• 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.

If you are interested in creating such a course, please contact the ambisisfimunicz.

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 AMBIS 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.



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

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 AMBIS,
• collecting the files – essays, homework assignments, worked out exercises, which the student uploads to the IS AMBIS 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.

• interpretation of grammar,
• reading,
• recordings to listen to,
• dictionaries,
• overview of exercises from the Internet.

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.

• 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 ...

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).

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
  • ...

https://is.ambis.cz/auth/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

NB: The presence of

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).

Jednotná univerzitní pravidla týkající se formy učebního materiálu stanovena nejsou.

• 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).

   

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.

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.

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.

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.).

• 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.

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.

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“.

Najděte si přehled smazaných souborů v popelnici:

Přehled smazaných souborů za posledních 30 dní.

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

• 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.

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

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.

The system searches for similarities across the shared database of compared documents, which includes, in addition to the IS AMBIS 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.

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.

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:

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?

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

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.

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.

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

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.

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

It is a course scenario – a signpost from which students enter the individual e-learning activities. The syllabus is usually structured by time or topic. The teacher prepares the activities one by one and then publishes them to the students in a coherent form.

Homepage of the interactive syllabus in normal view:

The teacher can fill and edit the syllabus in the editing mode (option "Edit" in the menu of operations for the selected syllabus). Viewing the syllabus in editing mode:

It's not. It is possible to use only part of the e-learning (e.g. practice using ROPOTs, homework vault, discussion forum). It is not necessary to create a syllabus for the small number of activities during the semester. But once students have many learning materials and more learning activities, structuring a course using an interactive syllabus becomes more straightforward for them.

To create a syllabus, use

You can then set who the syllabus is intended for, its title and how many main chapters you wish to divide the syllabus into. It is also possible to set a bulk timetable for unpacking individual chapters and publishing them by clicking on "Fill in with a timetable". Once the syllabus has been created, you can start adding content and editing parts of it.

For copying the interactive syllabus, as well as other materials in the course, there is an application for copying study materials:

in the ROPOTs and interactive syllabi for the target semester. If the syllabus still needs to be modified (dates, chapter titles), this can be done in the "Batch mode" application. This allows you to bulk move dates in chapters, set locking/publishing and change chapter titles.

If you need to copy the content of one interactive syllabus to another, you can use the "Copy chapters" tool. The tool can be accessed by following the path:

You can edit the syllabus by:

To insert elements into a chapter, you need to first open the chapter (by clicking on the title or the entire chapter title bar, or the "Open" arrow).

New elements can be inserted by clicking on the corresponding icon in the edit bar. They are inserted at the place where the cursor is currently in the text:

Multimedia, PDF files, images can just be dragged from the computer to the chapter syllabus area. The system will recognize which file it is. It will display the images and prepare some audio and video formats for playback. Individual elements can be deleted using the waste container icon next to the embedded element.

More details about inserting individual elements:

• Inserting a new chapter: a new chapter can be inserted into the syllabus and other chapters (the number of levels is limited to five sublevels). When inserting, you also set the publication options.
• Text insertion: the text is entered into the syllabus chapter directly in the space that is visible. Basic text color, italics or bolding, indentation can be set using the edit bar.
• Discussion forum: the syllabus can include a link to the discussion forum of (any) course or directly to a specific discussion thread. You can find the thread number in the address bar of the discussions:

  

• Study materials: you can upload files from your computer (by dragging or searching) or files stored in the Information System (search for them via the File Manager).

  

  After clicking on the selected file, folder or ROPOT, confirm the choice by clicking "Select".

• Inserting video and audio files: files in common formats can be dragged or uploaded from your device to the chapter syllabus, the system will recognize them and automatically convert them to the HTML5 player so that they can be played directly in the browser. At the same time, they will be secured against downloading. More information is available in the Playing videos in the MU IS help. Playing videos in the IS AMBIS help.
• Inserting PDF documents of presentations for direct viewing: PDF files can be inserted into the syllabus via the "Study Materials" icon in the editing bar or by dragging and dropping from the teacher's device. To view a PDF file directly in the syllabus, select "Edit" for the selected file and set "View" to "Embedded". The embedded PDF file will be browsable but not downloadable.

  

• Highlighted text: to make the texts inserted into the syllabus clearer, the text can be supplemented with icon boxes that provide students with selected important information, tips or warnings.
• Inserting images: images can just be moved into the syllabus chapter or uploaded from your device, the systém will recognize them, save them in the syllabus and display them.

Moving elements to another place or deleting an element is done using the icon on the top right corner of the element.

For a typical use in the current course, the syllabus does not need to have the access rights changed because it is implicitly accessible to students of the course. If for some reason it is desirable to limit or extend this right, you can use the "Rights - Setting" option (in the interactive syllabus menu). You will be presented with a dialog for setting the rights of the interactive syllabus file, in which you can change the rights in the desired way. In the case of extending rights, remember that all parent folders in the Study Materials of the course needs to also have the desired read right.

If the syllabus is accessible to students (students of the course immediately after the syllabus is created), they can see it in their interface

a link that they can use to open it. If you want to make the syllabus available to someone else, you need to set the rights of the file to open the syllabus (.qwarp), including the folder where the file is located, as described above. The syllabus can then be opened by clicking on this file in the course study materials.

• 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”.

  

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

• 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.

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.

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.

The materials displayed in the interactive syllabus, i.e. images, PDFs, videos, etc., can either be uploaded somewhere in the study materials of the course and linked from there, or they can be saved directly into the interactive syllabus.

The interactive syllabus file and the content inserted into it is stored in the course study materials. It is located in the root Study Materials agenda folder and always has the extension QWARP, for example, index.qwarp.

When you hover over the syllabus file icon, the option to open the nested syllabus folder appears. This is where you will find all the files that have been inserted into the interactive syllabus directly by uploading from your own device, for example by dragging and dropping.

This folder can also be accessed directly from the interactive syllabus via the "Embedded files" option located in the "Operations" column.

