Contents: • Application Used for Posting Study Materials, • Editing ROPOT Description, • Editor HTML, • Program Skenování do IS JAMU, • Rozpoznávání (OCR) naskenovaných dokumentů, • Volba cizí identity v e-learningu, • Communication Between Teachers and Their Students

  • 1.What is e-learning?
    E-learning is a learning process using information technology, including the network environment. There are two main objectives. The first objective is to develop distance learning. Statistically, it is known that a significant proportion of students fail to complete the course when studying on their own without a teacher. E-learning techniques try to partially replace the role of the teacher by:
    • advanced study materials, where the student chooses the level of depth (difficulty) of the discussed topic and where the explanation is supplemented by multimedia - pictures, recordings, video recordings,
    • test applications, where the student can test how well he/she understands the material and can apply it,
    • communication applications that put the self-student in contact with classmates and the tutor (discussion forum, real-time discussion on a computer network),
    • administrative tools that help the teacher to effectively assess students, generate statistics on which the course can be further improved, etc.
    Well-designed, didactically sound, fully e-learning courses can make higher education accessible to people who cannot attend full-time classes. In the IS JAMU environment, both free and commercial e-learning courses can be designed for the general public.

  • 2.Can the e-learning course be made available to persons without the učo?
    In IS JAMU, it is possible to create an e-learning course within full-time or combined studies (in a given course and a specific semester), but it is also possible to create an e-learning course without any relation to the study, semester or course (similar to a MOOC or Massive Open Online Course). Such a course (independent of semester and course) can be made available by its author/teacher to any person (even to a person without the učo).

    A course intended for the public can be made available free of charge to interested students or sold through the Shopping Center JAMU.

    A person without the učo can create an account in the IS JAMU (thus obtaining the učo) and can enrol in published e-learning courses. The author creates the e-learning course content using the tools in the IS JAMU, specifically the Teacher's Notebook. He/She can use all e-learning applications such as Study Materials, ROPOTs, Interactive Syllabus, Homework Vault, etc.

    If you are interested in creating such a course, please contact the jamuis(zavináč/atsign)fi(tečka/dot)muni(tečka/dot)cz.

  • 3.E-learning applications
    Tools for creating e-learning course content are available to teachers in the Teacher's Notebook.

      Study materials
      The Information system Teacher [course selection] (Study materials) Work with study materials Learning materials

      The Information system Help E-learning Posting study materials on the Information system
      They allow you to post different types of materials. The student can clearly see the new materials, the teacher can see the readership statistics. Groups of materials can be uploaded and downloaded to the home computer in bulk (ZIP). Existing materials displayed on the regular web can be transferred to the application. IS JAMU automatically converts the materials into a text version to make them searchable.

      Homework Vaults
      The Information system Teacher [course selection] Homework Vaults

      The Information system Help Teacher Homework Vaults
      The student uploads the homework into the homework vault, the system allows to correct the homework or to award points for it in the Notebook.

      1 Example of notebook

      It can be set up so that the student has access to classmates' assignments (e.g., papers).

      ROPOTs
      Electronic tests containing assignments/questions to which students respond (test questions with one or more correct answers, tick-box selections, text entry, etc.). They can be used for practice, computer-based live testing or scanning tests. They incorporate security features to prevent, for example, unwanted leakage of assignments or to prevent copying. The ROPOTs can be used to prepare exercises on the text to be read, work on the text, drill information to be memorised, tests to verify knowledge, etc.

      Read the introduction to the application:

      The Information system Help E-learning ROPOT

      Interactive syllabus
      E-learning content and course activities can be organized by the teacher in the syllabus for students. General information about the course, its organisation and teaching can be concentrated here. The syllabus can be used as a signpost to topics, teaching units (weeks, modules, etc.) or it can be made into a comprehensive teaching material with the character of an electronic interactive teaching website by inserting text comments.

      The Information system Teacher [course selection] Interactive syllabi
      The Information system Help E-learning Interactive syllabi

      Course discussion forums
      The teacher participates in the course discussion according to his/her interest, the activity is not compulsory. See the Help for more details. .

      Topic lists
      The Topic lists application simplifies the assignment and organization of seminar papers and projects in the classroom. It allows the teacher to define topics for seminar papers, reports, projects and to provide students with the possibility and conditions for independent reservation of topics. It provides the teacher with tools for bulk work with the topics and the registered students. The application can also be used if the teacher needs to divide the students of the seminar into groups and organize, for example, work teams.

      The Information system Teacher [course selection] Topic lists
      The Information system Help Teacher Topic lists

  • 4.How to start preparing the course?
    The usual course preparation process involves the following steps:

    Make it clear for whom you want to create the course (for students in the course, for the public, paid, free), what activities you want to run in the course and what materials you want to prepare. Basic options are:

    • static teaching materials (html, word, pdf, ...),
    • collecting the short assignments – e.g. to issue an assignment to which the student has to respond with a paragraph of text entered directly into IS JAMU,
    • collecting the files – essays, homework assignments, worked out exercises, which the student uploads to the IS JAMU as a file,
    • free discussion, encouraging students to interact,
    • discussions according to certain rules – e.g. open a topic, have students comment on it by a certain deadline and comment on each other's comments, awarding points for comments provided,
    • practice – ungraded tests, usually having a large number of examples,
    • surveys – polls, questionnaires,
    • test yourself – questions for students to check their level of knowledge,
    • tests – actual secure testing for grades,
    • enlivened texts – enriching the static teaching with exercises, questions, puzzles,
    • links to internet resources, e.g. tests and exercises on other servers.

  • 5.How to get started with materials, homework vaults and discussion?
    In the Study Materials agenda (Learning Materials folder) you can create folders for individual types of published materials, e.g.:
    • interpretation of grammar,
    • reading,
    • recordings to listen to,
    • dictionaries,
    • overview of exercises from the Internet.
    The breakdown is arbitrary, you can even have multiple levels so that the materials are clearly structured. Place the static materials you want to publish in the folders. Either paste them as files or type them in with an editor (text or HTML editor). You can also insert a link to a web resource (e.g. a dictionary).

    If you want to collect homework (files), we recommend using Homework Vaults folder and to create subfolders for each assignment. Use "Open folder as a Homework Vault" to make them available to students. See the Study Materials Help section for more information. .

    The testbank folder is special – you can use it to protect your ROPOTs and test questions. See the Help section on managing ROPOTs.

    You can use the Discussion Forum agenda to discuss with students. If you want to use the discussion for more complex didactic purposes, describe the discussion rules in the first post of the thread or in the discussion forum header, for example. You can also moderate the thread (delete posts).

    In their interface, students can see an overview of posted materials (and the number of new unread ones), an overview of homework vaults, available ROPOTs and the number of new posts in the discussion forum.

  • 6.Is there any recommended format for creating learning materials for e-learning?
    A preferred format has not yet been determined. If you have a good experience with one, please recommend it to the faculty support or the IS JAMU developers.

  • 7.Can I transfer e-learning materials from other systems to IS JAMU?
    Yes, the posted materials can be transferred without any problems. If you wish to upload large sets of text questions currently in a different format, please consult with jamuis(zavináč/atsign)fi(tečka/dot)muni(tečka/dot)cz.

  • 8.Can I manage paid courses in IS JAMU?
    Paid courses can also be created and tutored in MU IS. They are sold through the MU Shopping Center. Anyone can buy and start studying such a course from the Internet without having to visit the university in person. Tools for creating a course are available in the Teacher's Notebook.

  • 1.Posting Materials in a Nutshell
    Below is a description of a set of tools you can use for posting study materials on the Information System and setting their access rights. You may not be able to access all of the features mentioned below since some of these are only available to a limited number of users (students, teachers, etc.).
    • The reference Work with study materials allows:
      1. teachers to post various types of study materials on the Information System for these to be used by students of their courses, other IS users as well as users from outside the System
      2. teachers to open Homework Vaults - folders into which students can upload their assignments; teachers can easily retrieve these later on.
    • Archive of Theses/Dissertations allows:
      1. students to post their Bachelor's theses, Master's theses, or dissertations (doctoral theses) on IS
      2. the IS user to browse and read the posted theses
    • Document Server allows IS users:
      1. to post various regulations and minutes of meetings and make these accessible to the University community
      2. to make certain materials accessible to a limited number of users (e.g. Dean's Council, Senate, etc.)
    • File Depository can be used for:
      1. depositing a file in the System and retrieving it later on
      2. the posting and temporal storage of files for other IS users (and/or those outside the Information System) to download
      3. retrieving the files which, if attached to an e-mail message, are rejected by the IS mailbox due to their large size

      To read through the instructions on how to use the File Depository, please use the following path:

      Personal Administration DEPOSITORY Instructions on how ...

  • 2.Tree Structure and Navigation in It
    Study materials (files, Internet addresses of sites hosting some related information, etc.) can be stored in folders, which can also contain sub-folders (containing other files). Clicking on the name of a file, folder or reference expands it and displays its contents and further information related to it. The objects not hitherto read are highlighted (different background color). When you do not intend to read an object and, at the same time, you do not want it to be displayed as the one not hitherto read, you can mark it as read. The information pertaining to how many times an object has been read and how many times it has been marked as read (rejected) can be found in the access statistics section.

  • 3.Automatically Generated Plain Text Versions
    The System generates plain text versions of the uploaded materials automatically so that these can be searched easily. The contents of these newly generated files, however, might not completely correspond to their originals since images, tables and some formulae cannot be converted into plain text.

    The plain text version is usually shorter than the original and may help the user decide whether he/she will or will not download the unabbreviated original.
    When uploading the files of the formats that are not common, you should check the result of their subsequent conversion (it usually takes the newly generated files a few minutes to appear in the folder).

  • 4.Automatically Generated PDF Versions
    Apart from the plain text versions, the System also generates the .pdf ones (it usually takes the newly generated files a few minutes to appear in the folder). Therefore, after you upload a file containing some text (e.g. a .doc or .rtf one), the System always displays three different icons next to its name that you can use for opening the individual automatically generated versions. Clicking on the name of file opens the original.

  • 5.What is the purpose of Document Server?
    The Document Server consists of multiple noticeboards on which authorized users can post texts for other users to read. These may be, for instance, regulations, instructions, minutes of meetings, etc.

    Types of noticeboards/groups
    The Document Server thematic groups can be used in the following situations:

    • A group of users need to share some official documents such as official proposals, minutes of meetings which are not public, etc. They want these documents to be accessible only to a limited number (a certain group) of users within the Information System that has been delimited with the aid of Personnel Groups application. Here are examples of groups (noticeboards) that can be created:
      • Doctoral Board
      • Scientific Board
      • Academic Senate
      • Dean's Council
      • ...
    • A certain department want to inform the general public of some new regulations, provide them with some news, etc. The department want the groups (noticeboards) to be accessible to every Internet user regardless of whether he/she is inside or outside the Information System. Here are examples of groups (noticeboards) that can be created:
      • Office for Studies
      • Research and Development Office
      • Accommodation and Catering Services: menus
      • Association of Students
      • Academic Senate
      • ...

  • 6.Addresses of Materials Posted on IS, Internal WWW References
    The study materials posted on IS can be found at the address of https://is.jamu.cz/el/ or that of https://is.jamu.cz/auth/el/ (the latter applies to the materials inaccessible from outside the System). The exact address of folder can be found in the folder-related information section. Here is an example of an internal WWW reference:
    https://is.jamu.cz/auth/el/1433/podzim2003/PB151/
    The address contains "/el/" meaning e-learning, information identifying the faculty, term, and course. Addresses in this format can be used anywhere on the Internet (e.g. on your Web site) as well. In such a case, the reference to the study materials of the PB151 course would have the following form:
    https://is.jamu.cz/el/1433/podzim2003/PB151/

    Sub-folder Addresses

    Every newly created folder is given an automatically generated identification number, which is unique. As a result, the address of a file stored in a sub-folder has, for instance, this format:
    ..../podzim2003/PB151/354/12987/slides01.pdf

    However, the folder identification number can be replaced with an abbreviation entered at the creation of the folder or when its properties are modified. The abbreviations are used to facilitate navigation inside folders. Here is a version of the aforementioned address containing an abbreviation instead of the number:
    ..../podzim2003/PB151/grammar/slides/slides.pdf

  • 7.Antivirus Protection
    Every file stored on the System is checked for viruses within several minutes of being uploaded or generated. The file remains marked with the bug icon
    until the virus check is complete. Provided the antivirus application detects a virus in the file, it deletes its contents and inserts into it the message 'Virus found, file removed.'.

    NB: The presence of

    means the file has not been checked for viruses yet, not that it is infected. The contents of the infected files are removed immediately after a virus has been detected.

  • 8.Expiration Date and Automatic Deletion of Files
    In some situations, users might want the uploaded materials to be automatically removed from the System after some time. The expiration date, which you can specify using
    , is used for this purpose. The files (or folders) in which this option has been activated are automatically removed once they expire. In some sections, the expiration date is imposed on files (or folders) without any action on the part of the user. The expiration date, if specified, can be found next to the name of file (or folder).
    The information about the objects that have been removed is stored in the file titled expired (placed in the Folder Management folder). The expired file expires a year after it was last written into.

    If a folder containing a file (or folder) which has not expired yet expires, it is not removed.

    No expiration date can be specified for the sections of Study Materials and Theses/Dissertations. On the other hand, the Depository section requires that the users specify the date(s).

  • 1.Jaké jsou nejdůležitější ovládací principy ve Správci souborů?
    • Kliknutím na název vstoupíte do složky nebo otevřete soubor.
    • Po označení zvoleného souboru/složky se napravo od obsahu složky zobrazí panel nástrojů pro práci se souborem/složkou.
    • Soubory je možné označit zatržením checkboxu vlevo před typy dostupných souborů.
    • Více za sebou seřazených ikon vlevo od názvu znamená, že soubor je dostupný ve více formátech. Po najetím kurzorem myši na tuto ikonu se zobrazí všechny dostupné formáty souboru (po kliknutí na příslušnou ikonu dojde ke stažení daného souboru).

    Jak nahrát soubor z PC do IS?

    1. Pomocí Správce souborů – Přidat → Soubor nahrát (v případě, že máte nastaveno zobrazení Méně možností), nebo Soubor – nahrát (v případě nastavení Více možností).

      1 Klikněte na ikonu, pokud chcete vložit soubor, nebo vybírejte z menu „+ Přidat“.

      2 Označte složky/soubor (nebo více souborů/složek) zatržením checkboxu nebo kliknutím do volného prostoru příslušného řádku.

      3 Dostupné formáty příslušného souboru.

    2. Pomocí funkce Drag&Drop – další možností jak nahrát soubor do ISu z počítače je pomocí funkce Drag&Drop. Tato funkce umožňuje „přetažení” souboru z počítače přímo do grafického prostředí ISu zobrazeného v internetovém prohlížeči. Tuto funkci lze použít tak, že “uchopíte” pomocí myši soubor (či složku) na svém počítači a poté jej přesunete přetažením do právě otevřené složky v ISu. Po tomto kroku se otevře okno, které zobrazí vkládané soubory a umožní jejich případnou změnu Názvu, Jména souboru nebo přidání požadovaného popisu souboru. Pomocí funkce Drag&Drop lze navíc přidávat více souborů pomocí jednoho přetažení.

  • 2.Nabídka operací
    Operace jsou dostupné buď ze svislé nabídky panelu nástrojů (napravo od obsahu složky), nebo po kliku pravým tlačítkem myši na příslušný soubor/složku, kdy se zobrazí totožné menu.

    Jak pracovat s více řádky najednou, např. jich více odstranit? Zaškrtněte řádky zaškrtávátkem v levém sloupci a v menu Operace .. Zaškrtnuté vyberte úkon, který s nimi chcete provést.

    1 Panel nástrojů po označení vybraného souboru/složky, případně více souborů a složek.

    2 Zobrazené menu nástrojů, které se zobrazí po kliknutí pravým tlačítkem myši na příslušný soubor/složku.

  • 3.Adresa souboru v ISu
    Pro získání Adresy souboru v ISu, pod kterou je objekt dostupný, nejprve soubor označte a poté klikněte na odkaz Sdílet vpravo. Zobrazí se dva odkazy Adresa v ISu a Adresa ze světa. Ty můžete zkopírovat a uložit nebo odeslat příjemci. Odkaz na složku, ve které se právě nacházíte, navíc vidíte i v poli nad obsahem právě otevřené složky.

    1 Odkaz pro sdílení souboru.

    2 Adresa v ISu slouží pro přihlášené osoby v ISu. Adresa ze světa je pak dostupná všem, kteří budou mít tento odkaz.

    Další možností, jak lze sdílet adresu na vybraný soubor, je pomocí funkce Kopírovat adresu. Tu je možné opět použít dvěma způsoby. První možností je označit zvolený soubor a poté v pravém panelu nástrojů kliknout na Kopírovat adresu. Druhým způsobem je kliknutí pravým tlačítkem myši na příslušný soubor, a zde na Kopírovat adresu. Tato funkce automaticky zkopíruje adresu na příslušný soubor do paměti počítače a poté ji můžete vložit, kam potřebujete, a to buď kliknutím pravým tlačítkem myši a poté vložením nebo pomocí klávesové zkratky Ctrl+v. Tato adresa je Adresou v ISu, tedy bude přístupná pouze autentizovaným uživatelům, kteří mají na práci se souborem příslušná práva.

  • 4.Nastavení přístupových práv
    Nastavení přístupových práv u specifického souboru/složky je viditelné v obsahu složky, ve sloupci práva. Nastavení práv je graficky znázorněno třemi vzestupnými body různých barev. Tmavě žlutý bod znamená, že soubor je přístupný pouze pro čtení. Zelený znamená zpřístupnění pro vkládání a červený bod posléze označuje právo na správu daného souboru/složky.

    K nastavení práv je možné se dostat dvěma způsoby. Buď označíte příslušný soubor (či více souborů) a kliknete na odkaz Nastavit práva v panelu nástroj. Nebo kliknete na ikonu zobrazující nastavení práv ve sloupci Práva. Poté se otevře nové okno s možnostmi nastavení přístupových práv. Zde můžete přidávat a odebírat jednotlivé skupiny, nebo jednotlivce, u kterých chcete nastavit přístupová práva. U jednotlivých definovaných skupin můžete dále nastavit pomocí checkboxů tři základní atributy – číst, vkládat a spravovat. Pod ikonou hodin se pak skrývá možnost nastavení od kdy do kdy může příslušná definovaná skupina s daným souborem/složkou pracovat (typicky nastavení horní časové hranice pro odevzdání domácích úkolů od studentů apod.).

    1 Hromadné nastavení přístupových práv.

    2 Skupiny osob, pro která jsou práva nastavena. Kliknutím na křížek, před názvem skupiny osob danou skupinu odeberete. Opět ji můžete přidat kliknutím na Přidat další právo.

    3 Nastavení jednotlivých atributů u dané skupiny osob (číst, vkládat, spravovat a nastavení doby práce se souborem).

  • 5.Navigační lišty
    Navigační lišta umožňuje prostřednictvím svých ikon tyto akce:
    • setřídit dle daného sloupce (Název, Vložil, Vloženo),
    • zkontrolovat přístupová práva.

    Pod béžovou lištou je aktuálně otevřená složka, nad ní jsou nadřazené složky. Vodící lišty složek/souborů jsou šedé. Nad názvem stromové struktury, ve které se právě nacházíte (typicky předmětu), se nachází struktura nadřazených složek. Pro přechod mezi nimi na ně lze jednoduše kliknout. Modrý pruh na začátku řádku s příslušným souborem značí, že se jedná o nepřečtené složky/soubory.

    1 Možnosti seřazení souborů ve složce podle Názvu, jméno, kdo soubor Vložil, a data, kdy byl soubor Vložen. Seřazení vždy nejprve seřadí složky a poté až jednotlivé soubory.

