student records, 156
variable appearance, 88
chat
private, 14, 168
chatroom tool, 167
cloning courses, 17
collaborative teams, 22, 42, 43, 51
comments
relaying to students, 116
to students, 131
to students, editing, 137
to students, viewing, 131
Comments field/adding comments, 137
communication tools, 167
compliance with AICC standard, 18
compliance with IMS standard, 18
content types in courses, 22
control-flow statements and variables,
86
controlling student progress, 116, 118,
121
modules, 32
modules, 33
copy modules between courses, 32
copy modules into TLM, 33
course
assessments, creating, 103
cloning, 17
components for completion, 50
content overview, 21
creating assignments, 39, 41, 42
creating content, 22
creating handouts, 38
creating resources, 36
deleting, 19
exporting, 18
importing, 16
outline, 48
resources, editing and deleting, 51
schedule, 47
course administration overview, 127
course clone, 17
Course Content Summary Report, 143
course content types, 22
course copy, 17
course creation, 10
course definition
creating, 10
editing, 16
overview, 9
course maps
adding branch map items, 121
adding grade map items, 120
adding map items, 117
adding mark map items, 119
adding module map items, 120, 122
adding modules, assessments, and
quizzes, 119
branches, 116
changing linear flow, 121
controlling student progress, 116
creating.
definition, 116
deleting, 126
deleting map items, 126
flow, 118
flow styles, 116
193
moving map items, 125
overview, 115
placeholder map items, 116, 119, 120
course master, 11, 15, 16
course options, specifying, 12, 16
course rights
assigning, 163
defined, 164
course selection, 9
creating
ancillary materials, 49
assessment definitions, 101, 102
course assessments, 103
course assignments, 39, 41, 42
course content, 22
course handouts, 38
course maps, 116
course outline, 48
course resources, 36
course schedule, 47
custom questions, 71
Discussion categories, 169
Discussion threads, 170, 171
FAQs, 44
global announcements, 45
glossary, 37
hyperlinks to websites, 43
instructor marked questions, 69
internal resources, 50
Manager user information, 159
module lead-ins, 26
module quiz definition, 108
module wrap-ups, 31
multiple choice questions, 60
multiple multiple choice questions, 62
new course definition, 10
new modules, 23
objectives, 27
question headers, 57
reports, 141
short answer questions, 65
student records, 148, 155, 157
test definitions, 101
true/false questions, 68
variables, 74, 75
custom questions
Subject Index
creating, 71
using variables in, 74
customize student view of map, 12
database search, 129
decimal places, specifying, 88
defining conditions for progression, 104,
109
deleting
assessment definitions, 113
branches, 124
course map items, 126
course maps, 126
courses, 19
Manager, 163
modules, 35
objectives, 30
questions, 95
quiz definitions, 113
undoing branch deletions, 125
undoing delete operations, 126
describing a new question, 54
developing test questions, overview, 53
Development buttons, 7
Discussion
creating categories, 169
replying to threads, 171
thread, 170
tool, 168
display student records, 157
drop box for student submissions, 138
drop box for student test submissions, 69
editing
comments to students, 137
course definition, 16
Manager user information, 163
map items, 124
marks, 135, 136
modules, 34
objectives, 29
questions, 95
quiz definitions, 113
194
Subject Index
e-mail, using with TLM, 171
employee team membership, 155
enrolling students, 148, 155, 157
entering
marks, 133
module design details, 36
error messages when testing variables
and expressions, 90
errors in creating variables and
expressions, 76
essays marked by instructor, 69
exam release
code, 11
code, example of use, 12
examples
of variables, 75
exams. See tests and assessments
exponential notation, 89
exporting courses, 18
expressions
for random numbers, 77
rules for creating, 76
using in questions and answers, 53
Extensions buttons, 7
external applications, 50
Faculty feedback, 50, 172
Faculty Feedback Report, 144
FAQs, creating, 44
feedback statements
explicit, 62
final exams, 103
flow options for course maps, 121
format statements and variables, 88
formatting
columns for variables, 89
global announcements, 45
glossary, 37
grade calculation formula, 120
Grade Summary Report, 143
grades map items, 118, 120
graphics in questions, 59, 61, 63, 66, 69,
70, 72, 91
graphics, embedding in questions, 91,
92, 93
group work, 22, 42, 43, 51
user support, 2, 75
Help Desk, 2, 75
help messages in online guide, 175, 176
HTML
and graphics in questions, 59
tags, for formatting, 152
hyperlinks, creating, 43
images in questions, 59, 61, 63, 66, 69,
70, 72, 91
imported student data, 153
importing
courses, 16
modules, 32
IMS compliance, 18
instructor marked items, 119
instructor marked questions, creating, 69
internal resources, 50
learning material, printing, 128
lock levels
as basis for selecting questions, 102,
107
assigning to test questions, 56
lock-outs from assessments, 105, 110
logging in and out, 4
logical expressions and variables, 82
Management buttons, 7
manager course rights, 164
manager rights, 5, 159, 163, 164
Manager Rights Report, 142
manager users, 5
Manager users
creating, 159
deleting, 163
editing, 163
entering additional information, 161
entering optional contact information,
162
entering optional general information,
161
managers, 5, 159, 163, 164
users, 5, 159, 163, 164
map items
adding within branches, 123
assessments, 118
195
branches, 118, 121
deleting, 126
editing, 124
grades, 118, 120
in course maps, 117, 118
inserting into branches, 121
marks, 118, 119
modules, 118, 119, 120, 122
moving, 125
order or sequence, 118
placeholders, 116
terminology, 118
viewing from student side, 128
map view
customizing, 12
marks
defined, 131
editing, 135, 136
entering, 133
viewing, 131
marks map items, 118, 119
master course, 11, 15, 16
media files in question headers, 58, 93