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.

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 orange. The validation is located in the list of operations with the interactive syllabus.

The "Read rate" feature is used to verify that students are looking at the interactive syllabus. This function is located in the list of operations with the interactive syllabus. Read rate contains a summary table with a list of students and the readership rate is expressed as a percentage.

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.

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

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.

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.

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:

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?).

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.

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".

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

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

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

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.

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.

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.

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

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

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.

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).

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.

  

  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.ambis.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.

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.

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

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.

Yes, you can. The ROPOT can also be launched in unauthenticated mode, i.e. without logging into the IS AMBIS. 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.

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).

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

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

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

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.

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:

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).

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

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.

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.

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.

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.

• 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

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.

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:

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.

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".

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

Using the "Insert special characters" icon

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

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).

• 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".

• 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”.

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The description of the ROPOT has the extension .qdesc (questionnaire description). By default, it is stored in the study materials in the folder ROPOTs/testbank, which students do not have access to. If you want to change this location, click the "Change" button located right at the beginning of the description next to the existing address.

• Name of the ROPOT application: preferably short and concise; if you wish to save student scores in a notebook, the ROPOT name must be no more than 32 characters.
• Name of file: optional, the IS can create it itself.
• Question set to be used: to enter a set, click on the "Select from all question sets" button. This will display a list of all available question sets in the course, in which you mark the ones you want to use and confirm by clicking "Use the selected". In case you want to insert a set that is not in the Study Materials, enter its address in the box below the "Select from all question sets" button and click "Use" (the "Find" button will help you find the address).
  

  

You can specify the order in which the questions of each set should be in succession - write the desired order in the box in front of "set order" in the grey rectangle.

You can also specify how questions from the set should be selected for the test if you are selecting only a subset of the questions from the set. You can choose either to select them "randomly", to "start from the question", or to take "a block of continuous questions".

Random means that a given number of questions are randomly selected from all questions in the set.

Start from the question means that a given number of questions are selected in the same order as they appear in the set, starting with question X. In the case of non-completion, start with question 1 in the set.

A block of continuous questions means that it is possible to take into account cases where there are always the same number of related questions in a set of "tasks". The number of questions that form a continuous block in the set is entered (the total number of questions in the set must be divisible by this number). Just one randomly selected block of continuous questions from the set is used.

You set the order of the questions in the student's test (in the session) in the next step in "Order of questions in a new session".

Once a student has launched the ROPOT and created a session in it (or an assignment for a scannable test is created), the assignment is kept unchanged even if some of the questions are later changed or removed by the teacher. In the Responses application, it is thus always possible to see exactly what the questions looked like when the student answered them.

If you do not wish to use the scoring (e. g. for polls or surveys), tick the "do not award any points" box. Otherwise, enter the default number of points awarded for a correctly answered question (ok).

Do you have a score given in the question set? The point values given directly in the question set carry more weight and "override" the ROPOT settings. For example, if you have 1 point in the ROPOT description, but you have two points ("ok 2") for a difficult question in the set, the student will get two points for a correct answer.

You can also set subtraction of points for wrong answers or unanswered questions.

In the ROPOT description, just chose "save/yes" in the "Saving students' scores to a notebook" section in combination with the default score setting. IS AMBIS will automatically create a notebook where the number of points awarded will be saved. Only points are transferred, not, for example, free-form answers.

The "yes" option is further divided into the following options:

• "Save only the score of the last ROPOT session (last test)": this option is mainly used when setting "Yes, they should, but it is always the same form (same questions) that should be offered to them". However, you can also use this option if you are repeatedly setting up new tests, if only the most recent result is important for you and for the students.
• "yes, only the best result (of all the ROPOT sessions)": this option is most often used in combination with "Passed/failed evaluation". The student launches the ROPOT application repeatedly in order to achieve a certain number of points.
• "yes, only the worst result (of all the ROPOT sessions)": used when you want the student to answer only once but have the option to launch the ROPOT application a second time, e.g. in case of a failure. It cannot be used in combination with the "Passed/failed evaluation" option.
• "yes, the results last submitted of all the sessions": only makes sense if you intend to allow students to repeatedly launch new, blank tests (see below). If they take the test once and then just correct the answers (i.e. "update the same form"), the score is always overwritten by the last result.
• "yes, all the results submitted of all the sessions": used in cases where the student passes the ROPOT repeatedly and it is desirable to record the results of all answers concerning one ROPOT. For example, you can keep track of whether the student is continuously improving or deteriorating while completing the test.
• "Save only the score of the last ROPOT session (last test) and the scores gained for individual sets": use this option in exceptional situations where you need to differentiate the points earned from each question set.

If you do not want to publish the notebook to students immediately, check the option "do not make the notebook contents available to students yet". For subsequent publication, choose the "Allow students to access the contents of the notebook" option in the notebook settings. If you do not want the notebook, check "No, do not save the scores to a notebook".

If the student's answers are not saved correctly (for example, due to a connection error), his/her results will not be entered into the notebook. You can use the "End session in progress" option to additionally enter a partial score (if the student used the Save and continue button in the ROPOT). Select

Expressing the achievement of the minimum score in terms of ones and zeros makes it easy to see how many ROPOTs a student has completed by adding up the notebooks. You can also list students who have or have not achieved the required number of points. When selecting a course in the "Teacher" agenda, also select the filter "other - students" and specifically "selected by their score recorded in a notebook". Then tick the required notebook and enter the number of points. For a listing of students who have passed the ROPOT requirements, this will be "=1" and for a listing of students who have not passed the ROPOT requirements, this will be "=0". The Teacher's notebook with the selected students will be displayed when you click on "Select".