    2 Stromová struktura, která ukazuje, na jaké pozici se ve struktuře nadřazených složek.

    3 Modrý pruh označující, že daný soubor dosud vámi nebyl přečten/otevřen.

  • 6.Změna pořadí souborů
    Změnu automatického řazení souborů můžete docílit dvěma základními cestami. V první řadě můžete pro seřazení využít označení příslušných sloupců v panelu Navigační lišty (Název, Vložil, Vloženo). V první řadě se vždy seřadí složky a poté až soubory.

    V případě, že není takovéto automatické řazení dostatečné, je možné využít i možnost vlastního nastavení řazení jednotlivých souborů a složek. Toho můžete docílit pomocí aplikace Změnit pořadí (opět v pravím panelu nástrojů, nebo po kliknutím pravým tlačítkem myši na příslušný soubor). Po kliknutí na Změnit pořadí se zobrazí nabídka, která vyžaduje zadání čísla pořadí daného souboru/složky. Po zadání pořadí klikněte na tlačítko Uložit, což povede k požadovanému zařazení daného souboru/složky. Pomocí aplikace Změnit pořadí se dokážete vyhnout i automatickému řazení, kdy jsou v první řadě seřazeny složky a poté až soubory. Pomocí této aplikace tak můžete docílit jakékoliv požadované struktury souborů a složek v daném adresáři.

  • 7.Přesunování souborů do popelnice

    Je k dispozici operace Přesunout do popelnice. Ta nezruší soubory úplně, ale přesune je do složky Popelnice ve vaší Úschovně. Tam budou zrušeny (vyexpirují) v běžném termínu expirace Úschovny, tj. za 30 dní. Pokud nechcete, aby byly přesunuty do složky Popelnice, můžete zatrhnout možnost „odstranit místo přesouvání do popelnice“.

  • 8.Jak obnovím soubor z popelnice?

    Najděte si přehled smazaných souborů v popelnici:

    Informační systém Soubory (Popelnice) Zobrazit smazané soubory

    Přehled smazaných souborů za posledních 30 dní.

    Vybraný soubor můžete obnovit na původní místo, kde byl uložen.

  • 1.How are text similarities (suspected plagiarism) revealed in IS JAMU?
    The content of files in the IS JAMU data repository, for which a plain text version is available, is continuously machine-analyzed. Each document (final work, seminar work, essay, presentation, ...) that the user finds in the system can be compared and displayed with resources that have a similar text:
    • click on the line with the file (right-click will bring up the details panel on the right, left-click will bring up the context menu),
    • use the "Find similar documents" operation (two eggs icon),
    • use the displayed similarities (or adjust the settings and have the similarities recalculated) to assess whether it may be plagiarism or not.

    1 "Find similar documents" operation.

    For similar documents found, IS JAMU will list the degree of similarity in percent. There is also an overall calculated similarity of the document with others:

    1 Percentage of overall similarity to documents in the database and sources from the Internet.

    2 List of source documents with which the document is similar. The similarity percentage is displayed for each.

    3 For each source document, there is a menu below the three dot icon where you can find out more information about the document.

    4 With the help of the cross, a source document that is not relevant for the comparison of similarities can be removed from the calculation (for example, the student should have drawn from it and has it properly cited).

    5 After clicking on the selected highlighted similar passage, documents with which the text is similar will be displayed.

    6 The number in the oval indicates the number of documents with which the following passage is similar.

    7 After clicking, the number of displayed, skipped and discarded documents, including explanations, is clearly displayed.

    8 Ovals with numbers keep track of source documents. Skipped documents can be viewed, discarded documents can be restored.

    The similarity percentage is only an indication, the document or part of it may be plagiarism, even if the percentage is significantly low. Counting similar documents is fast, checking for similarities is possible immediately after creating a text version of the file.

    People who have led or opposed the final work now or in the past are allowed to print the report in PDF format by expanding the "Modify search or select another document" menu, where they will find the "PDF output" option. Click this option and click the View button to open the log.

  • 2.How works compare similarities?

    The system searches for similarities across the shared database of compared documents, which includes, in addition to the IS JAMU document server, final theses of participating schools in the Theses.cz system, seminar and other theses in the Odevzdej.cz, system, scientific publications in the Repozitar.cz system and other documents in information systems operated by MU.

    Because a significant amount of work and documents are not public, searching the common database is an effective tool for finding possible plagiarism. A student cannot just submit a seminar paper to a friend from another school, because there is a high probability that he is already in the system and there would be similarities. The assignment of seminar and final thesis topics is often repeated, and it is therefore likely that the system will already know about the source documents from which this topic is usually drawn.

    The search for similarities also includes an algorithm that analyzes the document being compared and examines it from sources on the Internet. This procedure has various technical limitations and is computationally and time consuming. Therefore, it is preferably used for archives of final theses. Due to the speed of processing, seminar papers in submission offices and long answers in ROPOTs are primarily compared against a shared database of all source documents. This includes, among other things, resources from the Internet, which have been traced in the past for the purpose of checking some of the millions of final theses being compared.

    However, there is a difference between finding similarities to seminar papers (for which the shared resource database is used) and final papers (for which the shared resource database is enriched with newly downloaded resources from the Internet). But there is no need to worry, the database is really large, so in most cases the system "knows" enough resources that students usually draw from, as well as enough resources that students usually describe.

  • 3.I want to check the originality of the theses
    The supervisor, who usually wants to check the quality of the work when writing the report, proceeds with the help of

    The Information system Supervisor (chosen student) Archive of Theses/Dissertations

    and select "Find similar documents". They will see the total percentage of similarities and marked similarities, which they can use to scroll through the arrows and assess whether the sections are properly cited.

    1 Before confirming that a job review has been performed, the supervisor should use the "Find similar documents" function and assess any compliance.

    Note

    It is up to the reader to assess the significance of the similarities found, ie whether the student, for example, quotes correctly. The originality of the final thesis is best assessed by the supervisor (he is most familiar with publications in the field).

  • 4.I need to compare the document with a non-public document
    If you have a document in the form from which a text version can be created (it is not a picture, for example), insert it anywhere in the IS JAMU (eg in the Provider, in the Study Materials of the subject or in My website) and IS JAMU in the similarity search mechanism includes.

    By default, documents from the same depositor are not compared. It is therefore necessary to click on the option "Modify search or select another document", select the option "include documents of the same uploader" and display:

    1 Click here to view the settings of other search parameters.

    2 To compare even between your own documents, check the "include documents of the same uploader" option.

  • 5.How does the search algorithm work?

    This is a comparison of documents with each other:

    • A text searchable version is generated for each document in the database. In this text version, the algorithm focuses on similar or paraphrased sections of text and evaluates the degree of agreement across the entire shared document database, including Internet resources.
    • Texts in Czech, English and Slovak are compared, the condition is that they have at least a few sentences or paragraphs (in very small files there is not enough text for their analysis and finding similarities).
    • Before the result is presented to the user, those documents that overlap only in passages that are the same as for previously found sources are omitted. Practically, for example, it is a citation of a certain law in another hundred final theses and documents on the Internet. If there are less than 10 similar sources, they will all be displayed without omission.
    • The user is shown the most relevant documents that have a significant similarity to the document being searched, and the percentage of that similarity.

    If students copy from each other, the system evaluates their answers as similar and displays the percentage of similarity. You can find more on this topic in the question How works compare similarities?

    Tip: It doesn't pay to copy

    As a warning mechanism for students, it is important that the submitted works are archived in the IS JAMU and can be examined repeatedly. For example, at any time later with another improved version of the algorithm. Remember that copying time can sometimes mean a lot of extra work to repair your reputation. The developers of IS JAMU are gradually improving the algorithm and the database of searched documents is constantly being expanded by other sources. What systems don't reveal today doesn't mean they won't reveal tomorrow.

  • 6.The system found similarities to my work, what does that mean?

    Authors can verify that their text has not been used in another author's work.

    Important warning!

    The similarity that the system found between your work and the work(s) in the database does not necessarily mean that one of the jobs is plagiarism. Each work (similarity) must be assessed by an expert on the topic. There is no % value from which work can be considered plagiarism.

    What the similarity search interface shows and how to use it:

    1 Percentage of overall similarity to documents in the database and sources from the Internet.

    2 List of source documents with which the document is similar. The similarity percentage is displayed for each.

    3 For each source document, there is a menu below the three dot icon where you can find out more information about the document.

    4 With the help of the cross, a source document that is not relevant for the comparison of similarities can be removed from the calculation (for example, the student should have drawn from it and has it properly cited).

    5 After clicking on the selected highlighted similar passage, documents with which the text is similar will be displayed.

    6 The number in the oval indicates the number of documents with which the following passage is similar.

    7 After clicking, the number of displayed, skipped and discarded documents, including explanations, is clearly displayed.

    8 Ovals with numbers keep track of source documents. Skipped documents can be viewed, discarded documents can be restored.

  • 7.The system did not find the document on the Internet that the student was copying from

    Some similar documents do not provide information about the new match, only recurring similar passages of the displayed source documents. The system skips these documents. In practice, for example, these are more extensive citations of a certain law in another hundred final theses and documents on the Internet. Therefore, users will now not see all documents in which copyright law paragraphs are quoted, but will see only one of them. The one that has the most other similarities with the selected document.

    1 The gray oval shows the number of skipped documents, clicking on it will display a list of these documents.

    First of all, you need to see if you just see another document that contains the similarity. For example, whether the system did not mark an equal collection of laws with the text of the law, and not a newspaper article commenting on the same article.

    Tip

    Documents are skipped only if there are more than 10 documents found. Until then, all documents are shown for clarity.

    Note

    Due to the speed of processing, seminar papers in submission offices and long answers in ROPOTs are compared primarily only against the shared database of all source documents. Thus, there is a difference compared to the search for similarities in final theses, where the system submits each final thesis to a direct examination of similarities to the Internet.

    But there is no need to worry, the database is really large. In most cases, therefore, the system already "knows" enough resources from which students usually draw, as well as enough resources from which students usually describe.

    Tip

    If the teacher submits a seminar paper on a very current and new topic or a very marginal issue, it may happen that no one has yet reflected it in the final theses. Then the shared database of all source documents may not yet cover this topic. In these cases, it can be recommended that teachers upload students interesting, relevant and valuable resources for their inspiration or study in the study materials in the IS JAMU. At the same time, they will be sure that they will not copy from them.

  • 8.Are the answers in the ROPOTs also checked?
    The system also checks longer texts entered as answers to ROPOTs. Answers to questions of the type "Enter text" (: a) are checked if more than 50 characters were entered. The system automatically inserts these answers into the Study Materials of the subject if the ROPOT is in the study materials. If the ROPOT is not in the study materials, then it is stored under the ROPOT description file. These files are not available to students by default.

    The following can be used to check the answers in the ROPOTs:

    The Information System Teacher (chosen course) Work with ROPOT (chosen ROPOT) Responses Check for plagiarism of longer texts

    1 Here it is possible to check the answers in the whole ROPOT at once.

    The individual files, student names and similarity percentage are displayed. You can click on the similarities for each file (ie the individual long answers in the ROPOT) for a more detailed examination.

    Note

    Are you interested in what texts are found in the ROPOTs? You can find more on this topic in the question What work compares similarities?How works compare similarities?

    Tip

    If the teachers do not want the students to copy from their presentations and teaching texts during the test, it is possible for the students to upload these files to the study materials in the IS JAMU. They will thus get into the shared database of compared documents and the long answers in the ROPOT will be compared against them.

  • 9.How can I check the originality of the documents submitted in the Homework Vaults
    The similarity search tool can help prevent copying or resubmission of senior classmates' essays. If students copy from each other, the system evaluates their answers as similar and displays the percentage of similarity. To check the work in the delivery room, use:
    The Information System Teacher (chosen course) Homework Vaults (chosen homework vault) eggs icon

    1 Here it is possible to check the answers in the whole Homework Vault at once.

    The individual files, student names and similarity percentage are displayed.

    Note

    Are you interested in what texts the similarities are searched for in Homework Vaults? You can find more on this topic in the question How works compare similarities?

    Tip

    If the teacher does not want the students to copy from his presentations and teaching texts during the test, it is good for the students to upload these files to the study materials in the IS JAMU They will thus get into the shared database of compared documents and the long answers in the ROPOT will be compared against them.

  • 10.What happens when I copy?
    Plagiarism (copying, imitations) is an unethical activity and fraud that has no place in college. Acceptance of the text of another author without a visible indication of the copied text with the exact citation of the source constitutes an unauthorized infringement of copyright in violation of copyright law. There is a risk of sanctions for the offense, even after graduation.
  • 1.What is the purpose of creating/using an interactive syllabus?
    The interactive syllabus represents a page containing course-related information as well as links to various tasks, exercises, and materials designed for students, which are organized either chronologically or thematically. A teacher usually prepares the exercises in advance and subsequently makes them accessible to students.

    Interactive Syllabus in normal view:

    1 The name of the interactive syllabus.

    2 The interactive syllabus navigation.

    3 List of activities within the chapter.

    4 Menu of the operations with interactive syllabus.

    5 When the teacher recommends studying.

    The teacher can fill and edit the syllabus in edit mode (the "Edit" option in the operation menu for the selected syllabus). To display the interactive syllabus in edit mode:

    1 When the editing mode is switched on, the editing bar appears.

    2 Edit the name of the syllabus and the picture.

    3 Chapter settings.

    4 Menu of the operations with interactive syllabus.

  • 2.Is it my duty to create interactive syllabi?
    No, it is not. It is absolutely up to you whether you will create an interactive syllabus or not. Provided you plan to post on the Information System only a few exercises (tests), you may use other e-learning-supporting tools such as Homework Vault, Discussion Groups, etc. However, if the exercises (tests) are to be numerous and you want these to be assigned to individual weeks, interactive syllabus is the tool you should use.
  • 3.Getting Started
    To create a new interactive syllabus, please use the following path:
    The Information System Teacher [course] Interactive syllabi Create a new interactive syllabus

    It is then possible to set who the syllabus is intended for, its title and how many main chapters you wish to divide the syllabus. At the same time, it is possible to set up a schedule for unpacking individual chapters and publishing them by clicking on “Fill in schedule”. After saving the syllabus, you can enter it and edit it.

    1 When creating new one syllabus, there is “Fill in schedule” option.

  • 4.I created an interactive syllabus a long time ago. Is there any way of updating it?
    To copy a syllabus (or any other course-related materials) to another term, please use the application the path to which is as follows:

    The Information System Teacher [course] Sharing, detaching or copying the study materials tree

    Apart from copying the materials, the application can also be utilized to set access rights for all the data contained in the ROPOT and syllabus applications under the new term. Provided you decide to edit the newly created syllabus (e.g. its dates, names of its chapters, etc.), you might want to use the Batch mode reference. The option allows you to move batches of data across the chapters, edit their names, and specify when they should become accessible to your students.

    If you need to copy the content of one interactive curriculum to another, you can use the "Copy Chapters" tool:

    The Information System Teacher [selected course] Interactive syllabi cogwheel on interactive syllabus Copy chapters
  • 5.Editing Syllabus
    To edit a syllabus, please use the following path:

    The Information System Teacher [course] Interactive syllabi edit

    Provided you want to add new elements to a sub-syllabus, you should first open it (by clicking on the title or the whole strip with the title of the chapter, or on the arrow “Go”).

    1 When you hover over a chapter, the option icons appear: go to the chapter, edit the chapter settings, move the chapter, or delete it.

    To add a new element, click on the icon in the edit bar. Pastes where the cursor is currently in the text:

    1 Editing toolbar with elements that can be inserted in the chapter.

    Multimedia, PDF files, images can only be dragged from the computer to the area of the chapter outline. The system recognizes the file. Displays images and prepares some audio and video formats for playing. Individual elements can be deleted using the trash can icon next to the inserted element.

    1 You can drag multiple files from your device to the chapter.

    Details about inserting individual elements:

    • Creating a new chapter: The application makes it possible to create a new chapter in an interactive syllabus (or in any of its chapters until the fifth level). You also set publishing options when pasting.
    • Inserting text: You can enter text into an interactive syllabus into the space that is visible. Basic text color, italics or bolding, bullet insertion can be set using the edit bar.
    • Reference to a discussion group: The interactive syllabus also allows you to insert in it a reference to a discussion group (or even a thread) of your choice. Thus you can either enter a thread number or select the required thread from a list like the one below:

      1 The number of the thread.

    • Study materials: you can insert files from your computer (by dragging or searching) or files stored in the Information System (you can find them through File Manager).

      1 An item that can be inserted into the interactive syllabus.

      2 Link to higher levels of the File Manager.

      3 Ability to select a different file manager agenda.

      4 Address within IS JAMU.

      After clicking on the selected file, folder or ROPOT, click “Select” to confirm.

    • Inserting video and audio files: files in the basic MP3 and MP4 (H.264) formats can only be dragged or downloaded from the device into the chapter, the system recognizes and plays them automatically. Other format files are uploaded and available for download.
    • Inserting PDF documents for presentations for direct viewing: PDF files can be inserted into the interactive syllabus by means of the "Study Materials" icon in the edit bar or by dragging them from the teacher's device. To display the PDF file directly in the interactive syllabus, select "Edit" for the selected file and set "Display" to "Embedded". It will be possible to browse through the PDF file inserted in this way, but not to download it.

      1 For PDF files, you can set the embedded view directly in the interactive syllabus. Students can view the file, not download it.

    • Zdůrazněný text: To make the texts inserted into the interactive syllabus more transparent, the text can be supplemented with boxes with an icon, which will provide students with selected important information, tips or notifications.
    • Inserting images: images can only be moved to a chapter or uploaded from your device, the system recognizes them, saves them in the interactive syllabus, and displays them.
    Moving elements to another place or deleting the element is done by the icon at the top right of the element.

    1 Moving elements.

    2 Deleting elements.

  • 6.Making Your Interactive Syllabus Available to Students
    If you want your interactive syllabus to be used by the students of the course under which it has been created, there is no need to change its default access rights. However, should the need arise, you can change these by clicking on the Access rights reference (in the menu of the syllabus), which will take you the section used for this particular purpose. When changing the rights the way that allows more people to access the syllabus (chapter) than permitted by its default settings, please make sure you also do so for all its parent folders.

    1 Menu of operations with interactive syllabus.

    2 Rights settings.

    Provided your syllabus has been made accessible to your students (the students of the course under which it has been created can access it immediately after its creation), they can find it in their Student section using the application the path to which is as follows:

    The Information System Student [course]

    The reference at the end of the path is only active during the term under which the syllabus has been established.

    Provided you want to make your syllabus accessible to some other IS users as well (not just those enrolled in the course under which the syllabus has been created), you should change the access rights of the .qwarp file used for launching the syllabus as well as those of the folder this file is located in (for more information on how to do this, see above). The syllabus can subsequently be launched by clicking on the file in the File Manager.

  • 7.I have made my interactive syllabus accessible to my students, but they keep complaining of not being able to expand it (get it displayed). What might be the problem?
    • Please make sure you have set its access rights correctly.
      • You can do so by clicking on the Access rights reference situated at the top of your syllabus. Make sure the rights are set the way that allows your students to access the syllabus. If they are not, change the settings.
      • Similarly, you should also check the rights of the Study materials folder housing the file containing a reference to your syllabus. If the students are not allowed to access this folder, they cannot access the file, and thus the syllabus, either.

    • Are you really sure you have made all your chapters public? When editing the syllabus, check that there is no lock icon for each chapter, if so, click on “chapter settings” (pencil icon after moving to the chapter line) and set to “publish now”.

      1 Locked chapter in the interactive syllabus.

      If you need to publish multiple chapters at once, use the "Batch mode" link in the operations menu.

  • 8.What structure is the syllabus expected to have?
    This is completely up to you. An interactive syllabus may have, for instance, one of the following forms:
    • a syllabus containing as many chapters as there are weeks in the term (one chapter for each week)
    • a syllabus containing as many chapters as there are topics you want to deal with during the term
    • multiple syllabi (one for each seminar group)
    • a syllabus containing multiple chapters – some for lectures, some for seminars
    • a syllabus containing general course-related information and its chapters with seminar group-specific information

    Provided some seminar groups have been created under your course, the application used for creating a new syllabus allows you to select between a lecture (course) syllabus and a seminar group one.