media files in questions, 61, 63, 66, 69,
70, 73, 92
menu options, 6
mid-term tests, 103
module
creating quiz definition, 108
creating wrap-ups, 31
lead-ins, creating, 26
map items, 118, 119, 120, 122
Module History Report, 144
Module Summary Report, 142
modules
creating, 23
data-entry template, 36
deleting, 35
editing, 34
entering basic description of, 36
importing, 32
moving
course map items, 125
multimedia
printing resources, 128
Subject Index
multiple choice questions
creating, 60
multiple multiple choice questions,
creating, 62
multiple-part questions. See custom
questions
nesting branches within branches, 121,
124
course, 10
new course, 10
numeric variables, 76, 88
objectives
adding to existing modules, 27
changing their order, 29
deleting, 30
editing, 29
online guide messages, 175, 176
operators and variables, 81
options for creating assessment
definitions, 102
Other Applications, 50
pass mark, setting, 110
password, 160
pictures in questions, 59, 61, 63, 66, 69,
70, 72, 91
placeholders, 116, 119, 120
previewing assessments or quizzes, 112
previewing test questions, 95
printing
learning material, 128
multimedia resources, 128
private chat, 14, 168
Question Details Report, 142
Question Distribution Report, 142
question headers
as basis for selecting questions, 102,
107
creating, 57
question headers with media files, 58, 93
question type as basis for selecting
questions, 107
questions
assigning lock levels, 56
classifying by taxonomy, 56
creating custom questions, 59, 71
196
Subject Index
creating instructor marked questions,
69
creating multiple choice questions, 60
creating multiple multiple choice
questions, 62
creating short answer questions, 65
creating true/false questions, 68
describing, 54
editing or deleting, 95
embedding graphics, 91, 92, 93
overview, 59
questions and answers, options for
developing, 53
questions marked by instructor, 69
questions with graphics, 59, 61, 63, 66,
69, 70, 72, 91
questions with media files, 61, 63, 66,
69, 70, 73, 92
quiz definitions, editing and deleting,
113
quizzes. See also tests
previewing, 112
random number expressions, 77
randomly generating variables, 74, 75,
76
raw scores, 133
record search, 129
relative weight of assessed items, 121
release code for online exams, 11
releasing tests, 130
remedial activities for students, 133
replying to Discussion threads, 171
reports
Course Content Summary, 143
creating, 141
Faculty Feedback, 144
Grade Summary, 143
Manager Rights, 142
Module History, 144
Module Summary, 142
Question Details, 142
Question Distribution, 142
Student Feedback, 144
Student Roster, 143
student tests, 138
review student tests, 138
tests, 138
rights and privleges, 5, 159, 163, 164
rights for a course manager, 164
routines and variables, 84
scores as basis for selecting questions,
102, 107
scores, raw, 133
search database, 129
sections of one course, 17
select a course, 9
selecting questions for assessment
definitions, 102
sequence of course map items, 118
sequential flow, course maps, 116
short answer questions, creating, 65
Showcase function, 175
software linked from within courses, 50
sort student records, 157
specifying course options, 12, 16
spelling variable names consistently, 76
stand-alone tests, 103
status codes, automatic updating, 136
status, locked out, 105, 110, 136
streams within branches, 121, 123, 124
student
contact information, 150
data and enrolment, 147
editing marks, 135, 136
entering marks, 133
status, 131
viewing status and marks, 131
student data imported, 153
Student Feedback Report, 144
student progress, controlling, 118, 121
student records
adding information, 149
changing, 156
contact information, 150
creating, 148, 155, 157
deleting, 156
student responses to essay questions, 138
Student Roster Report, 143
assignments, 138
essay questions, 138
197
student team membership, 155
student users, 5
student view
customizing, 12
users, 5
submissions to instructor marked
assignments, 138
supervised assessments
and exam release code, 11
releasing, 130
taxonomy
as basis for selecting questions, 102
definition, 56
team definition, 154, 155
team memberships, 155
team work, 22, 42, 43, 51
templates
for module data-entry documents, 36
term of a course, 11
test questions. See also questions
classifying by taxonomy, 56
overview of developing, 53
previewing, 95
selecting for assessment definitions,
102
tests. See also quizzes
stand-alone, 103
text variables, 76, 88
Third Party Applications, 50
TLM
administration tasks, 127
conventions, 5
course map functions, 115
logging in and out, 4
overview, 3
summary, 8
TLM Help Desk, 2, 75
trouble-shooting variables and
expressions, 76
true/false questions, creating, 68
undoing
branch deletions, 125
delete operations, 126
unsequential flow, course maps, 116
user privileges
Subject Index
and administration tasks, 128
and entering marks, 133
and lock levels, 56
and releasing tests, 130
assigning, 163
for creating student records, 148, 155,
157
for student records, 156
levels of, 5
user rights, 163, 164
using
chatroom tool, 167
Discussion tool, 168
e-mail with TLM, 171
variables, 74, 75
variables
and arrays, 79
and block statements, 86
and C programming language, 75
and control-flow statements, 86
and format statements, 88
and logical expressions, 82
and operators, 81
and routines, 84
appearance, changing, 88
calculations, 79, 81, 82, 84, 86
creating, 74, 75
defined, 74
examples, 75
in columns, 89
in custom questions, 71
numeric, 76, 88
possible uses, 74
randomly generating, 74, 75, 76
rules for creating, 76
spelling names consistently, 76
text, 76, 88
video in question headers, 58, 93
video in questions, 61, 63, 66, 69, 70,
73, 92
viewing
comments to students, 131
student marks and status, 131
student side of course map, 128
what a student sees, 128

User`s Guide to The Learning Manager

Transcription

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