Information about meeting the limit is also displayed to students. At the link to the ROPOT:

Beware of settings in which you combine the percentages set in "Passed/failed evaluation" and any of the options "yes, the results last submitted of all the sessions" or "yes, all the results submitted of all the sessions" in the "Saving students' scores to a notebook" section. With this setting, the sesion is evaluated by taking the maximum points that the responder could have earned as the basis for calculating the percentage and comparing that to the points actually earned.
Example: a maximum of 10 points can be earned on a test and it has to be completed to at least 80% in order for the student to find "*1 completed" in the notebook, however, the notebook is set to store all the results submitted of all the sessions. A student who has one session in this test has to score at least 8 points to find "*1 pass" in the notebook. A student with two sessions needs to score at least 16 points in total, a student with three sessions must score at least 24 points in total, etc.

• random – randomly shuffles all questions (if you use multiple question sets and have a set order, questions are randomly shuffled from all of them regardless of the question set order!)
• in the same order as that of the question sets they make up, but blended randomly within each of the sets – used when using multiple sets – randomly shuffle questions from the set while maintaining the question set order (if specified). So first the questions from the first question set will be randomly shuffled in the test, then the questions from the second set will be randomly shuffled, etc.
• in the same order as they can be found in the set – if you don't use all questions in the question set, the first n questions in the set are selected in the order they are defined in the definition file. If you are using all questions from the question set, they are used in the exact order they appear in the definition file.

If you do not fill in the "position of the set" field, the question sets are used in random order.

You can also decide whether you wish to mix up the order of the options from which students choose the correct answers. Then you don't have to worry about putting the correct answer in the same place every time you create a question.

• display answers to correctly answered questions only: if you tick this option, the correct answers for incorrectly answered questions will not be displayed. The student will only see that he/she answered the question incorrectly. If he/she is allowed another session, he/she can try to answer the question better.
• immediately after the submission of answer form:once the student has submitted the test, he/she will be able to see the correct solution and the points obtained by clicking on the "View" button.
• display automatically right after the users have finished working with the ROPOT application: immediately after submitting the test, the student will be automatically redirected to the page with the correct solution.
• after the period during which the ROPOT application can be worked with: the student will see the correct solution after the period during which the ROPOT can be worked with (see below). Until then, the student will not see the scores for each question. If you still want to tell him/her the overall result, use the transfer of the scores to the notebooks (see above).
• never: the student will not see the correct solution, a typical setting for real testing. It can be enabled to show scores in the session list.
• display all the answers after x attempts (unless all the questions are answered correctly earlier): the aim is to make students think more about their possible mistakes in the practice test by preventing them from viewing the correct results immediately after the first attempt. Instead, they have the opportunity to take the test several times, knowing that they did not get everything right. If an option is set that allows multiple different sessions to be generated at the same time, attempts are counted separately for each session generated.
  
  Tip

  This number of attempts limits only the access to the answers; the student may do the actual answering in more attempts than is the number entered here.

• only from – to (this option is not recommended): the student can only open the correct solution view at the set interval. (If you select the option and do not fill in the values, the student will always view the solution.)
  
  Note

  The time limit for displaying the correct answers does not guarantee that students will not take pictures, email them, etc. Therefore, do not use this option if you have a serious interest in keeping the correct results secret.

You can set the possibility to work with the ROPOT repeatedly in the section "Should students be allowed to access this ROPOT application repeatedly?":

• maximum number of times the test can be evaluated (if no number is provided, no limit is applied): the number of test evaluations does not include saves (using “save and continue” button), because these do not result in an evaluation of the test. The test is scored only after it is submitted.
  If you need to count the number of times the ROPOT is launched instead of the number of times it is evaluated, tick the option "count the number of times the ROPOT application (test) gets opened (not evaluated)“.
• Yes, they should and some other questions should be offered to them next time they work with the ROPOT application: the term "session" means that the student launches a blank, new test. You can set this parameter even if you use all the questions in the question set. In that case, the student will have a clean test in front of him/her again and will have to fill in everything again. If you use only a certain number of questions, the student will work with variations of the test (the selection of questions is random!). For this option, you can disable the ability to answer sessions already launched.
• Yes, they should, but it is always the same form (same questions) that should be offered to them: this means that a student can only take the new test once. After that, he/she can only correct his/her answers, he/she will never have a blank test in front of him/her again.
• no (once you open the ROPOT, you cannot reopen the ROPOT sometime later and change the answers): this is a typical option for testing. Re-opening is not possible even before final submission.
• No, never (select this option provided the test is to be scanned and you only want to make it available for browsing): this option will not allow the student to lauch the test. It is only used for scanable tests where the tests are written on paper. You can make the view of the tests available in the "Display the correct answers to students after they have finished working with the ROPOT application" section.

Students use buttons to switch between pages. Pagination can also make it difficult to copy from a neighbour's screen. In addition, when moving from one page to another, there is an automatic intermediate save. At the same time, if you check the "do not allow students to return to the previous page" option, the student will not be able to return to previous questions and edit their answers after moving to the next page.
Pages can also be divided by question sets (by selecting "use a single page for questions from one question set only"). One page will then contain continuous blocks of questions that are drawn from one question set.

It is also possible to specify several different rights within one time and rights group.

• Setting the from-to interval (period during which the application can be worked with)
  You can select the date and time from and until which the ROPOT can be worked with. You can either enter both data or only one of them. You can set more than one interval for accessing the ROPOT.
• Setting the total time for the test
  Another option is to specify the total number of minutes that the ROPOT can be worked with. The time is counted for each person separately from the moment the ROPOT session is first launched. Although the teacher can set the student to return to the ROPOT session and work with it repeatedly, the total time is still counted from the first time the ROPOT session is launched.
• Combining the two methods
  You can combine both types of time restriction. The limit that expires first will apply. For example, you have a ROPOT where the interval is set to 15:00 to 16:00 and 10 minutes. If a student launches the ROPOT at 15:55, they will only have 5 minutes to answer it. If he/she opens it at 15:00, he/she will have 10 minutes.

The combination of time constraints can be used, for example, in real examinations for grades. For example, you want to give students 30 minutes of time and at the same time you don't want students to lose some of their time due to a delay in the start of the test. In such a situation it is convenient to set the interval e.g. 10:00–11:30 and at the same time the total number of minutes to 30. Each student will have 30 minutes to work and it does not matter whether he/she opens the test at 10:00 or 10:05. Only students who open the test at 11:01 or later would be disadvantaged.