  • 9.Introductory text and opening image

    Provided you wish to notify your students of organization of your course, you might use the introductory text. Shown at the beginning of the interactive syllaus and contains some introductory and other important information pertinent to your course such as teachers' e-mail addresses, their office hours, completion pre-requisites, etc. You can fill in the introductory text in:

    The Information System Teacher [select a course] Interactive syllabi Edit Edit (pencil icon at the top right of the banner with the interactive syllabus name)

    1 After reaching the right corner of the banner with the interactive syllabus name, you will be able to edit the basic information about the sylabus: the name, the opening image, the person displayed and the introductory text.

    2 View the introductory text.

    The system allows teachers to insert their own opening image or select from a set of basic ready-made themes. The same opening image can be set for chapters.

    The ideal parameters of your own image are:

    • minimum size 1200x450 px, but for best results 1600x620 px, larger is not recommended;
    • the ideal format is JPG;
    • the ideal file size is 200 KB, then it will load quickly, the maximum file size is 1 MB.
  • 10.Displaying Your Syllabus
    It is advisable to always get the application to display sub-syllabi during the weeks (periods) they relate to. To specify when a certain sub-syllabus should be made public, please click on 'Specify when to make public'. You might also want to use the option of Batch mode to do so for several chapters at a time.

    1 Setting the recommended interval for chapter study.

    Editing the interactive syllabus is called WYSIWYG (acronym for the English sentence "What you see is what you get"). If you use prepared elements and do not embed advanced scripts in HTML code, for example, you will see the syllabus content as students will see it.

    If you want to test how the outline looks in real view without editing elements during editing, use the “Normal View” option in the outline operations menu.

    Use the “View All” option (in the normal view) to view the outline of the interactive syllabus, including the locked chapters (eg to check the outline of the interactive syllabus after editing). However, such an outline can only be seen by a person with sufficient rights, not by the student.

    To print the interactive syllabus, select “View All” (in normal view) and then print the outline using the “Print” option in your browser.

  • 11.Where can I find pictures and other files that I dragged into the interactive syllabus?
    The syllabus settings and all its contents are stored in the course materials. In the root folder of the Study Materials agenda under the name index.qwarp or seminar01.qwarp there is a file that is used to start the outline. When you hover over the icon for this file, you will see the option to open the folder associated with that file. This folder lists all the files that you have uploaded or dragged from your device to the interactive syllabus.

    1 When you navigate to the interactive syllabus icon in the file manager, a subfolder of files created specifically for that interactive syllabus appears. It stores files that are dragged or loaded into the syllabus.

  • 12.Creating (Another) Interactive Syllabus Anywhere in IS
    Clicking on the reference “Create a new interactive syllabus”, you can create one syllabus for a course (or lecture) and one for each of its seminar groups. Provided you need yet another syllabus, you can create it using the following path:

    The Information System E-learning Course-unrelated Interactive syllabi Create a new interactive syllabus

    You will be asked to provide a name for the file containing the syllabus, the folder in which the file should be stored, and information on how the syllabus should be structured. This option therefore allows you to create another syllabus in, for instance, the Document Server or Depository sections.

  • 13.What is the validation of the interactive syllabus?

    Validation verifies the functionality of all elements in the interactive syllabus. Problems found are marked in red. Situations that may be problematic are highlighted in yellow. The validation is located in the list of operations with the interactive syllabus.

    1 If problems are found in the interactive curriculum, an indication is displayed next to the "Validation" operation.

  • 1.What are ROPOTs?

    The ROPOTs (Revision, Opinion Poll and Testing) contain questions and allow students to actively answer. The system typically automatically stores and evaluates the answers.

    The preparation of the ROPOT consists of two steps - applications:

    1. Question Sets – what the ROPOT asks, the questions to be asked
    2. ROPOT Descriptions – who is allowed to take the test, when and under what conditions, from which question sets the questions are to be used.

    The ROPOT can, for instance, be used for the following purposes:

    Exercises
    Many questions designed for students to work on outside the classroom (recapitulation, drill, checking understanding of the material, ...). Students can open the practice test at any time and view the correct results after submitting it.
    PC-based test
    A clicker exam that students take in the computer classroom. The test is typically timed and the results are recorded in a notebook (the ability to generate a grade) without displaying the correct answers to the students.
    PC-based test demo
    The mode is used to easily create a sample test on which students can experience what a live PC-based test looks like. It is advisable to include it during the semester with sufficient distance from the actual testing. The results are not saved.
    Text (accompanied by other materials) or opinion poll
    Unscored questions with some accompanying texts – shorter interactive teaching materials (with checking of understanding of the text), surveys, questionnaires. The order of questions and answers is not mixed.
    Scannable test (multiple choice)
    Creating a printable test and then completing it on paper. The results are entered into a notebook after scanning the submitted paper. The scans are also stored in the student's Retrieval Box for review. Please note: the contents of the short answer sheet are entered in full, including the assignment, when uploading to the student's retrieval box.
    Scannable handwritten text and scores
    A very specific mode – the printed assignment with a free space is filled in manually by the student and the teacher manually corrects and enters the points. After scanning, the number of points is entered into a notebook and the corrected paper is available in the Retrieval Box.

  • 2.How do the ROPOTs usually work?

    First, you need to create a question set and then use the ROPOT description to define the behavior of the ROPOT (when the student can answer, whether they can see the correct answers, etc.). Only the ROPOT description will allow students to answer the questions, a question set alone is not enough.

    After creating the ROPOT, you can see how students will see the test. Via

    The Information system Teacher [course selection] (ROPOTs and Quizzes) Work with ROPOT
    enter the Administering ROPOT page and click on "answer questions"under the name of the ROPOT. From the same page, you can also access the students' answers, this time via the "responses provided" link.

  • 3.How will students see the ROPOT?
    If you want to try how students will see the ROPOT, try to practice answering it using
    The Information system Teacher [course selection] (ROPOTs and Quizzes) Work with ROPOT Answer questions (under the appropriate ROPOT description) or Fill in a ROPOT form (among the links at the bottom of the page)

    After submitting the test, you can view how you completed it by clicking on the "view" link. Please note that the link will only appear if you have enabled access to the view in the ROPOT description. This also applies to other settings, such as being able to answer the same form repeatedly or setting up new questions. If you have enabled the answer display, you will see the correct and incorrect answers marked in green and red, the correct solution listed in green, and the number of points scored for each question, if applicable.

  • 4.Where can I find responses provided by the students?
    Student answers can be accessed via Responses application:
    The Information system Teacher [course selection] (ROPOTs and Quizzes) Work with ROPOT responses provided (under the appropriate answer sheet) or Responses (among the links at the bottom of the page)

    The Answers application displays all responses and person answering operations for the selected ROPOT. Students' answers can also be evaluated here (with points or verbal comments).

    On the page listing the respondents and their responses you can find all the information about who worked with the ROPOT, when and how. A list of respondents is available, which can be restricted and sorted as required, and batch operations can be performed on the list of respondents and their responses.

    1 For each ROPOT you can view the students' answers.

  • 5.What is the Answers application for and how do I navigate it?

    The Answers application records all the passes and operations during the answering process of all the persons recorded for a particular ROPOT, and displays the students' answers in the course in priority. The application can be launched via:

    The Information system Teacher [course selection] (ROPOTs and Quizzes) Work with ROPOT responses provided (under the appropriate answer sheet) or Responses (among the links at the bottom of the page)

    For the course teacher, the application allows to filter these ROPOT sessions using the options given at the top of the page, to delete sessions, to renew sessions, to force the submission of a pending sessions and last but not least to view the student's answers after submission or at different stages of filling in the ROPOT.

    In addition, the application allows you to manually rate the student's answers with points or verbal comments. Answers can also be exported or checked for plagiarism (see Help Are the answers in the ROPOTs also checked?).

    1 The instructor can choose to see only records of a limited group of students (e.g. his/her seminar group, etc.), or all records registered for the selected answer sheet will be displayed.

    2 Limit the list by type of records (e.g. all records, matching specified by the teacher, unassigned assignments, application numbers, etc.).

    3 Order the records and display additional information (e.g. about the manual assessment entered).

    4 Setting of batch operations (only those operations that can be performed on the ROPOT are always displayed).

    5 Under the assembly key icon, a menu of options for the pass will be displayed on that row (options vary for the whole record, the whole pass, just a specific operation).

    6 Attention to a work in progress pass and the option to end it, for all responders or individually.

    7 Warning of a mismatch in the number of operations performed, a passage reopened or a passage not yet answered.

    8 Date and time of the last listed operation, typically a submission, also a link to view responses/enter manual evaluation if set.

    9 List of matching operations in the sessionas; clicking on the date and time of the operation will display a tour of responses at the time of that operation.

    The display of options in the Answers app varies slightly based on, among other things, the mode of the answerer, its settings, or whether the answerer is allowed to have more than one pass. For individual records, sessions or operations, only those options that are relevant at the time, i.e. can be performed, are offered.

    Note

    The application works with the selection of students that the teacher has chosen when entering the Teacher agenda (active students of the course or perhaps just one seminar group). If the teacher needs to see all records for a given ROPOT, he/she must select "Display: All records". Then he/she will also see test passes of other teachers of the course or unassigned scan assignments.

    Tip: Terminology of the page with responses provided by students

    ROPOT administrator
    This is the person who sets up the ROPOT and performs other operations on it. Typically, this is the course teacher or a person authorized by the course teacher with access to the Teacher's Notebook. Anyone can be the administrator of a non-course ROPOT.
    The Record
    By a record is meant a user who responds a ROPOT (a respondent, typically student) or a compiled test sheet not linked any to student yet.
    Session
    The user creates the session by clicking on the "Launch a new ROPOT application" button, the system creates the assignment and starts the test. For each session, the date, time, and all operations made during a session are recorded.
    Operations
    The operation means opening, saving, submitting, viewing by respondent and changing the marking of right/wrong answers in the evaluation section by teacher. The system records all operations that are performed on the ROPOT session.
    Session in progress
    If a respondent launches the ROPOT, fills in at least one answer and saves it using “Save and continue” button, and does not use the "Submit" button, this session is marked as a session in progress. It is desirable that the sessions do not remain in progress, as only after submission will the test be evaluated (and the result written in the notebook, if required). A turquoise icon with an exclamation mark indicates a session in progress. An in-progress session can be ended either by the respondent submitting the test or by the teacher changing the save to submit in the session (for a tool to end a work-in-progress session, see the handling key icon – i. e. “Edit session” button).
    Mismatch in number of started sessions, session reopened, session still unanswered
    This is supplementary information, especially for cases where a student reports difficulty working with the answer key. They are notifications of a non-standard number or order of some operations. Mismatch in the number of started sessions highlights situations where there has been a mismatch in the number of times the ROPOT has been opened and submitted or vice versa. Re-opened session highlights a situation where the respondent has already submitted their answers at least once in the sessione, but then returned to the test again by clicking on 'Re-answer' and has not yet made any changes to their answers since then. For the passage with no answers so far, the answerer has made a new assignment but has not filled in any answers.
    Opened
    The date and time of launching the ROPOT session by respondent is recorded accordingly. For a compiled test sheet, it indicates the date and time the compiled test sheet was created (typically a compiled test sheet for scannable exam).
    Saved
    It records the date and time when the respondent used the "Save and Continue" button or when the continuous save occurred automatically.
    Submitted
    The date and time when the respondent clicked on the "Submit" button and the ROPOT session was evaluated, or when the session was automatically submitted at the end of the time limit for taking the test, is recorded
    Viewed
    The date and time at which the respondent viewed their answers is recorded. The ability to view responses and possibly see which ones are correct is set by the ROPOT administrator.
    Correction
    Record the date and time when the teacher made a change of the marking of right/wrong answers in the evaluation section of the answers (for at least one question, the teacher changed which answer was correct and the points were recalculated).
    Last important operation
    It is either opened, saved or submitted. It is marked with a black horizontal arrow in the list of operations next to the session.

  • 6.Where are the student answers from the scannable answer sheets?
    In the application
    The Information system Teacher [course selection] (ROPOTs and Quizzes) Work with ROPOT Responses provided (under the appropriate ROPOT description) or Responses (among the links at the bottom of the page)

    also find the responses of students who wrote the tests on scannable answer sheets. In addition, each student's test sheet number information is included. If you also need to see test sheets that could not be linked to a specific student, select "View: All Records".

    1 Responses from students who wrote the exam with scannable answer sheets, test sheet number is also given.

    2 Unlinked scannable test sheets.

    If students have handwritten a paper on a scannable answer sheet and after correcting it they want to discuss the marking of their paper with you, for example, you can view their paper using the application

    The Information system Teacher [course selection] (ROPOTs and Quizzes) Work with ROPOT Browse answer sheets

    Responses provided by student are automatically removed five years after the session have been launched.

    1 The file with the removed responses in the file manager.

  • 7.How do I find out the difficulty of the questions in the ROPOTs?

    Using the Difficulty level application, you can get a summary of the answers to each question in the ROPOT and see which questions are most difficult for students. You can find the application via

    The Information system Teacher [course selection] (ROPOTs and Quizzes) Work with ROPOT Difficulty level (among the links at the bottom of the page)

    1 Each question has a difficulty coefficient.

    A table will be displayed showing the so-called difficulty coefficient. The difficulty factor is the ratio of correct answers to all answers (including unanswered questions). The lower the number, the more students made mistakes.

    You can also sort the questions by how they are placed in the set. The calculation of the coefficient may take into account the scoring of the ROPOT. For example, in the case of tests with negative scores for wrong answers, multiple-choice questions will be more comparable.

    You can also view the identity of the respondents and see how the selected students answered each question.

    1 Set the order of the questions in Difficulty level.

    2 Change if you need to take the ROPOT scoring into account when calculating the difficulty factor.

    At first glance, you can see the distribution of students' answers to the question. The prevalence of wrong answers may be an impulse to revise the wording of the question, or it may suggest that the material needs to be discussed more with students.

    1 Graph of the distribution of student responses.

    If the wrong option hasn't fooled anyone, perhaps it is unnecessary in the question or another one can be devised. This is a so-called non-functional distractor.

    1 Non-functioning distractors are highlighted in the Difficulty level application.

  • 8.I would need the student to launch the ROPOT and take the test again

    Sometimes it may happen that a student's connection breaks down while answering (e.g. when answering from home). You may also want to change the assignment and ask students to retake the test. In this case, you must first cancel the students' answers via

    The Information system Teacher [course selection] (ROPOTs and Quizzes) Work with ROPOT remove answers (under the relevant ROPOT) or Remove answers (among the links at the bottom of the page)

    You can cancel all responses from all persons or only the responses of an individual. You can cancel responses especially if you have set "no" or "Yes, they should, but it is always the same form (same questions) that should be offered to them." in the section dedicated to repetitive work with the ROPOT in the description of the ROPOT form. If it is a practice ROPOT with the setting "Yes, they should and some other questions should be offered to them next time they work with the ROPOT application.", the student simply launches the ROPOT creating a new session and the problem is solved.

    Cancelled answers are not definitively lost. You can restore them using

    The Information system Teacher [course selection] (ROPOTs and Quizzes) Work with ROPOT restore (under the appropriate ROPOT) or Restore discarded answers (among the links at the bottom of the page)

    Also remind students to use the "Save and continue" button. In the event of a power outage or disconnection, it is then possible to return to a partially completed test and complete it.

  • 9.I'm trying to work with a ROPOT, but my questions are not updating!
    After saving the ROPOT description, use the application
    The Information system Teacher [course selection] (ROPOTs and Quizzes) Work with ROPOT Fill in a ROPOT form
    fill in the form and submit it for evaluation. This is also how the student works with the ROPOT. Depending on what you have entered in the description, you can answer repeatedly or once, and you can have the same form over and over or new questions each time. A single launching of a blank form (selecting questions and assembling them into a page) is called a ROPOT session. In the application
    The Information system Teacher [course selection] (ROPOTs and Quizzes) Work with ROPOT Responses
    you can see who was working with the ROPOT.

    If the ROPOT description is set to "Should students be allowed to access this ROPOT application repeatedly? Yes, they should, but it is always the same form (same questions) that should be offered to them." you can still see the original session when you select "Work with the question form again" (in the ROPOT application).

    Note

    If you are changing a question set (editing text, adding a question, ...) and want to see the updated ROPOT, delete your original sessions using the

    The Information system Teacher [course selection] (ROPOTs and Quizzes) Work with ROPOT Remove answers
    If the ROPOT description is set to " Should students be allowed to access this ROPOT application repeatedly? Yes, they should and some other questions should be offered to them next time they work with the ROPOT application." you don't have to cancel your answers when trying the behaviour of the ROPOT, you can already create new sessions with the current questions.
  • 10.What should I know if I want to organize a PC-based test for my students?

    The agenda can be used for testing in the computer classroom. Students fill in a form in the IS, which itself corrects the exam. If the test includes free-form answers (which the system cannot correct automatically), the teacher will correct them manually later. The test is not accessible before the start of the exam.

    You can limit the time for taking the test, ither by the total number of minutes or by setting the day and hour from-to which the ROPOT can be worked with, or a combination of both (see above).

    If you limit the time for working with the ROPOT, the answers will be automatically submitted after the time limit expires. Therefore, the answers of students who did not save the test using the "Submit" button are not lost.

    Organization of ROPOTs for multiple examination dates
    Make these decisions:
    Do I want to use one assignment for multiple examination dates?
    Do I want the student to not be able to view the assignment questions in any way after submitting the test?
    Depending on the level of "uniqueness" you require, you need to create as many ROPOTs as you need. The usual procedures are:
    • Each examination date has a unique assignment stored in a separate question set, the test questions are mixed (each student sees them in a different order)
    • For example, there are three different question sets, each set to be used on multiple examination dates.
    • There is only one assignment = question set.

    How many ROPOTs:
    Access to a single ROPOT can be "given and taken" over time. It can be made accesible on Mondays 8.00-9.00, then 14.00-15.00, etc., as the examination dates are organized. A student who has already taken the test cannot change the answers, but can look at the wording of the questions should he/she reopen the ROPOT when the next examination date is in progress. This can be avoided if you restrict access to the ROPOT to a specific part of the computer network (the classroom – LVT department will help), so that it is not freely accessible from the internet. If you cannot use this restriction and do not want students to be able to return to the assignment, create a separate ROPOT description for each examination date.

    Security mechanisms
    Find out from the technical support of the computer room the range of addresses of the computer network of the classroom (the so-called IP addresses) and enter them in the description of the ROPOT– the section "On which computers should the students be allowed to work with the ROPOT application?". The student can also give you the address of the computer individually, it can be found under

    Information system System Remote client IP address

    If you don't want or can't find out the IP addresses, you can do the following:

    • Use the regular examination dates application to divide students into examination dates, set up "log in" and "log out" dates well before the exam date so that someone can't log in at the last minute and open the test (view the test questions).
    • In the description of the ROPOT, under "Rights and time group", specify that only those with a reservation on a specific examination date can open it.
    • At the beginning of the exam, check attendance and remove those students who are absent from the examination date reservation (so that they do not open the ROPOT from the internet during the exam).

    You can also use other security mechanisms:

    • You can specify in the ROPOT description that a wide coloured column should appear on the left side of the screen when the ROPOT is launched.

      1 A coloured column in the ROPOT as part of the security measures.

      It allows you to remotely check that everyone is working with the correct ROPOT only. You can choose the colour of the column to distinguish e.g. individual test dates.

    • If you have set up the display of the left column (see the previous paragraph), the identity of the respondent, i.e. the name, učo and photo of the person logged in, will also be displayed. This will make it easier to check the identity of the respondent.
    • You can contact the faculty CIT to ask if it would be possible to disable access to other sites than is.jamu.cz.
    What else is good to know...
    The student cannot unknowingly open the ROPOT twice (e.g. by double-clicking). If such a situation occurs, MU IS will ask the student whether he/she really wants to open the ROPOT a second time. The same question will be asked if the student wants to open the unsaved test in two browser windows or panels. Whether he/she will be able to do this depends on the setting of the parameters in the ROPOT description, but the ROPOT cannot be reopened and the answers cannot be continued/changed if the setting is "no (once you open the ROPOT, you cannot reopen the ROPOT sometime later and change the answers)"..