You can do the same in tests designed for practice during the semester. For example, you want students to work with the ROPOT repeatedly over a period of time (e.g., March to May), but only for a limited amount of time (e.g., 20 minutes). In this type of testing, you need to have the parameter "yes, they should and some other questions should be offered to them next time they work with the ROPOT application". This is because if you set it to "yes, they should, but it is always the same form (same questions) that should be offered to them", the time from the first time the ROPOT session is launched is counted. In our case, if the student saved the test after 10 minutes and came back to it after half an hour, he/she would not be able to work with it anymore because the 20 minutes would have passed in the meantime.

Multiple periods during which the ROPOT can be worked with is useful in the case of tests on multiple dates for different groups or seminars within a course or courses using shared study materials. This eliminates the need to create multiple ROPOT descriptions for a single test that is intended for different groups of students. It is also important that all groups of students who are to work with the ROPOT at a given time also have the appropriate rights assigned. For example, you want to give one test to two groups of students. The first examination date is at 10:00, the second at 14:00. In the ROPOT description, you set the date and time in the first line to, for example, 10:00–11:00, and in the second line to 14:00–15:00. Thus, one description is used for two examination dates.

With both types of time constraints, the student can see how much time is left. For the last 5 minutes, a red warning appears on the counter indicating the end of the test and flashes for the last minute.

Different combinations of times and rights can be set within a single ROPOT description.

For example: a teacher teaches three seminar groups on a different day each, and he/she wants to set up one ROPOT for all groups so that only students from a particular seminar group can always launch the ROPOT on the day the seminar group is taught.

For each seminar group, via the "Add another rights and time group" button, the teacher inserts a section within which he/she sets the right for the specific seminar group and sets the time when the student is allowed to launch the ROPOT session.

This way, the teacher doesn't have to set up three different ROPOTs, but just one.

You can also add a special rights and time group. This option is mainly used to set up ROPOTs for students with special needs (typically used by Teiresias).

ROPOTs are automatically continuously saved to all students approximately 10 minutes after the last continuous save (or open operation).

Only when you decide to publish the ROPOT, proceed via

The next step is to create a link. The link is a new file with a special type .qref (questionnaire reference). You create it by saving the ROPOT description using the "Save and make accessible" button. The default location of the link is in the Study Materials / ROPOT (Revision, Opinion Poll and Testing) folder. You can change this location by using the "Change" button in the "Making the ROPOT application accessible to students" option by inserting a different address.

Students enrolled in the course also see a link to the ROPOT on their student page where all e-learning related links are collected:

The keys (passwords) for the ROPOT are used to restrict access to the ROPOTs. If a key is required, the ROPOT is closed even for persons who have the right to work with the ROPOT in the given time interval.

Universal key and individual keys

Universal and individual keys are available to instructors on the "Fill in the ROPOT form" page in the "Rights and Time Restrictions" section:

Where do students insert the keys?

Students have a box to insert a key next to the "Launch the new ROPOT application" button.

Yes, you can. In addition to automatic evaluation (i.e. where the student's answers are evaluated according to pre-set scores), there is also the option of manual evaluation of answers. This mode of evaluation must first be enabled in the ROPOT description.

Where do I add my manual evaluation to the student's answers?

If the teacher is working on the evaluation of more than one question, the manual evaluation can be saved in bulk by clicking on "Uložit všechny změny v ručním hodnocení" (i.e. Save all changes in manual evaluation in English).

Where the manual evaluation is stored?

The notebook created by the "manual evaluation" mode will be marked as such.

In what format is the manual evaluation displayed in the notebook?

The notebook abbreviation option is used when the content is to be included in the custimized addition notebook.

What effect does the setting of the "Saving students' scores to a notebook" section have on the notebooks created by manual evaluation?

• 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:

  

  • 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).

• 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 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's compliance with the limit can be checked in the ROPOT responses’ view.

  

• 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).
• You can 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.

• 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).

• 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).

• 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.

• 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.

• 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.

• 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).

• 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.

  Put the words in the right order: 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).

:: b :: To display the answer, click on the 'key' icon: I have cities, no houses, I have forests, no trees, I have waters, no fish.

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

:: b :: To display the answer, click on the 'key' icon: I have cities, no houses, I have forests, no trees, I have waters, no fish. It's a map.

• 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).

:: bb :: What is the famous sentence? To be, or , that is

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

:: bb :: What is the famous sentence? To be, or not to be:, that is the question.

• 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.

• 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.

• 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).

Dril je určen k memorování základních jednotlivých poznatků (např. slovíček) nazpaměť. Je založen na psychologii učení, podle které si poznatky rychleji a kvalitněji zapamatujeme, pokud si je připomínáme méně často, ale zároveň během delší doby. Aplikace funguje na algoritmu, podle kterého jsou poznatky ke zopakování předkládány v okamžiku, kdy je zhruba 90% šance, že si poznatek ještě vybavíme. Poznatky je pak třeba opakovat stále řidčeji a za delší dobu, čímž se z krátkodobé paměti přesouvají do dlouhodobé. To znamená, že jste si znalost již osvojili.

Dril má tři fáze:

fáze učení

Slouží k učení (memorizaci) nového poznatku. Nezáleží na tom, zda si v této fázi poznatek procvičujete jednou či vícekrát. Zapomínat jej začnete okamžitě a po 15 dnech je až 50% pravděpodobnost, že jste jej zcela zapomněli.

fáze opakování

Dochází k opakování/připomenutí nového poznatku. První opakování by mělo nastat v okamžik, kdy si poznatek na 90% ještě pamatujete, čehož se snaží docílit algoritmus v této aplikaci. Další opakování přichází vždy za o něco delší dobu. Pokud však systému naznačíte (tlačítky 3 až 6 v aplikaci), že si poznatek nepamatujete tak, jak předpokládal, upraví se algoritmus a opakování přichází v kratších intervalech.

fáze drilování

V této fázi drilujete poznatky, které jste v předchozí fázi označili tlačítky 3 až 6, tedy poznatky náročnější na zapamatování či naučení. Je to nejdůležitější fáze celého učení, neboť poznatky se do dlouhodobé pamětí přesunují právě tím, že si je opětovně vybavíte z krátkodobé paměti. Máte-li málo času, raději se neučte nové kartičky, ale fázi drilu vždy dokončete!

Oblasti do aplikace mohou přidávat pouze její správci. Jednotlivé učebnice mohou vytvářet a importovat do systému sami uživatelé. Pokud vám pro vaši učebnici nevyhovuje žádná z oblastí, kontaktujte správce na adrese ambisis@fi.muni.cz, kde můžete požádat o vytvoření nové oblasti.

Kliknutím na název učebnice rozbalíte informace o učebnici a rovnou si můžete zaškrtnutím políček aktivovat lekce, které se z učebnice chcete začít učit. Výběr potvrďte tlačítkem 'Aktivovat lekce'.

Poté se dostanete na výpis aktivních oblastí a aktivních učebnic. Pokud se chcete začít učit, klikněte na název některé z oblastí a můžete začít!

Svou pomyšlenou odpověď porovnáte se zobrazenou správnou odpovědí a kliknutím na některé z tlačítek 1 až 6 ohodnotíte, jak dobře jste znali správnou odpověď. Aplikace podle toho spočítá, za kolik dní vám kartičku ukáže znovu. Hodnotit můžete také pomocí klávesových zkratek 1-6 resp. Q – Z(Y) a potvrdit 'mezerníkem'. Pokud znáte odpověď okamžitě, můžete ohodnotit klávesou 1 nebo 2 bez zobrazení odpovědi.

Po odeslání hodnocení vaší odpovědi se opět načte další kartička s otázkou, přičemž následný postup zůstává stejný - a to ve všech fázích Drilu. Po dokončení poslední fáze si můžete zvolit učení dalších nových kartiček nebo odejít do Správy drilu, kde se lze např. začít učit z jiné oblasti.

Po použití volby 'detaily' si můžete přidat nové kartičky a vybrat si z možností opakování kartiček. Např. pokud víte, že nebudete mít další den na drilování čas, můžete si do opakování přidat i kartičky naplánované na druhý den. Nebo pokud máte více času, můžete si do opakování přidat kartičky, kterým se blíží naplánování. Počet kartiček, které jsou připraveny ke drilování zjistíte kliknutím na volbu 'spočítat'.

Chcete-li se z určité učebnice začít učit další lekce nebo je deaktivovat, použijte volbu 'Aktivovat nebo deaktivovat lekce z této učebnice'. Zobrazí se aktivované lekce, které můžete označením a volbou 'Deaktivovat lekce' deaktivovat, a neaktivované lekce, které naopak označením a volbou 'Aktivovat lekce' aktivujete.

Učení z nových učebnic můžete přidat pomocí odkazu 'Aktivovat další učebnice'. Učebnici odeberete deaktivováním všech jejích lekcí.

Můžete se učit i po chvilkách např. průběžně celý den. Důležité však je po posledním učení nevynechat fázi drilování!

Pokud např. týden nebudete mít čas se učit, systém vám po návratu předloží velké množství zameškaných kartiček. Bude vám nabízet ty nejvíce zameškané až po ty nejméně zameškané. Postupně zpoždění dožeňte.

Kartičku můžete upravit také globálně, změna se pak projeví u všech uživatelů.

Nepředepisuje se, který směr se má zobrazit nejdříve, vybírá se náhodně. Systém pouze hlídá, že v určitý den se zobrazí z této dvojice kartička maximálně z jednoho směru (a to i v případě, že i druhý směr má dle algoritmu předepsáno se v tento den znovu zobrazit).

Poznámka: Jakmile povolíte smíšený obsah, budou se vám zobrazovat stránky jak HTTPS, tak i obsah bez HTTPS, ale Internet Explorer již nebude zobrazovat ikonu zámku.

• každá dvojice otázka - odpověď je umístěna na samostatném řádku,
• každý řádek začíná rovnou textem otázky, následuje jeden tabulátor (klávesa Tab), vše za tabulátorem je již přímo text odpovědi,
• na každém řádku musí být právě dvě položky oddělené tabulátorem,
• k oddělení otázky - odpovědi nelze použít více než jeden tabulátor,
• pro úpravu formátování otázky i odpovědi lze použít značky HTML.

Příklad:
Ve kterém z následujících měst nejezdí metro?<br/>Praha, Londýn, Moskva, Brno<jeden tabulátor>Brno

V drilu se otázka zobrazí jako:

Ve kterém z následujících měst nejezdí metro?
Praha, Londýn, Moskva, Brno

Pozn.: Při vytváření jednoduchých kartiček s daty typu brother → bratr, bratr → brother stačí v souboru vypsat pouze jeden směr kartiček (např. AJ → ČJ). Druhý směr (ČJ → AJ) se vytvoří v aplikaci automaticky při importu dat do učebnice. Tzn. importujete-li např. 10 kartiček, aplikace ke každé z nich vytvoří druhý směr, tj. vznikne celkem 20 nových kartiček v učebnici.

Příklad:
Ve kterém z následujících měst <b>ne</b> jezdí metro?<br/>Praha, Londýn, Moskva, Brno<jeden tabulátor>Brno

V drilu se otázka zobrazí jako:

Ve kterém z následujících měst nejezdí metro?
Praha, Londýn, Moskva, Brno

Chcete-li použít složitější vzhled, který by se měl uplatnit u více kartiček, je lepší vytvořit si šablonu, podle které se mají kartičky formátovat. Pokud si jednorázově připravíte soubor se šablonami vzhledu kartiček, v datovém souboru už pouze určíte u každé kartičky, podle jaké šablony se má upravit.