    Students have a "Save and continue" button to prevent inconveniences caused by power outages, etc. If you set in the ROPOT description for the test to have multiple pages, “save and continue” is done automatically when a respondent moves between pages. It also occurs when a respondent presses the "Enter" key. However, only the final submission, is the decisive moment for the evaluation of the test and the allocation of points..

    The system records all operations that have been performed (time of launching the ROPOT, computer address, answers chosen, time of submission, viewing the answers, etc.). In the event of problems or suspected malpractice, these data can be found.

    If a student accidentally submits a session for evaluation, they typically cannot return to the test. A possible solution is to remove his/hers answers with the application

    Information system Teacher [course selection] Work with ROPOT Remove answers

    and let him/her launch the ROPOT all over again.

  • 11.I want to process the collected answers myself – export answers from the ROPOT
    Student responses to a particular ROPOT can be exported to different formats and further processed freely. Use the application in the Teacher's Notebook
    Information System Teacher [course selection] Work with ROPOT Export answers (among the links at the bottom of the page)

    Select the ROPOT from which you want to export the answers. In the application, you have the possibility to modify the export properties (form of exported questions and options, answers, sessions, etc.), select the exported file format and encoding. The exported answers can be output to the screen or printed, this option is mainly used to check the exported data. For further processing of the answers, use the export to a text file or formats designed for processing in Excel.

  • 12.I want to process the collected answers myself – output to XML
    You can view the students' answers in XML format, which is suitable for further processing by a programmer. You can retrieve them using
    Information System Teacher [course selection] Work with ROPOT XML (among the links at the bottom of the page)
    Download them to your computer and give them to the programmer.

    Student responses in the answer sheet can also be exported to a pdf file and then printed. It can only export ROPOTs where questions of type :a (open answer), :r (select one answer), :c (select multiple correct answers) are used.

    It is available under the link

    Information System Teacher [course selection] Work with ROPOT PDF

    The exported pdf contains a list of students who have completed the ROPOT. Student responses always start on a new page. The pdf can be used to archive the answers, for example, for state final exams or admissions.

  • 13.What is the meaning of the a_texty folder in the ROPOTs folder in the Study Materials?
    The a_texty folder is created if you have ROPOTs with free-form answers. Student answers are stored there in text format. IS JAMU needs these files to search for plagiarism, but they are not important for a normal user.

  • 14.Can I make the ROPOT available to persons who do not have access to the IS JAMU?

    Yes, you can. The ROPOT can also be launched in unauthenticated mode, i.e. without logging into the IS JAMU. Just add the right "anyone on the Internet" in the section "Rights and time group" when editing the description of the ROPOT. Anyone can then launch the ROPOT via the unauthenticated link to the *.qref file.

    Note

    They must enter a "world address" starting with „https://is.jamu.cz/“.

    With unauthenticated access, the identity of the respondent cannot be uniquely determined because individual accesses are identified only by an access number. This number, which is displayed in the list of answers instead of the name and username, is stored in the browser by means of cookies and allows, for example, to retake the test from the same computer and account and to view the results of the previous session. For unauthenticated access it is therefore necessary to have cookies enabled in the browser. Access via an unauthenticated link from another browser/computer means a completely new launch of the ROPOT.

    Points from unauthenticated accesses cannot be recorded in the notebook.

    ROPOTs with non-authenticated access may be useful for various surveys and polls (e.g. during open days).

  • 15.How do I find out the results of an unauthenticated ROPOT?
    The statistics of the scores and the number of completed tests can be found in the usual way by selecting
    Information System Teacher [course selection] Work with ROPOT Responses
    or through the Difficulty level if it is prepared within the course (which is not necessary, it can be placed outside the Study Materials, e.g. in the Document Server).

  • 16.Can the ROPOTs be used for admissions?
    Yes. In the description of the ROPOT, you can assign the right to work with the ROPOT using Rights and time group setting to applicants for study (i.e. persons who have submitted an application for study) or to sit entrance examination, where you specify a specific date. These persons will be identified by an application number.

  • 17.How do I get a simple list of respondents with scores without using notebooks?
    The IS JAMU allows you to easily obtain a list of persons (who have passed the test) with the number of points achieved and the time of completing the test using the "simple export" function. The function can be accessed using
    Information System Teacher [course selection] Work with ROPOT Responses Print and Export Simple export
    Here you can choose whether you just want to print the list to the screen or download it in Excel and Word format. The list contains all the people who have worked with the ROPOT, including the respondents authenticated via application number and records of unauthenticated accesses (instead of the name, the record is indicated by the access number).

    Simple export is useful for obtaining scores from unauthenticated accesses to the ROPOT, or when using the ROPOT outside of a specific course.

  • 18.What is the purpose of exporting :r and :c questions for Drill application?
    Use the "Export Questions for Drill" feature if you want to allow students to practice the material using Drill application. The export can be found in the application:

    Information System Teacher [course selection] Work with ROPOT Export Questions for Drill

    Use the form provided to find the question set you want to export and confirm with the "Use" button.

    The export application allows you to export the questions including all options in CSV format, which you then use as a data file for importing into the drill. Exporting for drill is only suitable for :r and :c questions where students do not need to know the exact answer but are able to select it from the options provided.

    We recommend that you use the drill export only for questions that contain some factual knowledge. You can learn more about drill application in the Help

    Information System Help Drill – spaced repetition

    and in the question: How do I import data from the answer sheet into the drill?

  • 19.How do I transfer answer sheets to the current semester?
    For the transfer of ROPOTs, as well as other materials in the course, there is an application for copying materials:

    Information System Teacher [course selection] Sharing and copying study materials Copy Study Materials

    Here, select the course and semester from which you want to copy the ROPOTs and any other files and click on "Copy".

    In addition to actually copying the materials, this application also sets access rights and access rights in the ROPOTs for the target semester.

  • 1.What is a question set?
    The term of question set refers to a text file containing questions and answers to these. It usually has the .qdefx suffix.

    The Information System allows you to create question sets, which may comprise questions of numerous types, with the aid of special forms, for further information, please see the help section:

    The Information system Help (Elearning) ROPOT question types

    Questions of the types more complicated than those exemplified cannot be entered via any available form.

    If you decide to enter them by yourself, please ensure that you take the prescribed steps (only in Czech).

  • 2.How do I set up a question set?

    The teacher gets to the page for working with sets of questions via

    The Information system Teacher [selected course] ROPOTs and Quizzes Question sets

    A set can be created by clicking on "Create a new question set", you need to enter the name of the set and find the folder where the set will be placed. By default, the "testbank" folder is used, which is inaccessible to students.

    After saving the form, you can go to the set of questions using the button "Enter questions" and start filling it out. The questions in the question set can be completed in three ways:

    • Questions can be entered using the form. Open the form by clicking on individual letters. Each letter represents one type of question (you can find out which one by hovering your mouse over the letter).
    • The whole set or individual questions can be edited with a text editor.
    • The so-called simplified entry of questions can be used. This allows many questions to be inserted by once. It can only be used for certain types of questions.

    1Inserting questions using the form

    2Inserting questions with a text editor

    1 Simplified question insertion

  • 3.What am I supposed to do to fill new question set with questions using the forms?
    To go to the page allowing you to work with question sets, please use the following path:
    The Information system Teacher [choosen course] ROPOTs and Quizzes Question Sets

    The application allows you to open forms designed for posting individual types of questions by clicking on corresponding letters. By moving a cursor over a letter, you will cause the information on the selected question type to be displayed.

    1 Choice of question type.

    Each form is accompanied by instructions on how it should be filled in. To display these, please click on the red question mark situated near the form. To save the contents of the form, click on “Save”. Provided you want to add some more questions to your set, continue repeating the same procedure until you are done. Any question you have entered into the System before can be edited any time later on. If you decide to do so, you have a choice of two editing options - “using a form” or “using a text editor”. The references to these can be found in the green section of each question. However, the users are recommended to choose the text editor option only if they are familiar with the tags utilized in this particular mode.

    1 Links to edit the question.

    After entering your questions, you might want to check them by “answering” them and clicking on the “Check the answers” button. This will cause the correct answers you have provided to be marked green and the incorrect ones red. While checking your answers, you may also want to enable one of the options available at the bottom of the page (e.g. “make the evaluation case-sensitive”, “make the evaluation diacritics-sensitive”, etc.). Nevertheless, if you intend to penalize your students for not keeping to the required case or diacritics, you must enable these options in the ROPOT description section.

    Note

    Enabling them for checking purposes in the application designed for entering your questions has absolutely no effect on how your students' answers will be evaluated later on!

  • 4.What types of questions is it possible to enter with the aid of the forms?
    Using the forms, you can enter the following types of questions (the list below contains letters used for the individual types followed by their names suggesting the purposes they have been designed for):
    • r: Select the answer you consider correct (one per question)
    • c: Select all the alternatives you consider correct (several per question)
    • t: Provide missing information or translate
    • m: Put in the right order or match
    • v: Select the alternative you consider correct from a menu
    • s: Put the words in the right order
    • a: Type in an answer
    • n: Enter a number
    • b: To display the answer, click on the key icon
    You can also choose from some other, more complicated exercises, e.g. those comprising drop-down menus and fields intended for entering long texts.

    For further information on question types, please use the help: Question types.

    The forms represent a package of easy-to-use tools you can utilize to automate the process of entering numerous questions and save yourself the trouble of formatting these.

  • 5.I need to insert a large number of questions at once. How does simplified entry of questions work?

    Using simplified entry of questions, it is possible to mass insert questions of the type :r for choosing exactly one correct answer, type :c for choosing at least one correct answer, type :a for a free text answer and type :h for a free text answer with formatting in the answer.

    First, you need to have a set of questions (see "How do I set up a question set?").

    Simplified entry of questions is located:

    The Information system Teacher [chosen course] (ROPOTs and Quizzes) Question sets [chosen question set] simplified entry of questions

    A modal window will appear where you need to select which type of questions will be inserted in bulk. Depending on the selected type of questions, it is possible to preset explicit points (which will take precedence over implicit points entered in the answer sheet description), a word or character counter, the size of the field for student answers, etc. A detailed explanation of each item is displayed after clicking on the "Help" option .

    At any time, the "Upload Demo" operation will display a pattern of how questions of a given type should be entered. For questions of type :r, :c:

    • the first paragraph/line means the question entry;
    • the next paragraphs/lines represent the input of the answers;
    • the line/paragraph with the correct answer is marked with an asterisk;
    • individual questions are separated by a blank line.

    1 Only certain types of questions can be entered simply and en masse.

    2 Sample example questions will help you understand how simplified embedding works.

    1 The simplified format of the questions is easy to read.

    1 The system will take care of the conversion to the question set format.

    For questions of type :a, :h:

    • the first paragraph/line means the question entry;
    • individual questions are separated by a blank line.

    After inserting the questions at the end of the set, you still need to save them. New inserted questions can be viewed via the option "display in a new look" and possibly further edited via the option "definition of a set of test questions".

  • 6.How do I insert a video into ROPOT?
    For instructions on how to insert videos into the ROPOT application, see the Playing Videos in IS.

  • 7.How do I put math in the ROPOT?
    The notation of mathematical expressions both in the question entry and in the individual answers is entered using LaTeX notation into the <M> tag, which are inserted into the figure. You can verify the LaTeX code in the application Ladění vstupu pro Tex2img (only in Czech).

    1 Sample source code of the question.

    You can view the notation of mathematical expressions using LaTeX notation in the sample ROPOT.

  • 8.What can I utilize the HTML editor for?
    The HTML editor allows you to easily format the question entry (use bold, italics, colors, etc.) in a similar way as in programs such as MS Word or OpenOffice.org.

    Using the "Insert special characters" icon

    you can enter some special characters (e.g. &, <, & and more).

    You can easily insert an image using the "Image" icon

    . We recommend that you first save the image to the testbank folder (/tb/) and then link it from that folder.

  • 9.Is there any way of finding out that a newly created question set contains several copies of the same question?
    To find this out, please use the application designed for detecting duplicates. The following path will take you to it:
    The Information system Teacher [chosen course] ROPOT Question Sets
    Locate the question set you want to check for duplicate questions and click on "duplicate". The System will display the list of all the questions that appear in the set more than once and you will be offered an option of removing these.

    Note

    Provided some questions contain the same text and only differ in form (e.g. use a different font), the System will not consider them duplicates. Likewise, if one of two otherwise identical questions contains a typo, the questions will be considered different and thus will not be listed among the duplicates either. The same applies to the questions of the :r and :c types which contain the same answers listed in different orders.

  • 10.Can I compare the contents of question sets?
    Yes, you can. To do so, use the following path:
    The Information system Teacher [choose course] ROPOT Question Sets
    Locate the question set you want to compare with some other and click on "compare sets". Then, specify the other set for the comparison (you might want to use the quick selection option) and click on 'Compare sets'. The application will display a page divided into three sections – one listing the questions only present in the first set, the other listing those only present in the second set, and the last one containing the questions present in both, i.e. duplicates.

  • 11.The ROPOT application does not display my table correctly? What shall I do?
    Provided you are trying to enter a table into a ROPOT application using the HTML editor and it does not display correctly, you should edit the source code of the question (its text format) containing the table in the plain text editor by inserting the <html> tag in front of the table. The <html> tag does not require use of any closing tag.
    Please ensure that you really enter the tag using the plain text editor (not the HTML one) since otherwise it would be considered part of the text making up the question.

    If you are entering a table into your question using the text editor from scratch, you may, for the sake of its correct display, want to squeeze the table code into one line only. Another option is the aforementioned insertion of the <html> tag, which allows you to make the table code span several lines and thus easier to read (white spaces are ignored).

  • 12.I have an error in the evaluation part of the question, what should I do?
    If the question was used in the ROPOT and the students have the wrong number of points, use the application to correct the answers in
    The Information system Teacher [choose course] ROPOT Work with ROPOT Change the marking of right/wrong answers in the evaluation section
    Select the description for which you want to fix the error, find the problematic question, and select "Fix Scoring." If you want to correct more than one question at a time, click the selected questions and click "Edit questions at once". The format of the answers is the same as when entering questions with a text editor.
    • For: r questions, you must rewrite the number after: r to the one that indicates the correct answer. Only one can always be marked as correct. In case of incorrect scoring it is necessary adjust the number of points at the end of the line (after the "ok" mark).
    • For: c questions, the line with the wrong answer must be rewritten to the correct one or deleted completely. At least one must always be marked as correct.
    • For other types of questions, the correction is made analogously.

    After making changes, press "Recalculate".

    The "new total points" option writes the corrected total points for students who answered the corrected question in a notebook. The "point difference" option creates a block where there will be only a point difference between the number of points before and after the correction.

    The recalculation of points is saved correctly in the notebook if the option "yes, only one" is selected in the description of the ROPOT in the section "Results in the notebook". latest result (from the last answer of the ROPOT)" or the option "yes, last saved results of all passes".

    Note

    Corrections are not used to fix question sets. It only works as a calculation of points in the notebook, the sets need to be corrected separately.

  • 13.I would like to copy and move questions across multiple question sets. Is there any way to do so?
    Yes, there is. Apart from moving and copying questions within the same question set, you can also do so across the sets.

    1 Possibilities of moving questions.

    • You may want to use the option “Move/copy into a new question set” to create a new question set from the questions contained in another set created before. To do so, click on the aforementioned button, i.e. “Move/copy into a new question set”, and select those of the questions that you want to move/copy (you should specify which of the two operations you want the System to perform). Provided you decide on the former, the selected questions will be removed from the source question set. You will also be prompted to enter a name for the target set and specify the folder you want it to be stored in. To complete the moving/copying operation, please click on “OK”.
      Note

      Using the aforementioned technique, you cannot move questions from a question set A to that of B created before! That is, the operation always creates a brand new question set (the target one)!

    • Another option you might find useful is that of “Move/copy from another question set”, which allows you to load a question set with all the questions making up another set. To do so, click on the “Move/copy from another question set” button and specify the question behind which you want the other set to be pasted. Provided you check the remove the source file option, the source question set will be removed. To complete the operation, click on “OK”.

  • 14.Whenever I enter a colon as part of my question, the System reports an error. What is wrong?
    Each time you want to use a colon (':') in your question, remember to enter it as the following string: &# 58;. Please make sure you do not separate the pound (hash) sign and the number following it with a space since otherwise this would make the System view it as an answer object.

  • 15.Can I use CSS when creating questions?
    Yes, you can. To import style sheets, use the following:
    <style type="text/css">@import "/auth/el/fakulta/obdobi/predmet/cesta/styly/soubor.css";</style>
    Importing style sheets any other way (e.g. using the <link> tag) is not possible.

  • 16.Is it possible to insert a comment for individual needs in individual questions?
    You can add a comment to each individual question that is only visible to the teacher, in a set of questions or by inspecting the passages through the ROP. The comment is preceded by a "#" at the beginning of the line.
    Note

    HTML editor creation comments not supported.

Editing ROPOT Description

  • 1.What shall I do to create a ROPOT description? And where am I supposed to place it?
    After creating a question set, please enter the section designed for administering ROPOT applications using the following path:

    Teacher ROPOT ... Work with ROPOT

    Click on 'Create a new ROPOT description' and specify the mode (the type of test or exercise) you want to use (e.g. exercises, PC-based test, text (accompanied by other materials), opinion poll, etc.). Selecting one of the modes, you choose a certain configuration associated with it. Provided some ROPOT descriptions have already been created under the course, you can chose one of these as a template for the new one.
    Please ensure that you confirm your choice by clicking on the Select button - an operation that will take you to the form allowing you to edit its individual parameters.

    NB: All the default settings represent pre-sets that can be changed to suit your individual needs any time you see fit. For example, you might want the application to display correct answers in a PC-based test although it is not common in this mode.

    Data contained in a ROPOT description is saved in a file with the .qdesc suffix (standing for 'questionnaire description'), which can be found in the File Manager (there is an icon containing a blue square situated right next to its name):

    The file is sent to the testbank sub-folder (placed under the ROPOT folder) - a location inaccessible to students. Provided you want to place it somewhere else, click on the Find button situated next to the current path to it and specify the new location.

  • 2.What name shall I choose for the new ROPOT application and what shall I do to link it to a question set?
    The first three items you are requested to enter into the form used for editing a ROPOT description are the name of ROPOT application, name of file, and address of question set.
    • Name of ROPOT application: Please use a short, meaningful string. Provided you want to have your students' scores uploaded into a notebook, make sure the number of characters does not exceed that of 32.
    • Name of file: This item is optional. If not provided, it is generated by the System automatically.
    • Address of question set: To link a question set to your ROPOT application, you should first specify its address by clicking on 'Select from all question sets'. This will display all the question sets created under the course and allow you to specify those you want to use (by checking them and clicking on 'Use the selected'). If you want to utilize a set located outside the Study Materials section, enter its address into the text field right below the Select from all question sets button and click on 'Use'. To find its address, click on the Find button.

  • 3.I would like to combine questions contained in different question sets within the same ROPOT application. Is it possible?
    Yes, it is. The technique is basically the same as the one mentioned above. However, you should ensure that the checkboxes situated next to 'use' are checked for the sets you plan to use!
    Moreover, you might want to specify in which order you want the questions of the individual sets to be presented by entering numbers into the position of the set fields.

    You may find the opportunity to utilize several question sets within the same ROPOT application helpful mainly in the situations where each of your question sets targets a certain area and you want to design a test containing questions a certain number of which comes from a certain set.
    However, it is not possible to have the System select the individual questions (and, for instance, have it add to the test or exercise only the questions 1, 5, and 100) since these do not contain any identification information that could be used for this purpose.
    Provided you have questions concerning the ways of designing tests from multiple question sets, please feel free to contact us.

    If a teacher makes some modifications to his/her questions after they have been answered by students, the students' answers are not affected by this operation. Therefore, the teacher can still see the original form, i.e. the one in which the questions were when being answered by the students.