Vytváření souboru šablon je určeno pro uživatele s pokročilejší znalostí, především XML.

Pokud chcete kartičky formátovat dle šablon vzhledu, je potřeba si

1. předem připravit soubor XML se šablonami vzhledu kartiček a
2. správně naplnit datový soubor .txt (.csv) s ohledem na vlastnosti připravených šablon.

XML soubor (šablona) musí mít následující strukturu:

<templatelist>
 <template name="vim" params="2">
 <card>
 <question>
 <![CDATA[
        <p>Uveďte klávesovou zkratku: <p>$1</p>
 ]]>
 </question>
 <answer>
 <![CDATA[
        <p>$2</p>
 ]]>
 </answer>
 </card>
 <card>
 <question> <![CDATA[
        <p>Co dělá klávesa:</p> <p>$2</p>
 ]]> </question>
 <answer> <![CDATA[
        <p>$1</p>
 ]]> </answer>
 </card>
 </template>
</templatelist>

<templatelist>

• je kořenový element, který obsahuje jeden nebo více elementů <template>

<template>

• šablona - určuje způsob, jak se z řádku v datovém souboru zobrazí kartička
• povinný atribut name určuje název šablony, který se uvádí na každém řádku v datovém souboru,
• povinný atribut params určuje, kolik parametrů obsahuje řádek v datovém souboru,
• obsahuje jeden a více elementů <card>

<card>

• určuje jednu konkrétní prezentaci kartičky
• je-li elementů <card> v šabloně více, určují např. různé směry zkoušení - pak v každé stačí použít jinou kombinaci parametrů (typicky jsou dvě, např. AJ → ČJ a ČJ → AJ)
• nepovinný textový atribut lesson
  • určí, do které lekce se kartička zařadí
  • má přednost před určením lekce ve formuláři pro vložení kartičky
• nepovinný textový atribut uniq
  • představuje řetězec charakterizující kartičku jedinečně v celé učebnici, nelze vložit dvě kartičky se stejnou hodnotou parametru
  • při neuvedení se parametr generuje automaticky
• obsahuje právě dva elementy: <question> a <answer>

<question>

• představuje otázkovou část kartičky
• celý obsah je uzavřen v elementu <![CDATA[ ... ]]>
• obsahem může být libovolný HTML
• na místo označené $x se vloží hodnota x-tého parametru z datového souboru (takových proměnných lze použít i více)
  • Příklad:

    <![CDATA[ <p>Jak byste přeložili slovo: <b>$x</b></p> ]]>

<answer>

• představuje "odpovědní" část kartičky, která se zobrazí až po odkliknutí uživatelem
• celý obsah je uzavřen v elementu <![CDATA[ ... ]]>
• obsahem může být libovolný HTML text
• na místo označené $x se vloží hodnota x-tého parametru z datového souboru (takových proměnných lze použít i více)

<nazev_sablony><tabulator><parametr_1><tabulator><parametr_2>

Typický počet parametrů je 2 (otázka a odpověď), lze však použít libovolně i více parametrů, které se přes místa v šabloně označená $<číslo_parametru> zobrazí na požadovaném místě kartičky. Počet parametrů na každém řádku však musí odpovídat počtu parametrů uvedených v příslušné šabloně (atribut 'params' elementu 'template').

Příklad použití šablony pro 3 parametry:

řádek v datovém souboru: matematika 5+5 10 sčítání

šablona:

<template name="matematika" params="3">
 <card>
 <question>
 <![CDATA[
        <p>Kolik je <p>$1</p>
 ]]>
 </question>
 <answer>
 <![CDATA[
        <p>Správný výsledek je <b>$2</b> </p>
  <p>Nápověda: jedná se o operaci $3</p>
 ]]>
 </answer>
</template>

Je-li v šabloně více kartiček (elementů <card> s otázkou a odpovědí), tedy jeden řádek datového souboru se využívá pro různý směr dotazování, systém pohlídá, aby se v jednom učebním cyklu (v jeden den) zobrazila pouze jedna z nich (tedy např. jeden směr překladu).

• Aktivovat lekce z této učebnice - pro aktivaci či deaktivaci lekcí.
• Importovat do učebnice kartičky - lze vytvářet nové nebo plnit již vytvořené lekce v učebnici.
• Zobrazit lekce - lze prohlížet a upravovat kartičky a názvy lekcí.
• Upravit učebnici - lze dodatečně doplnit informace k učebnici, povolit její zveřejnění všem uživatelům, nastavit zobrazování obrázku ...
• Upravit přístupová práva k učebnicím - lze změnit nebo nastavit přístupová práva k učebnici.

  

vyberte oblast, kam se má učebnice zařadit a zadejte název učebnice a její popis (co učebnice obsahuje - např. fráze, slovíčka, gramatiku). Vyplňujte pouhým textem, nepoužívejte HTML znaky.

Pokročilí uživatelé mohou do pole HTML, které se zobrazí u kartičky při drilování pomocí HTML editoru vložit např. obrázek učebnice. Pole Javascript, který se spouští před zobrazením otázky lze použít např. k přehrávání výslovnosti otázky a pole Javascript, který se spouští před zobrazením odpovědi lze použít např. k přehrání výslovnosti při zobrazení odpovědi.

Nakonec potvrďte tlačítkem 'Vytvořit učebnici'. Pokračujte

Vyhledejte učebnici, kterou chcete naplnit a zvolte 'Importovat do učebnice kartičky'. Vytvořte novou lekci a zadejte její název, nebo zvolte již existující lekci. Pomocí tlačítka 'Procházet...' nahrajte datový soubor z vašeho počítače, a pokud chcete použít šablonu, dohledejte ji pomocí 'Procházet...'. Případně můžete zvolit některou z dalších možností a nakonec potvrďte tlačítkem 'Odeslat'.

Dále je v šabloně potřeba specifikovat, jak se má pracovat s jednotlivými typy otázek. Musíte počítat s tím, kolik mají otázky možností celkem a kolik je správných odpovědí. V šabloně pak pro každý typ otázky lze vytvořit jeden vzor <template> a uspořádat je za sebe.

Položka <moznost> zaručí, že odpovědi se uživatelům drilu zobrazí v náhodném pořadí.

Příklad: Otázky, které mají 5 možností a jen jednu správnou odpověď

<templatelist>
	<template name="qdef_export_6_1" params="6">
		<card>
			<question>
				<![CDATA[
					<p>$1</p>

                    <moznosti>
                        <moznost>$2</moznost>
                        <moznost>$3</moznost>
                        <moznost>$4</moznost>
                        <moznost>$5</moznost>
                        <moznost>$6</moznost>
                    </moznosti>
				]]>
			</question>
			<answer>
				<![CDATA[
					<p>$2</p>
				]]>
			</answer>
		</card>
	</template>
 </templatelist>

Zobrazí se tentýž formulář, kterým byla učebnice založena. Upravovat učebnici může vlastník učebnice nebo osoba/osoby, kterým bylo přiděleno právo danou učebnici spravovat.

Zde si můžete nastavit práva k učebnicím, které jste vytvořili. Existují tři druhy práv: právo na správu učebnice, právo na import kartiček do učebnice a právo učit se z učebnice.

Vybraná práva lze přidělit různým skupinám osob. Skupinu osob můžete dále upřesnit potvrzením tlačítka 'Přidat právo'.

Kliknutím na název lekce vyberete tu, ve které chcete kartičky upravovat a zobrazíte tak seznam všech kartiček. Upravovat je lze jednotlivě a u každé kartičky máte několik možností úpravy. Odkazem 'Upravit tuto kartičku pro sebe' vstoupíte do HTML editoru a můžete pro svoji potřebu kartičku upřesnit nebo doplnit. Změna se zobrazí pouze uživateli, který změnu zadal. Odkazem 'Upravit tuto kartičku globálně' můžete v HTML editoru kartičku upravit a změna se pak projeví u všech uživatelů. Další možností je volba 'Smazat', kterou můžete jednotlivé kartičky odstranit. Smazaná kartička zůstává nadále v seznamu kartiček a je možné ji znovu obnovit.

Chcete-li dále upravit kartičky v jiné lekci, klikněte na odkaz 'Zpět na výběr lekce' a pokračujte výše popsaným způsobem.

můžete v sekci Další možnosti zaškrtnout funkci 'Přepsat existující podobné kartičky'. Tato funkce umožňuje přepisovat existující kartičky např. při opravném importu stejných dat do stávající učebnice.

Řetězec uniq určuje, které kartičky se mají přepsat. Buď se manuálně určí v šabloně (atribut <uniq> v elementu <card>), nebo je automaticky generován z dat, ze kterých se kartička vytváří.

Funkce je vhodná např. při importu nezměněného datového souboru a změněné šablony (např. změna v HTML kódu kartičky), kdy je žádoucí přepsat již existující kartičky. Které kartičky a jak se změní, lze zjistit kliknutím na odkaz 'Zobrazit seznam vygenerovaných kartiček' po jejich importu.

vyberete si lekci (kliknutím na její název), kterou budete opravovat. Nad přehledem jednotlivých kartiček klikněte na možnost 'Smazat všechny kartičky z této lekce' a smazání potvrďte. Poté můžete známým způsobem lekci z opraveného datového souboru naimportovat.

Kartičky, které se v datovém souboru nezměnily, se obnoví s původními hodnotami, tj. uživatelům zůstanou statistiky od původních kartiček. Změněné kartičky se naimportují jako úplně nové.

Pozn.: Kartičky lze mazat i jednotlivě v téže aplikaci po výběru lekce.

Uživatelé, kteří se učí smazanou kartičku, se ji budou moci učit i nadále, jen se jim při drilování zobrazí informace o jejím smazání. Smazané kartičky už se nezobrazí pouze těm, kteří si lekci aktivují nově po smazání kartiček.

Smazané kartičky můžete obnovit, nemažou se totiž fyzicky, jen se jim nastaví příznak "smazaná". Kartičky obnovíte v aplikaci:

Vyberte lekci, klikněte na odkaz 'Obnovit smazané kartičky v této lekci' a obnovení potvrďte.

Datový soubor na každém řádku obsahuje:

• název šablony,
• přesné umístění obrázku (url)
• a odpověď,

  vždy oddělené jedním tabulátorem.

Příklad:

fiesta1  /učo/kvetina.png  la flor
fiesta1  /učo/auto.png  el coche

XML šablona obsahuje:

• v otázce adresu úložiště obrázků ukončenou parametrem $1,
• v odpovědi $2.

Příklad:

<templatelist>
  <template name="fiesta1" params="2">
    <card uniq="$1">
      <question>
        <![CDATA[<p><img src="https://is.ambis.cz/auth/www/$1" /></p>]]>
      </question>
      <answer>
        <![CDATA[<p>$2</p>]]>
      </answer>
    </card>
    <card uniq="$2">
      <question>
        <![CDATA[<p>$2</p>]]>
      </question>
      <answer>
        <![CDATA[<p><img src="https://is.ambis.cz/auth/www/$1" /></p>]]>
      </answer>
    </card>
  </template>
</templatelist>

Vlastní šablonu (XML soubor např. karticka.xml) upravte např. takto:

<templatelist>
 <template name="single" params="2">
 <card>
 <question>
   <![CDATA[
      <p>$1</p>
   ]]>
 </question>
 <answer>
   <![CDATA[
      <p>$2</p>
   ]]>
 </answer>
 </card>
 </template>
</templatelist>

Formát datového souboru by pak měl vypadat následovně:

single <tabulátor> slovíčko1 <tabulátor> překlad1
single <tabulátor> slovíčko2 <tabulátor> překlad2
...

Při importu kartiček do učebnice

zaškrtněte políčko "Chci použít vlastní šablonu" a nahrajte soubor karticka.xml.