    TIP: To view and/or edit a question set, click on 'edit questions'. This will open the question set in a new window allowing you to browse the set and do the editing.

  • 4.How am I supposed to instruct my students on how to work with the application?
    You can use the ROPOT application instructions field to provide your students with some information on how to work with the application and inform them about, for instance, the maximum possible score, date on which their scores will become available to them, where they will be able to find them, etc. This information will be displayed to them even before they enter the application.
  • 5.And what about the scoring system?
    If you do not wish your students to be awarded any points for correct answers (applies to, for instance, opinion polls), check 'do not award any points'. Otherwise, enter a desired number of points into the field titled 'default number of points awarded for a correctly answered question (ok)'.

    Provided you have specified the numbers of points awarded for correctly answered questions in your question set as well as in the ROPOT application, the values in the former override those in the latter. Therefore, if your ROPOT description says that, for example, one point should be awarded for a correctly answered question while the question set linked to it says it should be two points (specified in the form of 'ok 2'), it is the number of points specified in the set, i.e. 2, that is added to the student's score if he/she answers its question correctly.

    NB: The points are awarded for every 'ok' entered. In other words, if your question consists of four answer fields and the student fills each of them with a correct answer, 4 points will be added to his/her score (provided the default number of points awarded for a correctly answered question specified in the ROPOT description is 1). If you want to assign the same number of points to all the questions (regardless of how many times you use 'ok' in each of these), please specify the numbers in the question set. In the aforementioned example (a question containing four answer fields), you should therefore enter 'ok 0,25' for each of the answer fields. Thus, if the student types correct answers into each of the fields, he/she will be awarded 1 point for the question.
    Apart from points, you may also use percentages (e.g. 'ok 25%').

    It is also possible to specify the number of points subtracted from the total score for incorrectly answered questions.

  • 6.Is there any way of saving my students' scores in a notebook?
    Yes, there is. All you have to do is to check the proper 'Saving' option in the Saving students' scores to a notebook section and the System will take care of the rest.
    It is only scores that are saved in a notebook, not, for instance, students' answers.
    Provided you want to save your students' scores in a notebook, you have the following options to choose from:
    • Save the scores of all the ROPOT sessions (all tests): Check this option when you want to allow your students to have numerous different tests displayed (for further information, see below) and want to keep track of their individual scores. However, if they work with the same test repeatedly (only correcting the answers they provided in their previous sessions), it is always the new score that gets saved in the notebook, i.e. the score of their last session.
    • Save only the score of the last ROPOT session (last test): This is the only option to check provided you have selected 'Yes, they should, but it is always the same form (same questions) that should be offered to them.'.
      You may also find this option useful when you want to allow your students to have multiple different tests displayed and you only want the score of their very last session to be saved.

    If you do not want the System to store your students' scores in a notebook, click on 'No, do not save the scores to a notebook.'.

  • 7.Is there any way of finding out how many of my students have reached the minimum required score?
    Yes, there is. To find out, enter the minimum required score into the field titled 'the score the students must reach for the test to be considered passed', which can be found in the Passed/failed evaluation section. You should also configure the application so that it saves your students' scores in a notebook (for further information on how to do so, please see the section above).
    Provided a student reaches the minimum required score, the string of *1 (not his/her score) will be added to his/her name stored in the notebook. If he/she does not reach this score, his/her field will remain empty.

    The string of *1 allows you to keep track of how many tests your students have passed after you have added up their scores stored in individual notebooks. In this respect, you may want to have a list of students who have or have not reached the required score. If this is the case, please use the following path:

    change filter selected by their score recorded in a notebook (situated in the 'other' section)
    Finally, select the required notebook and the score that is to be used for filtering. Therefore, provided you want to see the list of those who have passed the test, enter =1. After you click on 'Select', these students will be extracted from the database of all the students enrolled in the course.

    The students can find the information about whether they have reached the minimum required score using the following path:

    Student ROPOT (Revision, Opinion Poll and Testing) - e-learning

    The students can either find the green sign 'condition met' or the red one 'condition not met' there depending on their scores.

  • 8.In which order are the questions and answers to these going to be presented?
    This completely depends on your preferences. It is possible to have the application present the questions and answers to these (alternatives) in the same order as they are in the question set to which the ROPOT application is linked or you can have these ordered randomly. In other words, you can choose from the following options:
    • random - This presents the questions to the students in a random order.
      NB: Provided you are preparing a test from several question sets in which you have specified their positions, this specification will be ignored, i.e. all the questions of all the sets used will be blended randomly.
    • in the same order as that of the question sets they make up, but blended randomly within each of the sets - This option is particularly useful when more than one question set is used. The application presents the questions in a random order while keeping the positions of question sets (provided these are specified with position numbers). In other words, it is the questions of the set with the position number 1 (ordered randomly) that will precede the questions of the set whose position number is 2 (ordered randomly), etc.
    • in the same order as they can be found in the set - If you only plan to use for preparing your test, for instance, 10 of the questions making up your question set, it is only the first 10 that will be used and presented in exactly the same order as they can be found in the set. The same applies to the situations where all the questions making up the set are used.

    If you leave the position of the set field blank, the sets will be used in a random order.

    The application allows you to have the answers to the questions (alternatives) presented in a random order as well. In such a situation, you do not need to worry about the position of correct answers when creating your question set since it may always be the same.

  • 9.How many times are students allowed to open the ROPOT application and consult the key?
    This also depends on you. Provided you wish to allow your students to access a key to your test, you can do so in the section titled 'Do you want the correct answers to be displayed to the students after they have finished working with the ROPOT application?':
    • Display all the answers immediately after the submission of answer form: Provided you select this option, after saving the contents of their forms, students will be allowed to browse the key and scores they have reached after clicking on 'view'.
    • Display all the answers after the period during which the ROPOT application can be worked with: If you select this option, the application will only allow students to access the key after the period during which the ROPOT application can be worked with (for further information, see below). Until that time, they will not be able to see their scores either. However, you might want to get their scores saved in a notebook (see above) for them to be able to access them earlier.
    • Never: Since this option prevents students from browsing the correct answers, it is usually used for purely testing purposes.
    • only from ... to ...: This option enables you to specify the period during which your students will be allowed to access the key. Provided you choose this option without specifying any dates, the keys will be displayed to the students without any time restrictions.
      NB: The time restriction described in this section does not prevent students from copying the key and sharing it with others. Provided you want to keep the key hidden from them, do not select this option.

    If you want to allow your students to work with the ROPOT application repeatedly, select one of the 'Yes' options in the section of Should students be allowed to access this ROPOT application repeatedly?. The options available are:

    • Yes, they should and some other questions should be offered to them next time they work with the ROPOT application: If this option is selected, after completing a test (exercise), students have an opportunity to have a new one containing some other questions created. You may select this option when using all the questions making up your question set as well. In such a situation, the application generates a test containing blank answer fields, which is similar to the previous one, requesting the students to fill it in again. If you only use some of the questions making up your question set, the students will be offered tests varying in their contents (the questions will be selected randomly!).
    • Yes, they should, but it is always the same form (same questions) that should be offered to them: If selected, the option causes the application to generate the test once only. As a result, students cannot work with a new blank test again. They will always be offered the same test with the answers they have previously entered.
    • No, they should not. Once they have clicked on 'Save and evaluate the test', they should not be allowed to open the ROPOT application and work with it (change or edit their answers) again: This option proves particularly suitable for examining students since it does not allow them to open their tests more than once (not even before they save their answers).
  • 10.The great number of questions in my ROPOT application makes my navigation in it somewhat difficult. Is there any way of facilitating it?
    Yes, there is. The application allows you to divide you questions into smaller blocks and have them span several pages. Please specify the number of questions you want to get displayed (printed) on a page in the Number of questions per page section.


    When working with the test (exercise) on a computer, students will be requested to move between the pages by clicking on buttons. Each time a student moves to another page, the contents of the one he/she has just left will be saved automatically.

    Note: Having questions displayed on multiple pages prevents students from copying each other's answers.

  • 11.Is it possible to specify the period during which my students are allowed to work with the ROPOT application?
    Yes, it is. There are two options available in this respect. The section titled Time during which the application can be worked with allows you to specify the period. The Total time for the test section enables you to enter the time for which your students will be allowed to work with their tests (exercises).
    • Period during which the application can be worked with:
      Here you may want to enter the start and end dates (as well as start and end times) of the period.
    • Total time for the test:
      This section allows you to activate the timer function for the test (exercise). The time should be entered in minutes. The application starts the count-down the moment the test (exercise) is opened.
    • Combining both the aforementioned options:
      You may want to combine both the options described above. If you do so, it is the 'earlier' condition that takes precedence over the 'later' one.
      Example: You specify the period during which your students can work with their tests (exercises) as that of, for instance, 15:00 to 16:00 and you also enter 10 minutes as the time they have for it. If a student opens the test (exercise) at 15:55, he/she will be allowed to work with it for 5 minutes only. If he/she does so at 15:00, he/she will be allowed to work with it until 15:10.

    Combining the two options proves particularly useful in testing, where you want to ensure that all the students, even those who open their tests later than others, have the same starting position, or when you do not want to deprive your students of some of their test time in the situations where the test starts later than planned.

    You can also use the aforementioned combination in the exercises you want your students to do during a certain period (e.g. from March to June). The other option allows you to specify how much time they have for these (e.g. 20 minutes).

    However, when using the combination of the two, make sure you also select 'Yes, they should and some other questions should be offered to them next time they work with the ROPOT application.'. That is, if you select 'Yes, they should, but it is always the same form (same questions) that should be offered to them.', the application begins to count down the minutes the moment it is accessed for the first time. Therefore, if a student saved his/her answers after 10 minutes (for instance) of working with it and returned to the test half an hour later, he/she would no longer be allowed to work with it since his/her time would be up.

    No matter which of the aforementioned options you choose, students will always be informed of how much time they have left. During the last five minutes, there will be a red time notification displayed on their screen that will eventually start flashing a minute before the end of their test.

  • 12.What if a student fails to save his/her answers before the end of his/her test?
    In such a situation, the Information System will save his/her answers automatically (at the end of his/her test). This feature, which is active by default, cannot be disabled, though. That is why it is advisable that you inform the students of this fact beforehand.
  • 13.How shall I proceed to make the ROPOT application accessible to my students?
    To make your ROPOT application accessible to students, you should set its access rights correctly and create a reference to it. Provided you only want to test the application, save it using the Save and make inaccessible to students for now button and leave its access rights as they are by default.

    When you finally decide to make your ROPOT application accessible to them, enter the ROPOT description section using the following path:

    Teacher ROPOT ... Work with ROPOT edit
    Once in the ROPOT description section, you should first set its access rights by clicking on the Add another right button, selecting one of the options, and clicking on 'Add the right'.
    Provided you have selected, for instance, 'students enrolled in the course offered in a concrete term', you will be prompted to confirm your choice by clicking on 'Add the right' again.
    You can tell that the operation has been performed successfully by the presence of a table listing the new rights. At the same time, the sentence 'No access rights have been specified ...' disappears.

    NB: The access rights have to be assigned to the ROPOT description section. Changing them in the File Manager only is not enough. Nevertheless, if you change them in the former, you need not do so in the latter.

    Another step you have to take is to create a reference to your ROPOT application. This is a file with the .qref suffix (standing for questionnaire reference). In the File Manager, the files of this type have an icon containing a red square attached to them.

    The .qref file gets automatically created once you save the ROPOT description by clicking on 'Save and make accessible'.
    The reference is placed into the folder titled 'Study Materials/ROPOT' by default. This location (default path to the file) can be changed in the section titled 'Making the ROPOT application accessible to students'. To change it, specify the new path and click on 'Use'.

    A student enrolled in the course under which a ROPOT application has been created can find a reference to it (as well as all the other e-learning-related information) on his/her Student page. He/she can access the reference using the following path:

    Student ... ROPOT (Revision, Opinion Poll and Testing) - e-learning

  • 14.I want to set who can work with the ROPOT.
    The “Rights and Time Group” sets who can work with the ROPOT. Click the “Add another right” button to select the desired option and then click “Add the right and make further specification.” If you selected for example “Students enrolled in the course offered in a concrete term,” you will have to confirm your selection one more time by clicking the button “Add the right.” If the process has been successfully completed, the message “No access rights have been specified for this ROPOT application yet” will disappear and a table displaying the assigned rights will be shown instead.

    It is possible to enter multiple different rights.


  • 15.I want to make the test accessible to different groups at different times.
    Each ROPOT description can contain a different combination of time and rights settings.

    For example: a lecturer teaches three seminar group, each being taught in a separate day, and they wants to set up one ROPOT for each group so that students from a specific seminar group can only answer the ROPOT during the day the seminar group is taught.

    The “Add rights and time group” button adds a section for each seminar group; within this section the rights can be set for the given seminar group as well as the time during which the ROPOT can be answered.

    Therefore, only one ROPOT – rather than three separate ones – has to be set up.

    You can also add a special rights and time group. This option is mainly used for setting up ROPOTs for special-needs students (usually used by Teiresiás).

  • 16.Will the student lose all answers if an error occurs while saving?
    In order to avoid cases when the student does not accidentally save the test for some reason (for example due to a power outage or connection failure), students can use the “Save temporarily” function while working with the ROPOT. In this case the student’s answers will be restored to their last saved state after restarting the ROPOT. If you wish to minimize the risk of students losing their answers while answering the ROPOT, it is suggested you inform your students of this function in advance.

    You can also activate the “Saving reminder” option in the ROPOT settings which sets a time limit; once the time limit is reached, a warning reminding the student to temporarily save their progress is displayed.

  • 1.:: c :: Select all the alternatives you consider correct (several per question)
    checkbox

    :: c :: Zaškrtněte všechny správné odpovědi:



    • Score (points) awarded: Please ensure that at least one of the fields contains “ok” which marks the correct answer. The score that is to be awarded for an alternative can be entered either in the form of a number, in which case it denotes the number of points awarded/subtracted if the alternative is selected, or that of percentage. Examples:

      ok
      ok 2
      ok 75%
      -1
      -50%

      There should always be a space between ok and the value. As regards the conditions the student must meet in order to score 100 percent, you will be able to specify these later in the ROPOT description section. The student is usually awarded the score (number of points) assigned to the alternative he/she selects. Unless you assign a score to one of the alternatives here, the student is awarded the default one specified in the ROPOT description.

    • Options – select one of the options below the question:

      1 The choice of option affects the way points are added.

      • only the correct answers – the student is awarded the score assigned to the first alternative marked ok provided he/she only selects all the correct alternatives
      • scores for all the answers – the student is awarded the scores assigned to the alternatives he/she selects (use negative values for the wrong ones)
      • all the correct answers – the student is awarded the score assigned to the first alternative marked ok provided he/she selects all the correct alternatives (he/she is awarded the score even if he/she selects some wrong ones)
    • To format your text, you can use the HTML editor or HTML tags (the former only applies to the question sections).

  • 2.:: r :: Select the answer you consider correct (one per question)
    radio button

    :: r :: Zaškrtněte právě jednu správnou odpověď:



    • Score (points) awarded: Please ensure that at least one of the fields contains “ok” which marks the correct answer. The score that is to be awarded for an alternative can be entered either in the form of a number, in which case it denotes the number of points awarded/subtracted if the alternative is selected, or that of percentage. Examples:

      ok
      ok 2
      ok 75%
      -1
      -50%

      There should always be a space between ok and the value. As regards the conditions the student must meet in order to score 100 percent, you will be able to specify these later in the ROPOT description section. The student is usually awarded the score (number of points) assigned to the alternative he/she selects. Unless you assign a score to one of the alternatives here, the student is awarded the default one specified in the ROPOT description.

    • To format your text, you can use the HTML editor or HTML tags (the former only applies to the question sections).

  • 3.:: a :: Free form text (Type in an answer)
    text area, in which the student writes a longer answer

    :: a :: Odpovězte textem:
    Co víte o ježkovi?

    • The score (points) awarded cannot be specified via this form.
    • To format your text, you can use the HTML editor or HTML tags (the former only applies to the question sections).
    • The default size of the text entry window is 80 columns and 10 rows (the size is in characters). The dimensions can be further manipulated.
    • You can enable character or word counting in the form and set a limit for typing them. Only for characters, it is possible to block further typing after the limit is exceeded. The student can check how well the limit is met in the ROPOT responses’ view.

      1 Set the response window size and character count limit.

  • 4.:: h :: Type in formatted answer
    A question of type :h offers the possibility to answer with longer text with the possibility to format this text.

    1 Example of a question where the answer is in text with formatting.

    • The score (points) awarded cannot be specified via this form.
    • To format your text, you can use the HTML editor or HTML tags (the former only applies to the question sections).
    • If you use the new ROPOT design, you can also use the word or character counter function. The counter in the question is indicative, it does not block the entry of additional characters after the limit is exceeded.
    Tip

    For example, the question can be used in a ROPOT focused on correct citations, where students must be able to use correct formatting – italics, bolding, etc.

  • 5.:: t :: Provide missing information or translate
    text field

    :: t :: Doplňte: nebo Přeložte:
    jaro, léto, podzim, ...

    • Score (points) awarded: Please ensure that at least one of the fields contains “ok” which marks the correct answer. The score that is to be awarded for an alternative can be entered either in the form of a number, in which case it denotes the number of points awarded/subtracted if the alternative is selected, or that of percentage. Examples:

      ok
      ok 2
      ok 75%
      -1
      -50%

      There should always be a space between ok and the value. As regards the conditions the student must meet in order to score 100 percent, you will be able to specify these later in the ROPOT description section. The student is usually awarded the score (number of points) assigned to the alternative he/she selects. Unless you assign a score to one of the alternatives here, the student is awarded the default one specified in the ROPOT description.

    • To format your text, you can use the HTML editor or HTML tags (the former only applies to the question sections).
    • The number of underscores after the ":t" determines the length of the input field (i.e., e.g., :t___ creates a field of length three characters).

  • 6.:: tt :: Enter text into fields
    multiple text fields

    :: tt :: Vepište do více polí:
    jaro, , podzim,

    • It is the default number of points that is awarded for every correct answer (item) provided since the scores (points) awarded for the individual answers (items) cannot be specified via this form.
    • Use the small untitled fields below the question one for entering the correct answers (items). Some more fields for entering additional items can be added to the set with the use of the add button.
    • Use the large untitled fields below the question one for entering the accompanying text. You can add another text field to the set using the add button.
    • To remove a space from the beginning or end of text, use #.
    • To format your text, you can utilize the HTML editor or HTML tags (the former only applies to the question sections).
    • The number of underscores after the ":tt" character determines the length of the input field (i.e., e.g., :tt___ creates a field of length three characters).

  • 7.:: v :: Select the alternative you consider correct from a menu
    Selection from a menu (výběr)

    :: v :: Vyberte z nabídky:

    • Score (points) awarded: Please ensure that at least one of the fields contains “ok”, which marks the correct answer. The score that is to be awarded for an alternative can be entered either in the form of a number, in which case it denotes the number of points awarded/subtracted if the alternative is selected, or that of percentage. Examples:

      ok
      ok 2
      ok 75%
      -1
      -50%

      There should always be a space between ok and the value. As regards the conditions the student must meet in order to score 100 percent, you will be able to specify these later in the ROPOT description section. The student is usually awarded the score (number of points) assigned to the alternative he/she selects. Unless you assign a score to one of the alternatives here, the student is awarded the default one specified in the ROPOT description.

    • To format your text, you can use the HTML editor or HTML tags.
    • No HTML tags can be used in the sections listing answers/alternatives to choose from. The application, however, supports special characters such as. &, ‰, §, etc. (preferably entered in the form of entities, i.e. as "&amp;", "&permil;", "&sect;") as well as the ones of Greek, Russian, and other alphabets.

  • 8.:: vv :: Select the alternative you consider correct from multiple menus
    multiple menus

    :: vv :: Vyberte z více nabídek:
    jaro, , , zima.

    • Use the small untitled fields below the question one for entering the items to be selected and check the correct ones (using the checkboxes situated to the left of the items). New fields for entering new items can be added to the set with the use of the add button.
    • Use the large untitled fields below the question one for entering the accompanying text. You can add another text field to the set using the add button.
    • To remove a space from the beginning or end of text, use #.
    • To format your text, you can utilize the HTML editor or HTML tags.
    • No HTML tags can be used in the sections listing answers/alternatives to choose from. The application, however, supports special characters such as &, ‰, §, etc. (preferably entered in the form of entities, i.e. as "&amp;", "&permil;", "&sect;") as well as the ones of Greek, Russian, and other alphabets.
    • It is the default number of points that is awarded for every correct choice made from the drop-down menu since the scores (points) awarded for the individual items cannot be specified via this form.

  • 9.:: m :: Match or put in the right order
    matching

    1 Example of a pair matching question.

    • Random mixing of the options is achieved by checking the "random" order of answers’ alternatives box in the "ROPOT description".

    • Score (points) awarded: Please specify the number of points awarded for the right answer (items ordered correctly). The score can be entered either in the form of a number, in which case it denotes the number of points awarded if the order is correct, or that of percentage. Examples:
      ok 2 (the student gets 2 points for this answer)
      ok 75% (for this answer the student will receive 75% of the value of the answer you define in the "ROPOT description")
      -1 (1 point will be deducted for this wrong answer)
      -50% (for this wrong answer, 50% of the value of the correct answer, which you define in the "ROPOT description", will be deducted)

      As regards the conditions the student must meet in order to score 100 percent, you will be able to specify these later in the ROPOT description section. Unless you enter a score for one of the questions here, the student is awarded the default one specified in the ROPOT description.

    • Use the small untitled fields below the question one for entering the items to be selected.
    • Use the large untitled fields below the question one for entering the accompanying text. You can add another text field to the set using the add button.
    • To remove a space from the beginning or end of text, use #.
    • HTML tags cannot be used in answers/options. It is also not recommended to use the = (equals sign) which may affect the calculation of points.
    • You can insert special characters (e.g. &, ‰, § - preferably in the form of entities like "&amp;", "&permil;", "&sect;") and characters of national alphabets (Greek, Cyrillic,...).
    • You can use HTML tags and the HTML editor in the assignment of the question.

  • 10.:: n :: Enter a number
    number

    :: n :: Vepište číslo:
    Uveďte Ludolfovo číslo pí s přesností na 3 desetinná místa

    • Enter the right answer as a number or range of numbers. Examples:

      3.14
      -4,08
      10..20

    • Score (points) awarded: Please ensure that at least one of the fields contains “ok”, which marks the correct answer. The score that is to be awarded for an alternative can be entered either in the form of a number, in which case it denotes the number of points awarded/subtracted if the alternative is selected, or that of percentage. Examples:

      ok
      ok 2
      ok 75%
      -1
      -50%

      There should always be a space between ok and the value. As regards the conditions the student must meet in order to score 100 percent, you will be able to specify these later in the ROPOT description section. The student is usually awarded the score (number of points) assigned to the alternative he/she selects. Unless you assign a score to one of the alternatives here, the student is awarded the default one specified in the ROPOT description.

    • To format your text, you can use the HTML editor or HTML tags (the former only applies to the question sections).

  • 11.:: s :: Put the words in the right order
    slovosled (correct word order)

    :: s :: Upravte slovosled
    This| nice| is| very| question

    • You don't have to fill in the assignment, as it is represented by a sentence from the question with the word order rearranged.
    • The combination of words that make up the sentence is displayed in different order. You must specify the "random answer order" option in the ROPOT description.
      Upravte slovosled:
      question| This| nice| is| very

    • Use the first alternative field to enter a sentence in the correct form and separate the sections you want to blend with vertical bars.
    • Score (points) awarded: Please ensure that at least one of the fields contains “ok”, which marks the correct answer. The score that is to be awarded for an alternative can be entered either in the form of a number, in which case it denotes the number of points awarded/subtracted if the alternative is selected, or that of percentage.

      ok
      ok 2 (the student gets 2 points for this answer)
      ok 75% (for this answer the student will receive 75% of the value of the answer you define in the "ROPOT description")
      -1 (1 point will be deducted for this wrong answer)
      -50% (for this wrong answer, 50% of the value of the correct answer, which you define in the "ROPOT description", will be deducted)

      There should always be a space between ok and the value.

    • As regards the conditions the student must meet in order to score 100 percent, you will be able to specify these later in the ROPOT description section. The student is usually awarded the score (number of points) assigned to the alternative he/she selects. Unless you assign a score to one of the alternatives here, the student is awarded the default one specified in the ROPOT description.
    • To format your text, you can use the HTML editor or HTML tags (the former only applies to the question sections).

  • 12.:: b :: To display the answer, click on the ‘key’ icon
    blind (covered answer)

    :: b :: Klíč zobrazí odpověď:
    Města mám, domy žádné, lesy mám, stromy žádné, vody mám, ryby žádné.

    After clicking on the question mark, the system will complete the answer:

    :: b :: Klíč zobrazí odpověď:
    Města mám, domy žádné, lesy mám, stromy žádné, vody mám, ryby žádné.
    Je to mapa.

    • No score (points) is awarded for this section.
    • To format your text, you can use the HTML editor or HTML tags (the former only applies to the question sections).

  • 13.:: bb :: To display the answers, click on the ‘key’ icons
    blind (covered answers)

    :: bb :: Jak zní slavná věta?
    Být či , toť

    After clicking on the question mark, the system will complete the answer:

    :: bb :: Jak zní slavná věta?
    Být či nebýt, toť otázka.

    • To display the hidden text, the user should click on the question mark/key icon. Please enter the texts you want to keep hidden into the small untitled fields below the question one.
    • Use the large untitled fields below the question one for entering the accompanying text. You can add another text field to the set using the add button.
    • To remove a space from the beginning or end of text, use #.
    • To format your text, you can utilize the HTML editor or HTML tags (the former only applies to the question sections).
    • No score (points) is awarded for this section.

  • 14.:: l :: Enter a mathematical expression
    :: l ::Přímé zadání algebraického výrazu:
    • This type of question is designed for mathematical questions that require the student to answer with an algebraic expression. The correctness of the answer is checked using the Maple program, allowing, for example, to correctly evaluate different notations of the same expression (e.g., "1/2*sin x" a "sin(x)/2"). Therefore, in order to evaluate the question, the student must write the answer in Maple syntax.

      The correctness checking of the answer can be influenced by a whitelist and a blacklist of allowed and disallowed functions or procedures that may or may not appear in the answer. You can make only certain functions available to students for an answer or prevent Maple from calculating its own answer using a Maple function.
      The definition of a question is similar to the :t and :tt types, where the number of underscores after the ":l" character determines the length of the input field. The following examples show how to use whitelist and blacklist.

      Example question with whitelist: Derive the function <M>f(x)=cos(2*x)</M>
      :l_________________
      :l="-2*sin(2*x) w[sin, cos]" ok
      (Only the sine and cosine functions can be used for the answer.)

      Example question with blacklist: Derive the function <M>f(x)=x^5</M>
      :l_________________
      :l="5*x^4 b[diff, Diff]" ok
      (You cannot use the derivation function to specify a derivative expression.)

      If neither whitelist nor blacklist is used in the answer definition, the so-called authoring solution is used, which automatically uses the whitelist from the functions used in the correct variant.

    • You can use HTML tags in the assignment, and the HTML editor for the question assignment. Mathematical expressions are entered using LaTeX notation in the <M> tag, and are planted in the figure. Ex. notation <M>T_e=10^8 K, n_0=10^{19} m^{-3}</M>.
    • Points: for defining the correct answer, type 'ok' to indicate that this answer is correct. The number of points scored can be further specified by number or percentage, e.g.

      2
      -2
      50%
      -25%

    • The percentage is calculated from the value entered in the ROPOT description.
    Tip

    You can watch a demo of creating a :l question in the answer key in this video.

    You can use the Question Editor to create :l questions.

    In case of problems with LaTex, the Input Tuning application for Tex2img is available (authenticated).

    Note

    Evaluation of the correctness of this type of question is not provided by the JAMU IS. Answers are sent to an external server where the correctness is evaluated by a script and the result is transmitted back to JAMU IS. Server failures and problems can be reported to the department that manages the external server (Laboratory of Computer Technology of the Faculty of Science).

  • 15.:: e :: Response evaluation by external server
    :: e :: enter the algorithm:
    Napište algoritmus pro výpočet následovníka:
    Pozn. správná odpověď je: každá, která vyhodnotí studentem vepsaný algoritmus na zadaných hodnotách shodně

    • This type of question is intended for cases where the student has to answer with an expression/algorithm that does not have a uniform notation. The correctness of the answers is verified by the teacher's external server, where the teacher himself/herself runs the correctness check of the expression/algorithm.
    • Score (points) awarded: Please ensure that at least one of the fields contains “ok”, which marks the correct answer. The score that is to be awarded for an alternative can be entered either in the form of a number, in which case it denotes the number of points awarded/subtracted if the alternative is selected, or that of percentage. Examples:

      ok
      ok 2
      ok 75%
      -1
      -50%

      There should always be a space between ok and the value. As regards the conditions the student must meet in order to score 100 percent, you will be able to specify these in the ROPOT description section later on. The student is usually awarded the score (number of points) assigned to the alternative he/she selects. Unless you assign a score to one of the alternatives here, the student is awarded the default one specified in the ROPOT description.

    • To format your text, you can use the HTML editor or HTML tags (the former only applies to the question sections).
    • The definition of the answer depends on the agreement with the development team. Typically, the teacher writes the correct answer in the form a:control_values, and these values (control_values) are used by the external server (a) as parameters to evaluate the student's answer. The external server also evaluates and processes the answer based on an agreement with the development team. The return string generally must not contain values of the ok/nok type (whether the answer was correct or not), but may also contain textual feedback or other scoring (even percentage).

  • 16.Accompanying text
    HTML material can be inserted between each question. For example, you can start with an explanation or a working text followed by individual questions – exercises.

      Editor HTML

      • 1.K čemu je editor HTML
        Jedná se o nástroj umožňující editovat text v prostředí internetových stránek prakticky bez znalostí jazyka HTML.

      • 2.Práce v editoru
        Veškeré nástroje pro úpravu textu jsou přístupné z panelu nástrojů, který se zobrazuje v horní části obrazovky.

        Pracujete podobně jako v textovém editoru Word - práce s textem v bloku + ikonky reprezentující jednotlivé editační možnosti.
        Pokud si nejste jistí funkcí jednotlivých ikon, najeďte na ikonu kurzorem a zobrazí se vám popisek její funkce.

      • 3.Tlačítka "Průběžně uložit" a "Vložit"
        Pro vyšší uživatelský komfort je HTML editor v některých agendách vybaven tlačítkem "Průběžného uložení". Můžeta tak svoji práci pohodlně ukládat již během editace a předcházet tak ztrátě svých dat.

        [1] volba pro průběžné uložení
        [2] tlačítko "Vložit" použijte až když jste s prací hotovi a chcete editor opustit

      • 4.Tlačítko "Zdroj"
        Po stisknutí tlačítka "Zdroj"
        mohou pokročilí uživatelé text editovat přímo ve zdrojovém kódu HTML.
        Návrat zpět do okna, které zobrazuje momentální podobu editovaného textu se realizuje opětovným stisknutím tlačítka "Zdroj".

      • 5.Odkaz 'Systém → Nastavení HTML editoru'
        Každý uživatel si vzhled editoru může nastavit přesně podle svých představ. Zúžit panel nástrojů, změnit jazyk a design editoru, případně nastavit výšku editačního okna. A to buď v prostředí diskusního fóra nebo studijních materiálů (u obou možností jsou vypsány další agendy, pro které se nastavení uplatní).
        V dolní části obrazovky potom vidíte náhled aktuálního nastavení editoru - změny se projeví až po kliknutí na "Uložit a aplikovat".

      • 6.Vložení obrázku do textu
        Doporučujeme mít vkládané obrázky uložené přímo v agendách IS (např. ve "Studijních materiálech", tvoříte-li výukový dokument, nebo ve "Web", tvoříte-li soukromý dokument).
        Budete tak mít nejen lepší přehled o zobrazovaných souborech, ale především tak předejdete možnému vymazání nebo přesunutí souboru bez vašeho vědomí.

        Ujistěte se, že kurzor v textu je umístěn právě tam, kam chcete obrázek vkládat. Klikněte na ikonku v panelu nástrojů "Obrázek"

        .
        V zobrazené dialogu Vlastnosti obrázku zvolte "Vybrat na serveru". Zobrazí se vám adresářová struktura vaší fakulty, kde zvolíte váš předmět v období a vyhledáte příslušný soubor.
        Po kliknutí na soubor s obrázkem se automaticky vrátíte na předchozí dialogové okno. Zde můžete upravit chování textu vzhledem k obrázku (odsazení, obtékání...).
        Vše potvrdíte tlačítkem "OK".

        [1] pro vložení obrázku uloženého v materiálech na ISu zvolte "Vybrat na serveru".

      • 7.Vložení hypertextového odkazu v textu
        Chcete-li, aby se určitý text stal interaktivním a po kliknutí na něj byl student odkázán na relevantní internetovou adresu nebo soubor v ISu, vyberte tento text do bloku (např. obtáhnutím myší jako ve Wordu) a zvolte ikonku "Vložit/změnit odkaz"

        A) Odkaz do internetu (mimo IS)

        V zobrazeném dialogovém oknu Odkaz vepište do políčka "URL" požadovanou adresu.
        Chcete-li, aby se odkaz studentům po kliknutí otevřel v novém okně prohlížeče, vyberte v dialogovém okně ODKAZ záložku "Cíl". V roletce "Cíl" zvolte "Nové okno" a potvrďte OK.

        B) Odkaz na jiný dokument v IS

        V dialogovém oknu Odkaz klikněte na "Vybrat na serveru" a v zobrazené adresářové struktuře vyhledejte požadovaný soubor (stejně jako při vkládání obrázku).
        Chcete-li, aby se odkaz studentům po kliknutí otevřel v novém okně prohlížeče, vyberte v dialogovém okně ODKAZ záložku "Cíl". V roletce "Cíl" zvolte "Nové okno" a potvrďte OK.

        [1] do tohoto políčka vepište internetovou adresu, na kterou chcete v textu odkazovat
        [2] chcete-li v textu odkazovat na materiál umístěný v IS, zvolte "Vybrat na serveru"
        [3] pro otevírání odkazu v novém okně prohlížeče, vyberte záložku "Cíl" a v roletce "Cíl" zvolte "Nové okno"

      • 8.Vkládání textu
        Máte-li text připravený v jiném textovém editoru - typicky Wordu, doporučujeme využít funkce "Vložit z Wordu"
        pro zachování formátu.

        Tip: Máte-li problémy se zobrazováním textu zkuste celý text označit a použít CTRL+X a CTRL+V.

      • 9.Co mám dělat, když se editor HTML chová neočekávaně nebo chybně?
        K chybnému chování HTML editoru (např. ztráta části vkládaného textu, příliš velké/malé odsazení odstavce apod.) může docházet, pokud není upravovaný text správně HTML formátován, obsahuje-li nestandardní prvky, či je porušen. To se může stát, upravujete-li text, který byl vytvořen nebo změněn mimo editor HTML, nebo po zásahu přímo do zdrojového HTML kódu textu.

        Pokud vkládáte text z Wordu, či jiného pokročilého textového editoru, nemusí se formátování po vložení shodovat s původním, což je zapřičiněno značně odlišnými formátovacími možnostmi HTML stránek a velkých editorů určených k sazbě a tisku.

        Problematického chování v HTML editoru se vyvarujete, pokud budete text vytvářet a editovat pouze HTML editorem v IS. Obsah z jiných zdrojů (z HTML stránek, z Wordu atd.) vkládejte pouze funkcemi editoru (Vložit, Vložit jako čistý text, Vložit z Wordu). Zároveň nepoužívejte přímou editaci zdrojového kódu, pokud si nejste jisti, zda změny nemohou porušit správné formátování HTML.

        Program Skenování do IS JAMU

        • 1.Kde najdu program Skenování do IS JAMU?
          Aplikaci naleznete v:
          Informační systém Tisk Program pro naskenování a odeslání do ISu (exe, Microsoft Windows)

        • 2.Jak mohu používat Skenování do IS JAMU?
          Program umožňuje:
          • naskenovat sadu odpovědních listů a předat je ISu k vyhodnocení
          • zkopírovat naskenované dokumenty (příp. jiné soubory) do Úschovny uživatele

          Program předpokládá (stolní) skener připojený k počítači se systémem MS Windows, zpravidla s automatickým podavačem a dále ovladače skeneru komunikující dle standardu TWAIN.

          Pozn.: Fungování s jinými typy skenerů není vyloučeno, avšak nebylo testováno.

          Pokud je na počítači nainstalováno více ovladačů skeneru (je připojeno více skenerů, nebo výrobce skeneru dodává více různých ovladačů), objeví se po spuštění dialog umožňující výběr ovladače, pravděpodobně s titulkem Select Source (tento dialog není ovládán programem Skenování do IS MU). Je-li na počítači pouze jeden ovladač skeneru, bude vybrán automaticky.

          V případě, že bude dialog ukončen bez výběru ovladače skeneru, nebo pokud na počítači není nainstalovaný ovladač, zobrazí se varovné hlášení a program bude spuštěn v omezeném módu umožňujícím pouze přenos existujících souborů do ISu.

          Uživatel si po spuštění programu vybere jednu z následujících možností:

          1. skenovat dokumenty a naskenované je odeslat do ISu
          2. odeslat soubory z již existující složky
          3. vybrat již existující složku, k jejím souborům přidat další naskenované stránky a celé předat ISu

        • 3.Jak lze skenovat stránky do souborů?
          Volba 'Chci naskenovat stránky do souborů a odeslat je' je základní funkcí programu. Do pomocného adresáře se postupně ukládají soubory odpovídající naskenovaným stránkám. Skenování je iniciováno tlačítky 'Skenovat z plochy' a 'Skenovat z podavače', která zároveň určují zdroj pro skenování. Tlačítka lze použít opakovaně a libovolně je kombinovat.

          Příklad: Pro skenování sady odpovědních listů použijte několikrát tlačítko 'Skenovat z podavače' podle poměru počtu stránek k naskenování a kapacity automatického podavače skeneru.

          Pozor: Pokud jsou skenovány odpovědní listy, je nutné výchozí nastavení ponechat beze změn, v ostatních případech lze před skenováním měnit barevnost a rozlišení.

          Pod tlačítky 'Skenovat ...' se zobrazuje informace o počtu a umístění dosud naskenovaných souborů (stránek). Po naskenování všech požadovaných stránek je lze odeslat do ISu.

          Při skenování odpovědních listů je nutné Průvodku naskenovat buď jako první, nebo jako poslední stránku (celého balíku odpovědních listů, nikoli každé dávky dle kapacity podavače), jinak nebude možné naskenovanou sadu odpovědních listů po odeslání do ISu správně vyhodnotit. Při skenování více balíků odpovědních listů je nutné odesílat každý zvlášť tak, aby v každém balíku odesílaném do ISu byla právě jedna Průvodka.

          Při skenování odpovědních listů nezáleží na jejich orientaci: budou-li do podavače vloženy "naopak", bude naskenovaný obraz automaticky otočen.

        • 4.Jak mohu odeslat soubory z existující složky?
          Volbou 'Chci odeslat již naskenované soubory' zvolíte existující neprázdnou složku, jejíž soubory budou předány do ISu. Jméno složky lze editovat v příslušné kolonce, nebo ji lze vybrat pomocí tlačítka 'Vyhledat'. Ve složce s naskenovanými odpovědními listy je nutné, aby soubor s Průvodkou byl abecedně buď první, nebo poslední.

        • 5.Jak mohu přidat skenované stránky do existující složky?
          Volbou 'Chci přidat k již naskenovaným další a odeslat' kombinuje výběr existující neprázdné složky a poté skenování dokumentů. Skenované stránky se ukládají do zvolené složky, ze které budou ISu odeslány všechny soubory.

          U naskenovaných odpovědních listů musí být Průvodka abecedně první mezi již existujícími soubory (přidáním znaku vykřičníku na začátek jména souboru s Průvodkou docílíte jejího zařazení na začátek), nebo jméno abecedně posledního souboru ve složce musí být 1xxx.bmp (kdy x je libovolná cifra) a zároveň stránka Průvodky musí být naskenována jako poslední z přidávaných stránek.

        • 6.Jak odešlu data do ISu?
          Předání dat ISu
          Je nutné vyplnit buď učo osoby, do jejíž Úschovny budou soubory přeneseny, nebo zaškrtnout volbu 'Průvodka' udávající, že jde o odpovědní listy s Průvodkou, které mají být na straně ISu vyhodnoceny.
          Po odeslání dat
          Čeká se na odpověď ISu (může trvat i několik sekund). V případě odpovědních listů hlášení o přijetí dat v pořádku znamená, že data byla předána a Průvodka nalezena a zpracována, neznamená to např. analýzu všech přenesených odpovědních listů.

          Aplikace se vrátí do stavu po spuštění programu. Pokud byla v předchozím kroku vybrána nějaká existující složka, zůstane její jméno v kolonce pro výběr složky (ve výchozím stavu neaktivní). Volbou 'Chci naskenovat stránky do souborů a odeslat je' se tato složka nepoužije, zůstává tam pro ostatní dvě volby pro případ, že by se uživatel chtěl vrátit k datům, s nimiž pracoval v předchozím kroku.

          Pozor: Aplikace zatím z technických důvodů neodesílá data serveru průběžně ihned po kompresi jednotlivých naskenovaných souborů, ale ukládá je před odesláním na disk jako jeden zkomprimovaný soubor do adresáře s odesílanými soubory. Na disku tak musí být na komprimovaná data místo (alespoň polovina místa, které zabírají nezkomprimovaná data, raději však stejně). Dále to znamená, že pokud v adresáři s odesílanými daty bude existovat soubor is_sken.tmp, bude bez varování smazán (Pravděpodobně bude takto fungovat jen dočasně).

        • 7.Poznámky a možné problémy
          Potíže, které mohou skenování komplikovat:
          Usazování prachu na skeneru
          Před skenováním, i v jeho průběhu při doplňování stránek do podavače, je vhodné šetrně otřít prach a drobná smítka z té části plochy skeneru, přes kterou automatický podavač posunuje skenované stránky. Při skenování mnoha stránek se usazené drobné nečistoty mohou promítnout do naskenovaných souborů jako svislé čáry a ztížit tak rozpoznávání.
          Uváznutí papíru v podavači
          Stane se snadno, např. když jsou odevzdané odpovědní listy pomačkané. Proto ve složce s naskenovanými soubory zkontrolujte, který odpovědní list byl naskenován jako poslední a který/které je ještě potřeba vrátit do podavače. Novější skenery pro urychlení začínají natahovat další stránku do podavače již při skenování předchozí. Skener se tak může zastavit ještě před odesláním obrazu předchozí stránky do počítače, takže tato projde podavačem mezi ostatní již naskenované, třebaže z pohledu počítače/programu naskenovaná nebude.
          Rozdíly v ovladačích skeneru
          Ne všechny ovladače skenerů dodržují svým chováním normu, proto nemusí na konkrétním ovladači vše fungovat podle popisu výše. Takové situace by měly být ošetřeny informativními či varovnými hlášeními a neměly by mít vliv na funkčnost resp. použitelnost programu. Pokud by přesto došlo k neuspokojivému či nestandardnímu chování a nepomohlo ani použití jiného ovladače skeneru (je-li k dispozici), zašlete prosím popis průběhu spolu se souborem log.txt z adresáře Skenování v dokumentech přihlášeného uživatele na adresu jamuis(zavináč/atsign)fi(tečka/dot)muni(tečka/dot)cz.

        Rozpoznávání (OCR) naskenovaných dokumentů

        • 1.Co znamená rozpoznávání (OCR) naskenovaných dokumentů?
          Pod pojmem rozpoznávání rozumíme proces označovaný optické rozpoznávání znaků (OCR - Optical Character Recognition). Skenerem naskenujete jednu nebo více stran textu, příp. textu spolu s grafikou a získáte tak počítačový soubor s obrazem skenované předlohy. Rozpoznáním získáte ze souboru s obrazem naskenované předlohy text, který pak můžete např. označit myší, můžete v něm vyhledávat, přenést text do Wordu a dále ho zpracovávat a upravovat.

        • 2.Jaké soubory umí IS rozpoznávat?
          IS umí rozpoznávat obsah PDF (Portable Document Format) souborů, tj. souborů majících typicky .pdf na konci jména souboru. Budete-li chtít naskenované předlohy rozpoznat, musíte skenovacímu software sdělit, že má produkovat PDF soubor. V jednom PDF souboru může být libovolný počet naskenovaných předloh (stran textu).

          Rozpoznáním lze zpracovávat i PDF soubory, které vznikly jinak než skenováním. Rozpoznat lze i PDF soubory vytvořené některými sázecími (grafickými) programy zvláště v případech, že z nich text nelze běžnými postupy získat (typicky pokud je "rozbitá" diakritika).

        • 3.Kam IS rozpoznaný text uloží?
          Rozpoznaný text se ukládá jedním ze dvou způsobů:

          jako text:
          IS implicitně ke každému PDF souboru vytváří jeho textový formát a ve Správci souborů textový formát najdete na stejném řádku (vedle) originálního PDF souboru. Textový formát je určen pro fulltextové vyhledávání a pro kontrolu podobných souborů.
          jako dvouvrstvé PDF:
          Vkladatel souboru smí ve Správci souborů požádat o vytvoření tzv. dvouvrstvého PDF. Rozpoznávací systém vytvoří nový PDF soubor, který bude obsahovat jak oskenovaný originál (v první vrstvě), tak i rozpoznaný text (ve druhé vrstvě). Tzn. že pod naskenovanými obrázky písmen jsou uloženy počítačové znaky tak, že je nyní lze vzít do myši. IS při požadavku vytvořit dvouvrstvé PDF původní PDF soubor přejmenuje na _orig.pdf a změní mu typ z application/pdf na application/octet-stream. Nový (dvouvrstvý) soubor uloží pod originálním jménem s typem application/pdf. Dále pak IS ještě z dvouvrstvého PDF automaticky vytvoří formát .txt. Ve Správci souborů pak uvidíte na řádku s PDF souborem jeho tři formáty. Soubor _orig.pdf se může zdát nadbytečný, ale zatím se provozovatelé systému neodhodlali jej automaticky rušit, protože s vytvářením dvouvrstvého PDF v ISu nejsou dlouhodobé zkušenosti a může se stát, že se dvouvrstvé PDF vytvoří v nějaké situaci špatně. Proto originál zachováváme.

        • 4.Jak o rozpoznání souboru požádám?
          IS je schopen rozpoznat PDF soubory uložené do libovolné agendy, ve které funguje Správce souborů. Tzn. ve Studijních materiálech, v Úschovně, na Mém webu, v Poskytovně, v Dokumentovém serveru atp. IS automaticky rozpoznává do formátu text. O rozpoznání do formátu text není nutné žádat.

          Chcete-li vytvořit dvouvrstvé PDF, musíte požádat ve Správci souborů následovně:

          • Na řádku se souborem kliknete vlevo na symbol montážního klíče (Nástroje).
          • Kliknete na odkaz "Zařadit do fronty na rozpoznání".
          • Vyberete, zda chcete dvouvrstvé PDF nebo text. Zřejmě chcete dvouvrstvé PDF.
          • Kliknete na tlačítko "Zařadit do fronty na rozpoznání".

        • 5.Proč nevidím odkaz "Zařadit do fronty na rozpoznání"?
          Odkaz se vám nezobrazuje pravděpodobně proto, že
          nemáte právo soubor spravovat
          Abyste mohli nechat soubor rozpoznat, je potřeba mít právo daný soubor spravovat. V případě, že toto právo k danému souboru nemáte, nenabídne se vám odkaz "Zařadit do fronty na rozpoznání".
          složka obsahuje mnoho souborů, a proto u nich nebyla přepočítána práva
          Práva překontrolujete (přepočítáte) pomocí ikony montážního klíče se zaškrtávátkem v hnědé liště označující úroveň, ve které se právě nacházíte.

          [1] přepočítání práv

        • 6.Smím požádat o rozpoznání libovolného počtu souborů?
          Systém dovolí požádat o rozpoznání libovolného počtu souborů, nicméně rozpoznávání souborů je řízeno prioritami. Student pro dva soubory a učitel pro dvacet souborů získá nejvyšší prioritu. Pro další soubory získáte už prioritu nižší. Při stanovování priorit se vychází z počtu souborů, které jsou aktuálně zařazené ve frontě na zpracování. Soubory, které již byly zpracovány (rozpoznány), se do výpočtu nezahrnují. Jednou přidělená priorita se nemění. Proto nemá smysl žádat o zpracování velkého počtu souborů naráz, protože další soubory by se zpracovávaly s nižší prioritou. Soubory na nižší prioritě se dostanou ke zpracování až v okamžiku, kdy systém zpracoval všechny soubory s prioritou vyšší a také zpracoval všechny soubory, kterým automaticky bez žádosti uživatele vytváří implicitní textový formát.

          Je třeba upozornit, že rozpoznání jednoho souboru trvá od jednotek minut po jednotky hodin podle počtu stran a složitosti obsahu. Dobu, do které bude váš soubor rozpoznán, nelze předem určit, ani garantovat.

          Správci systému budou stav rozpoznávacích front sledovat a při zjištěném dlouhodobém přeplnění front se pokusí zakoupit další servery a rozšířit tak počet serverů, které rozpoznávání provádějí.

        • 7.Jak se dozvím, že soubor byl rozpoznán a jak rozpoznání dopadlo?
          Pokud jste požádal/a o rozpoznání souboru ve Správci souborů, obdržíte po provedení rozpoznání od systému informační e-mail. Informační e-mail se posílá po zpracování každého vyžádaného souboru zvlášť.

          Soubor byl buď zpracován úspěšně, nebo neúspěšně. O výsledku zpracování budete informováni v e-mailu.

          Neúspěšné zpracování může mít jeden z následujících důvodů:

          • PDF soubor je nějakým způsobem chráněný. Např. je zašifrovaný, nebo je v něm vypnutá možnost kopírovat text (označit něco myší). Musíte dodat soubor, který není tímto způsobem chráněný.
          • PDF soubor neobsahuje žádný text.
          • PDF soubor obsahuje nečitelný text, např. rukou psaný. Rukou psaný text systém neumí rozpoznat.
          • Obsah souboru byl nekvalitně naskenován. Text je příliš světlý nebo kontrast kolísá.
          • Soubor je příliš velký. Rozpoznávací systém má pojistku, která rozpoznávání násilně ukončí po několika hodinách práce nad jedním souborem. Pokud se do té doby nestihlo soubor rozpoznat (např. 500 stran a více), prohlásí se soubor za nezpracovatelný. Přesně určit předem maximální zpracovatelný počet stran však nelze.
          Je-li soubor jednou označen za neúspěšně zpracovaný, nelze znovu požádat o jeho zpracování. Uživatel by jej měl typicky upravit a zavést do systému znovu. Pak může znovu požádat.

        • 8.Jak se dozvím, v jakém stavu je můj požadavek na rozpoznání?
          V aplikaci
          Informační systém Tisk Rozpoznávání (OCR)
          se dozvíte stav svých žádostí vzhledem k žádostem ostatních uživatelů, zde můžete svůj požadavek na rozpoznání zrušit, uvidíte seznam souborů, které se nepovedlo úspěšně převést, a příp. můžete vyhledat PDF soubor a zařadit jej do fronty na rozpoznání. Pro zařazování do fronty na rozpoznání se preferuje postup přes Správce souborů, viz výše.

        • 1.K čemu jsou Záložky? A co jsou štítky?
          Agenda přináší:
          • mám záložky (odkazy do internetu, „Oblíbené“, Bookmarks) na jednom bezpečném místě v IS JAMU,
          • pokud mne něco zaujme, založím veřejnou záložku i pro ostatní,
          • vidím, jaké záložky založili ostatní.

          Zde jsou záložky, které si v poslední době uložilo nejvíce lidí (tzv. žhavé záložky): https://is.jamu.cz/auth/ln/hot. Zobrazit žhavé záložky.

          Veřejné záložky jsou k nahlédnutí i uživatelům nepřihlášeným do IS JAMU, např. https://is.jamu.cz/ln/hot.

          Štítky (anglicky tag) si k záložkám vepisuji jako nehierarchická klíčová slova - o čem záložka je, proč jsem si ji uložil, co si o ní myslím, k čemu ji chci později použít. Pro představu zkuste

          https://is.jamu.cz/auth/ln/tag/radio Zobrazit.

          https://is.jamu.cz/auth/ln/tag/brno+cajovna Zobrazit.

          Názvy štítků lze vepsat do adresy, jak je zde naznačeno, nebo v agendě použijte vyhledávací pole.

          Co znamenaji údaje u zobrazené mé záložky?

          1 Zadám-li štítek „favorit“ nebo „favourite“, je záložka dostupná v pohledu „oblíbené“.

          2 Štítek s kódem předmětu zakončený vykřičníkem zadal učitel předmětu.

          3 Cizí štítky: tuto záložku mají uloženou i jiní lidé, s těmito štítky.

          4 Možnost záložku upravit.

          5 Počet osob, které mají tuto záložku: odkaz vede na seznam osob a podrobnosti.

          6 Kdo záložku jako první vložil do IS JAMU a kdy.

          7 Odkaz na veřejné záložky osoby, která záložku první vložila do IS JAMU.

          8 Můžete si vkladatele vyhledat nebo mu napsat.

        • 2.Nemám zájem sdílet záložky!
          Nechcete-li sdílet záložky, je možné si položky ukládat výhradně jako soukromé. Pokud pracujete z mnoha počítačů (různé počítačové učebny, studovny, domov, kolej, ...), je pro vás stále dostupná báze vašich odkazů přínosem - nemusíte synchronizovat mezi jednotlivými počítači a prohlížeči; je k dispozici všude, kde se dostanete k IS JAMU

          Kdykoli vás zaujmou materiály, které takto poskytují kolegové, můžete se také do sdílení (do informování o tom, co jste kde na webu zajímavého četl) zapojit.

        • 3.Vložení a oštítkování záložky
          Při vkládání nové záložky vyplňte Název, Adresu, ev. Popis. Pokud systém tuší, jaké štítky se k záložce hodí či jste již používali, nabídne vám je:

          1 Náhled výběru štítků.

          Kliknutím štítky vkládáte a opětovným kliknutím odstraňujete, do políčka můžete připsat další. Štítek „favorit“ se nabízí vždy, můžete jím záložku označit jako oblíbenou.

          Veřejné štítky: o čem záložka je, jaká je. Informace využitelné ostatními uživateli. Soukromé štítky: k čemu vám záložka je, značky pro další použití (ukol_precist, darek_koupit), kterými nechcete „rušit“ veřejnou znalostní bázi.

          Soukromá poznámka: text poznámky nevidí další uživatelé. Příznak „soukromá záložka“: celou tuto záložku nevidí další uživatelé.

          Štítky pro předmět a pro obor: používejte je, upozorňujte svoje spolužáky na zajímavé zdroje.

        • 4.Rychlé zkopírování cizí záložky (jen s editací štítků)

          Odkaz „rychle“ v libovolném seznamu záložek zobrazí formulářové políčko, ve kterém můžete upravit štítky k záložce. Ostatní údaje budou okopírovány ze vzorové záložky beze změn.

          Pokud chcete touto metodou přidat soukromý štítek, uveďte před něj znak dolar „$“, např. $proklikat.

        • 5.Za jakým účelem si lidé obvykle záložky a štítky k nim ukládají?
          • Práce do školy, výzkum – označte si podklady k psaní eseje či článku společným štítkem, budou se vám lépe dělat citace.
          • Studijní obory – máte zajímavé zdroje k oblasti, kterou studujete? Označte je např. obor_sociologie či obor_fyzika. Lze očekávat, že ostatní přidají zase svoje.
          • Co jste si přečetli a zaujalo – články na libovolné téma, které stojí za přečtení, ev. je chcete doporučit ostatním.
          • Cestování – chystáte se někam? Najděte a uložte si možnosti ubytování, stravování, zajímavé destinace. Při hledání štítky kombinujte, např. znojmo+vino
          • Vaření – ukládejte si recepty štítkované např. dle surovin, ceny, způsobu přípravy, ...
          • Hodnocení – vyjádřete počtem hvězdiček váš názor na odkazovanou restauraci, knihu, článek ...
          • Odborník doporučuje – zajímá vás, které odkazy k určitému tématu si založil známý expert? Mají adresu https://is.jamu.cz/auth/ln/UCO.
          Pohled na záložky je dostupný i uživatelům nepřihlášeným do IS JAMU na adrese is.jamu.cz/ln/ (nemohou do agendy přispívat). To vám dovoluje používat agendu např. pro vaše veřejné seznamy
          • Co jsem poslední dobou četl zajímavého – evidujte si v systému a odkaz na seznam dejte na svůj web, svůj blog

        • 6.Jak vyhledám Záložky?
          Nahoře v navigační liště si můžete přepnout pohled na záložky dle různých kritérií. Pro přístup ke svým záložkám volte:
          • moje: oblíbené – co mám označeno štítkem favorit nebo favourite,
          • moje: všechny – vše, co mám uložno jako záložku.

          Pro orientaci co nového v agendě přibylo, co uživatelé na internetu čtou a zakládají:

          • ostatní: žhavé – co si nedávno uložilo více lidí,
          • ostatní: populární – co má uloženo nejvíce lidí,
          • ostatní: nejnovější – poslední uložené záložky,
          • štítky – všechny používané štítky.

          Zajímají-li vás záložky označené konkrétním štítkem nebo založené konkrétní osobou, použijte vyhledávací pole a v menu zvolte „ve štítcích“.

          1 Možnosti přístupu k záložkám.

          2 Pole pro vyhledávání ve štítcích.

          Slova ve vyhledávání lze kombinovat pomocí znamének plus a minus:

          • kas+linux
            Záložky uživatele s přezdívkou „kas“, které označil štítkem „linux“ (nebo záložky označené štítky „kas“ a „linux“ zároveň).
          • linux+1885
            Záložky uživatele s učo 1885 označené štítkem „linux“.
          • recept-cukr
            Záložky označené „recept“, ale neoznačené „cukr“.

          Do vyhledávacího pole můžete zadat také url - adresu záložky (musí přesně odpovídat).

          Lze také plnotextově vyhledávat v názvech, popisech a poznámkách (přepněte v menu na „v textech“). Toto vyhledávání je realizováno jiným mechanismem, než hledání mezi štítky, a proto se v něm používají jiné operátory pro případné kombinování:

          • víno MINUS Znojmo
            Záložky, jejichž texty obsahují víno, ale neobsahují Znojmo.
          • víno AND Znojmo
            Záložky, jejichž texty obsahují víno i Znojmo.
          Pokud si nejste jisti přesným tvarem hledaného slova, lze jej doplnit znakem procento, tj.
          vín%
          vyhledá výskyty slov víno, vína, vínový ap.

          Lze také vyhledat záložky neoznačené žádnými štítky - odkaz „moje záložky bez štítků“ ke konci pravého sloupce s vašimi štítky. Jsou dostupné také na adrese /ln/učo/>/bez či /ln/učo/>/without. Cizí veřejné záložky bez štítku najdete pod volbou „štítky“ v horní liště (pod mrakem štítků), nebo na adrese /ln/tag/bez, /ln/tag/without.

          Tip

          Do agregačních mechanismů nejsou zahrnuty záložky, v jejichž URL se objevuje „is.jamu.cz/“ Takové záložky se nevypisují v pohledech žhavé záložky, populární a nejnovější.

        • 7.K čemu slouží mrak štítků?
          Mrak štítků zobrazuje štítky, které byly nejčastěji použity k označení záložek. Pomáhá tak nejen k lepší orientaci na stránce, ale i k vyhledávání. Častěji používané štítky jsou zvýrazněny větším písmem. V mraku štítků tak vidíte, které štítky jsou ve vybrané kategorii použity a můžete podle nich dále vyhledávat. Mrak štítků se mění podle toho, v jaké kategorii štítků se právě nacházíte. Pokud si nějaký štítek rozkliknete, bude mrak na nové stránce odkazovat na související štítky. Štítky mohou být seřazeny podle abecedy nebo podle četnosti výskytu.

          1 Ukázka mraku štítků.

          Pokud vám pro zobrazení štítků nevyhovuje mrak, můžete si nejpoužívanější štítky zobrazit v seznamu. V závorce se pak zobrazuje četnost výskytu štítku.

          1 Možnosti zobrazení a seřazení štítků.

        • 8.Záložky a výuka, e-learning
          Na adrese
          https://is.jamu.cz/auth/ln/tag/zkratka_fakulty:kod_predmetu
          lze vyhledat záložky týkající se tohoto studijního předmětu. Na adrese
          https://is.jamu.cz/auth/ln/tag/zkratka_fakulty:kod_predmetu!
          (tj. s vykřičníkem na konci) jsou záložky k předmětu, které uložili bývalí i současní vyučující tohoto předmětu. Můžete tedy zvolit, zda vás zajímají výhradně odkazy doporučované učiteli, nebo cokoliv co k předmětu kdokoliv zařadil (bude typicky obsáhlejší, ale možná může být méně kvalitní).

          Jak lze Záložky využít v e-learningu? Odkazy na zajímavé zdroje v internetu má mnoho učitelů zájem studentům poskytovat - nejčastěji formou souboru se seznamem odkazů zavěšeným do Studijních materiálů předmětu. Agenda Záložky přináší nové možnosti: odkazy lze snadno editovat, štítkovat, třídit a zejména do nich mohou snadno přispívat studenti. Zapojení studentů do spoluvytváření informačních zdrojů je v e-learningu trendem. Jako učitel můžete například:

          • vystavit záložky k určitému tématu, označit je štítkem a např. v textu studijního materiálu na ně upozornit - jsou na adrese https://is.jamu.cz/auth/ln/tag/zkratka_fakulty:kod_predmetu+jmeno_stitku tj. např.

            https://is.jamu.cz/auth/ln/tag/FI:PV005!+web

            Variantu bez vykřičníku použijete, pokud chcete vyhledat i ty záložky, které k předmětu nevložili učitelé, ale lib. uživatelé:

            https://is.jamu.cz/auth/ln/tag/FI:PV005+web

          • vystavit seznam doporučené literatury, jejíž položky jsou dostupné on-line (články, volně šířené publikace). Pokud zadáváte studentům např. každý týden čtení, lze toto snadno vyznačit štítky, např.
            https://is.jamu.cz/auth/ln/tag/FI:PV005!+cteni+prvni_tyden
            https://is.jamu.cz/auth/ln/tag/FI:PV005!+cteni+druhy_tyden
            https://is.jamu.cz/auth/ln/tag/FI:PV005!+cteni+nepovinne
            Snadnou editací štítků můžete seznamy pohodlně měnit, doplňovat. Může to být pohodlnější, než udržovat seznamy odkazů např. v souborech ve Wordu. Studentům jen sdělíte zvolenou konvenci (např. že mají hledat „cteni+prvni_tyden“) nebo jim v Interaktivní osnově či jinde připravíte odkaz se seznamem pro daný týden;
          • zadat studentům vyhledat/aktualizovat záložky k určitému tématu a strukturovaně je oštítkovat a popsat (vyjádřit, co obsahují, proč by na ně čtenář měl klikat, jak jim připadají kvalitní, ...). Pokud vaši studenti zpracovávají např. referáty k danému tématu, může být součástí úkolu průzkum a doplnění „Dalšího čtení k tématu“ prostřednictvím této agendy;
          • vyzvat studenty, aby si zkopírovali a okomentovali záložku - vložte odkaz např. na určitý článek. Pomocí „přidat k mým“ si student snadno odkaz zkopíruje a může u něj vyplnit štítky a popis. Pod odkazem např. „14 osob“ se pak zobrazuje souborná stránka, kde lze popisy zhlédnout.

            Někdy se v těchto systémech kromě sběru komentářů sbírá také „agregovaný názor“ studentů: v popisu k vloženému článku formulujte dotaz, např. „Myslíte si, že autor Platónovo východisko správně pochopil? Vyjádřete svůj názor štítkem ano / ne“ a přidejte k záložce štítky „ano“ a „ne“. Student pak může použít volbu „rychle“, umazat štítek, pro který „nehlasuje“ a záložku si uložit. Cizí štítky jsou u záložky vypsány v pořadí dle četnosti použití, tj. je vidět, zda studenti hlasují spíše „ano“ nebo „ne“. Můžete samozřejmě nechat „hlasovat“ i z více možností, např. pomocí počtů hvězdiček ap.

        • 9.K čemu využiju Oblíbené Záložky?
          Jsou to ty vaše Záložky, které mají štítek favorit nebo favourite. Máte je přehledně pod odkazem „oblíbené“ a lze u nich nastavit pořadí. Typicky pro:
          • odkazy jinam, které používáte hodně často: vaše e-mailová schránka na cizím serveru, vaše oblíbené rádio, předpověď počasí, slovník, encyklopedie wikipedia a podobně;
          • odkazy do ISu, které např. aktuálně používáte více, ale nejsou dostupné „na jeden klik“ z titulní strany - např. přehled poznámkových bloků, poskytovna předmětu, který nemáte zapsaný, diskusní vlákno, kde čekáte na odpověď.
            Note

            Některé stránky IS JAMU - zejména výsledky vyhledávání v různých agendách - nemusí být možné do Záložek zařadit, resp. po otevření takové Záložky se vám zobrazí jen nabídka vyhledávání a nikoliv dříve vyhledaný výsledek. Musíte v konkrétním případě vyzkoušet, zda umožňuje.

        • 10.Jak můžu záložky importovat/exportovat?
          Pro export záložek si nejprve vyberte záložky, se kterými chcete pracovat, v navigační liště nahoře na stránce (volba „moje oblíbené/všechny“). Následně zvolte v pravém sloupci v sekci Správa záložek možnost „export“. V aplikaci pro export můžete upřesnit rozsah exportu či typ výstupu.

          Pokud chcete do IS JAMU nahrát svoje záložky z jiné služby pro ukládání záložek, vyberte v sekci Správa záložek možnost „import“ a následně dohledejte soubor ve vašem počítači.

          1 Odkaz na import/export záložek.

        • 11.Podrobněji o štítcích
          Štítek je jedno slovo (bez mezery), které je vepsáno ke konkrétní záložce a podle kterého pak můžete vyhledat skupinu záložek. Ve štítku lze používat pouze písmena (i s diakritikou, malá i velká), číslice, znak podtržení (_) a hvězdičku.

          Záložky označené štítkem nebo kombinací štítků jsou na adrese:
          https://is.jamu.cz/auth/ln/tag/stitek1+stitek2

          Záložky označené štítkem1 a současně neoznačené štítkem2 jsou na adrese:
          https://is.jamu.cz/auth/ln/tag/stitek1-stitek2

          Tipy:

          • Štítek formulujte v 1. pádu jednotného čísla, tj. např. „internet“ nikoliv „internetový“, „internetové“ nebo „hra“ nikoliv „hry“. Štítky se tak méně množí.
          • Slova v nutně víceslovných štítcích oddělujte podtržítkem, např. dvur_kralove.
          • Rozhodněte se, zda budete používat štítky česky, anglicky, s diakritikou, bez a dodržujte to - budou se vám méně množit. Většina prohlížečů umí zobrazovat adresy s diakritikou s URL. Pokud vyhledáte štítek s diakritikou a nic se vám nenajde, např. is.jamu.cz/ln/tag/víno, zkuste ještě bez diakritiky: is.jamu.cz/ln/tag/vino - chyba může být ve vašem prohlížeči. V seznamech/mracích štítků se štítky slučují - nevidíte vícekrát štítky lišící se pouze diakritikou nebo velkými/malými písmeny.
          • Nápadným formátováním (velká písmena, hvězdičky, více podtržítek, ...) si lze opticky zvýraznit soukromé štítky, které třeba chcete mít v abecedním seznamu svých štítků pohromadě (např. __ukol_tisk, __ukol_cist, __ukol_koupit)
          • Víte, že s dalšími uživateli sdílíte podobný speciální zájem (anime, web 2.0, Carl Gustav Jung, ...). Domluvte se na systému štítkování – štítky se pak méně množí.
          Jako štítky nelze používat slova „bez“ a „without“, protože takto systém označuje záložky, které nemají žádný štítek.

        • 12.Proč používat Záložky v IS JAMU a ne jiný social bookmarking server?
          Podobná služba je k dispozici např. na linkuj.cz, jagg.cz, del.icio.us, digg.com. Jedná se o tzv. social bookmarking. Více o tomto fenoménu najdete např. v záložkách na adrese https://is.jamu.cz/auth/ln/tag/social_bookmarking Zobrazit.

          V čem může být přínos obdobné služby v univerzitním prostředí?

          • Do sdílení se zapojí i lidé, kteří podobné služby na internetu nenavštěvují, ale IS JAMU používají aktivně.
          • Služba není anonymní – vidím, kdo záložku přidal, kdo a jaký má na záložku názor (podle veřejných štítků).
          • Univerzitní komunita je (oproti širému internetu) poměrně sourodá: zajímají nás informace o našem městě, o studiu, o studentském trávení volného času, nebo o učení, cestování, vědě, ... Lidé mají obvykle zájem o dění v oboru, který studují nebo vyučují. Sdílení odkazů do internetu tak může být velmi přínosné.
          • Služba agreguje záložky týkající se studijních předmětů – snadno můžete se zajímavým materiálem seznámit své spolužáky či své studenty.

        • 13.Jaká jsou pravidla pro užívání služby?
          Platí pravidla pro používání Informačního systému JAMU. Je povoleno vkládat záložky odkazující na komerční subjekty či nabídky služeb. Je zakázáno spamovat opakovaným vkládáním stejných nebo podobných položek s cílem dosáhnout efektu inzerce. Není povoleno duplikovat funkci Vývěsky ISu.

          Štítkujte záložky s rozmyslem. Neoznačujte např. oborovými štítky relaxační (vtipný ap.) materiál – ctěte omezený čas jiných uživatelů, kteří v agendě hledají např. užitečné zdroje ke svému studiu.

        Volba cizí identity v e-learningu

        • 1.Co znamená 'volba cizí identity v e-learningu'?

          V aplikacích spojených s e-learningem v ISu má učitel možnost podívat se na vybrané stránky ISu pohledem konkrétního studenta. Učitel tak má možnost si ověřit, že jím vložená informace do Poznámkového bloku se správně dostala ke studentovi, že správně nastavil interaktivní osnovu předmětu, že správně nastavil parametry odpovídání odpovědníku apod.

          Mechanismus byl zaveden na přání učitelů, kteří chtěli do systému zavést testovacího studenta. Testovací student by však v tomto ISu (na rozdíl od jiných systémů) nebyl použitelný, protože osoba, která má zapsaný předmět, nemá společná a jednotná práva studenta (jak bývá v jiných systémech obvyklé), ale má práva individuální. Studenti se mohou lišit studijním stavem, seminární skupinou, mohou mít udělená individuální práva apod.

          Učitel může cizí identitu použít cestou:

          Učitel výběr předmětu E-learning pohledem studenta

        • 2.Kdo smí volbu cizí identity použít?
          Cizí identitu IS umožňuje volit učitelům a majitelům práva s_vyuka. Učitel si smí změnit identitu na libovolného ze studentů, kteří v posledních 3 letech měli zaregistrovaný učitelův předmět. Majitelé práva s_vyuka smí měnit identitu na studenta fakulty, na kterou mají právo přiděleno.

        • 3.Může učitel číst poštu v mé poštovní schránce v ISu?

          Učitel po zvolení cizí identity smí používat jen vybrané aplikace. Jedná se o aplikace související s e-learningem. Seznam aplikací je vyjmenován níže. Rozhodně se učitel nedostane ke studentově poště, soukromým záložkám, známkám z jiných předmětů, do Úschovny apod.

        • 4.Může učitel za mě odpovídat odpovědníky?

          Aplikace spuštěné se zvolenou cizí identitou fungují ve zvláštním režimu. Učiteli je zabráněno provádět pod zvolenou identitou jiné operace, než prohlížení či čtení. Učitel tak nemůže provést žádnou operaci, která by byla v databázi identifikována učem studenta. Tzn. že učitel se může podívat, zda smí student odpovídat v odpovědníku, ale nemůže např. uložit odpovědi nebo nemůže sestavit novou sadu otázek.

        • 5.Jak učitel pozná, že je použita cizí identita?
          Pokud má učitel zvolenou cizí identitu, pak má v záhlaví každé stránky výrazný červený vodorovný pruh se symbolem otisku prstu. Jméno studenta se zobrazuje jak v záhlaví stránky vpravo nahoře, tak v červeném pruhu. Pokud pruh zmizí, pak jste kliknuli na stránku, na které už právo měnit identitu nemáte a stránku už vidíte pod vlastní identitou (vpravo nahoře bude vaše jméno).

          [1] zobrazení jména vybraného studenta

        • 6.V jakých aplikacích smí učitel cizí identitu použít?
          Učitel smí cizí identitu použít v aplikacích:

          Titulní stránka Osobní administrativy
          Učitel vidí pouze odstavec Student.
          Moje studium
          Na stránce jsou klikatelné pouze odkazy Studijní materiály, Odpovědníky, Informace z poznámkových bloků, Statistika bodů z poznámkových bloků.
          Interaktivní osnovy
          Učitel uvidí interaktivní osnovu studenta v takovém stavu sbalenosti či rozbalenosti podosnov, v jakém ji student zanechal. Učitel nemá právo sbalenost či rozbalenost podosnov studentovi měnit.
          Studijní materiály
          Nepoznačuje se informace o přečtení souboru, které učitel přečetl se zvolenou cizí identitou (tzn. že student uvidí soubor nadále jako nepřečtený, pokud jej přečetl učitel, ale student ne).
          Správce souborů
          Ve Správci souborů lze měnit identitu pouze při prohlížení Studijních materiálů. Učitel se tak nedostane do cizích Úschoven atp. Při změněné identitě nelze ve Správci souborů provádět operace jiné než prohlídku či čtení. Pokud učitel ve Správci souborů při změněné identitě se pokusí provést operaci, pak nevypíše-li se v červeném chybovém rámečku chyba, pak operaci smí student provést. Učiteli se operace odmítne s modrým informačním rámečkem.
          Odpovědníky
          Učitel může prohlížet odpovědníky a rozpoznat, zda odpovědník dobře nastavil. Učiteli není povoleno sestavovat novou sadu otázek a učiteli není povoleno ukládat odpovědi.
          Informace z poznámkových bloků
          Učiteli se zobrazí informace pouze z bloků předmětů, které učitel sám vyučuje.
          Statistika bodů z poznámkových bloků
          Učiteli se zobrazí informace pouze z bloků předmětů, které učitel sám vyučuje.
          [1] dostupné aplikace v agendě Student
        • 7.Proč se někdy mění design, když volím cizí identitu?

          Změníte-li identitu na konkrétního studenta, pak se použije ten design, který má zvolený student nastavený.

        • 8.Jsou zaznamenávány operace, které učitel provádí pod cizí identitou?

          Všechny operace se v ISu zaznamenávají. Operace, které učitel provádí pod cizí identitou, se zaznamenávají stejně jako všechny ostatní operace učitele.

        • 9.Porušuji pravidla ISu či počítačové sítě, když se vydávám za jiného?

          Použitím cizí identity v e-learningu způsobem popsaným v této Nápovědě neporušujete ani Pravidla užívání informačního systému, ani směrnice o chování v počítačové síti. Tento mechanismus změny identity je ISem podporován a operace jsou zaznamenávány.

          Poskytnutím hesla, či zpřístupněním svého účtu jiné osobě byste pravidla i směrnici porušovali a vystavovali se tak riziku disciplinárního projednávání.

        Communication Between Teachers and Their Students

        • 1.Pros and Cons of Teacher-Student Communication:
          The teacher-student communication appears to be crucial chiefly in the e-learning courses, where the teacher-student contact is considerably limited. Moreover, what attests to the importance of the interaction is that it represents a motivating factor since self-study always tends to become rather humdrum after some time and needs to be given some fresh air. Finally, students need someone to answer their questions related to the subject matter as well as those pertaining to the ways of using the electronic material.

          However, the very communication and techniques of maintaining it to the desirable extent may also represent a hindrance when not handled properly. Teachers are therefore advised to motivate their students to ask questions and participate in discussions actively. On the other hand, assigning your students too many communication-involving tasks requiring a lot of participation on your part might eventually keep you rather busy. That is why agreeing on certain deadlines and rules usually proves useful.

        • 2.Communication Tools:
          • E-mail, group e-mail: E-mail represents the most reliable mode of communication between teachers and their students since both the groups are required to retrieve it. This is also the reason why you should use it when sending your students the information you consider important.
            Tip: Before entering the Teacher's Notebook of a course, you can select one or more filters to limit the number of students your e-mail will be sent to.
          • Notebook: The notebook allows you to enter the student's score or any other information you want to communicate to him/her into a text field adjacent to his/her name. The notebook itself can be configured to be either accessible or inaccessible to students.
            For further information on this application, please see the Help section.
          • Course discussion group: This application can be utilized for discussing the issues related to the organization of the course under which it has been created, or a concrete topic. Teachers are allowed to moderate the discussion by deleting the contributions they consider irrelevant.
            For further information on this application, please see the Help section.
            Tip: It is advisable to clearly delineate the topic (goal) of the discussion and specify the rules governing it.
          • Sub-syllabus or discussion thread titled as 'News': Provided you are changing a syllabus of your course, it proves convenient to keep all the information on the changes involving, for instance, information sources, students' duties, etc. in one place. If you do not plan to post a large amount of this information in the future, you can start making it public utilizing a sub-syllabus, which can be displayed to students as expanded by default (a mode you yourself can enable). The advantage of using a sub-syllabus is that it is comparatively easy to navigate in. Provided you, however, expect the information to be extensive, it is advisable to post it under a discussion thread and ask your students to only read it, but not contribute to it.
          • Folder titled Course-Related Instructions situated in the Study materials section: Provided your communication with your students entails the use of large files (or long texts), please make sure you upload them into this folder and instruct the students to keep track of its contents.
        • 3.Inter-Student Communication:
          Teachers may foster the inter-student communication by encouraging their students to cooperate with one another, creating discussion threads for common projects, posting references to relevant Web sites, etc.
        • 4.Other Uses of Discussion Groups:
          Discussion groups also enable teachers to use some threads for teaching purposes. Provided the course has been enrolled in by lots of students, it is advisable to divide them into groups (the seminar groups created under the course may perfectly serve this purpose) and assign a discussion thread to each of these.

          Here are two model situations demonstrating other possible uses of discussion groups:

          • A teacher regularly posts under a certain thread some problems that he/she wants his/her students to solve and rewards them for correct solutions as well as well-founded criticism of someone else's solution.
          • A teacher asks each of his/her students to post a problem of his/her own (e.g. a chemistry experiment designed for a certain grade of elementary school) and assess the problems posted by the others. Eventually, the teacher evaluates the quality of the student's feedback.

          Utilizing discussion groups for the aforementioned activities proves useful when you have some experience of moderating your students' discussion since each of them may make multiple contributions and the total number of these may turn out to be rather overwhelming. If this is not the case, you might want to use homework vaults or e-surveys instead.


        Provided you have failed to find the information you were searching for, you can contact us at jamuis(zavináč/atsign)fi(tečka/dot)muni(tečka/dot)cz.