Datový soubor na každém řádku obsahuje:

• název šablony,
• přesné umístění obrázku (url),
• otázku
• a odpověď,

  vždy oddělené jedním tabulátorem.

Příklad:

fiesta1  /učo/kvetina.png  květina  la flor
fiesta1  /učo/auto.png  auto  el coche

XML šablona obsahuje:

• v otázce adresu úložiště obrázků ukončenou parametrem $1,
• text otázky jako $2
• a v odpovědi parametr $3.

Příklad:

<templatelist>
  <template name="fiesta1" params="3">
    <card uniq="$1">
      <question>
        <![CDATA[<p><img src="https://is.ambis.cz/auth/www/$1" /></p><p>$2</p>]]>
      </question>
      <answer>
        <![CDATA[<p>$3</p>]]>
      </answer>
    </card>
    <card uniq="$2">
      <question>
        <![CDATA[<p>$3</p>]]>
      </question>
      <answer>
        <![CDATA[<p><img src="https://is.ambis.cz/auth/www/$1" /></p><p>$2</p>]]>
      </answer>
    </card>
  </template>
</templatelist>

Pozn.: Pokud budete ukládat obrázky do úložiště Můj web v IS AMBIS, můžete použít přímo vzorovou šablonu z nápovědy a datový soubor vytvořit podle příkladu výše.

Zvuk se přehraje při zobrazení otázky:

do pole Javascript, který se spouští před zobrazením otázky zkopírujte zdrojový kód

var player = get_element("sound_player1");
    var autoplay = "true";

    if (player) {
      var url = player.innerHTML;
      player.innerHTML =
        '<embed src="' + url + '" autostart="' + autoplay + '" width="0" height="0" id="sound" enablejavascript="true">'
       +'<form>'
       +'<div>'
       +'<input style="width: 26px; height: 26px;'
       +'background: lightgrey 
       url(\'/pics/design/14/dril/dril_speaker.gif\') no-repeat top;"'
       +'type="button" value="" onClick="get_element(\'sound\').Play();"/>'
       +'</div>'
       +'</form>';
    }

Zvuk se přehraje při zobrazení odpovědi:

do pole Javascript, který se spouští před zobrazením odpovědi zkopírujte zdrojový kód

var player = get_element("sound_player2");
    var autoplay = "true";

    if (player) {
      var url = player.innerHTML;
      player.innerHTML =
        '<embed src="' + url + '" autostart="' + autoplay + '" width="0" height="0" id="sound" enablejavascript="true">'
       +'<form>'
       +'<div>'
       +'<input style="width: 26px; height: 26px;'
       +'background: lightgrey 
       url(\'/pics/design/14/dril/dril_speaker.gif\') no-repeat top;"'
       +'type="button" value="" onClick="get_element(\'sound\').Play();"/>'
       +'</div>'
       +'</form>';
    }

Pozor: Zdrojový kód Javascriptu je citlivý na zalamování řádků, a proto, aby vám fungoval, zkopírujte kód z nápovědy a vložte jej do určeného pole. Zkontrolujte, že se kód nezalomil jinak, než je tomu v nápovědě. Předejdete tak problémům s nefunkčností.

Příklad:

<templatelist>
  <template name="vim" params="3">
    <card uniq="$1">
      <question>
        <![CDATA[<p>$1</p><div id="sound_player1">$2</div>]]>
      </question>
      <answer>
        <![CDATA[<p>$3</p>]]>
      </answer>
    </card>
    <card uniq="$2">
      <question>
        <![CDATA[<p>$3</p>]]>
      </question>
      <answer>
        <![CDATA[<p>$1</p><div id="sound_player2">$2</div>]]>
      </answer>
    </card>
  </template>
  </templatelist>

Tzn. že v otázce, resp. odpovědi je důležité napsat <div id="sound_player1">$2</div>, resp. <div id="sound_player2">$2</div>.

Přesná adresa, odkud bude zvuk k jednotlivým kartičkám přebírán, se zadá do datového souboru (.CSV nebo .TXT). Řádek v datovém souboru pak může vypadat takto:

vim honeymoon https://is.muni.cz/dstore/dril/anglictina/pokr/01_Family/sound/honeymoon.mp3 líbánky

Do pole "HTML, které se zobrazí u kartičky při drilování" vložte zdrojový kód:

<p><a href="javascript:void(document.cookie='zvuk=off;')">zvuk vyp.</a> <a href="javascript:var vyprs=new Date();vyprs.setDate(vyprs.getDate() -
365);document.cookie='zvuk=off; expires='+vyprs.toGMTString();void(0)">zvuk zap.</a></p>

Do pole "Javascript, který se spouští před zobrazením odpovědi" vložte zdrojový kód:

var player = get_element("sound_player2");
    var autoplay = true;

    if (player) {
      if (document.cookie.indexOf("zvuk=off")>=0) {
        autoplay = false;
        player.innerHTML="";
      }
      else {
        var url = player.innerHTML;
        player.innerHTML =
          '<embed src="' + url + '" autostart="' + autoplay + '" width="0" height="0" id="sound" enablejavascript="true">'
         +'<form>'
         +'<div>'
         +'<input style="width: 26px; height: 26px;'
         +'background: lightgrey 
         url(\'/pics/design/14/dril/dril_speaker.gif\') no-repeat top;"'
         +'type="button" value="" onClick="get_element(\'sound\').Play();"/>'
         +'</div>'
         +'</form>';
      }
    }

    var myanswer = get_element("test_answer_input");
    var goodanswer = get_element("answer");
    if (myanswer.value.length>0) {
      if (myanswer.value == goodanswer.textContent.replace(/^\s+|\s+$/g, '')) {
        myanswer.value = "<font color=\"#009900\">OK</font>";
      }
      else if(goodanswer.textContent.indexOf(myanswer.value) > -1) {
        var pos = goodanswer.textContent.indexOf(myanswer.value);
        var resstr = "<font color=\"#999999\">" + goodanswer.textContent.substring(0, pos) + "</font>" + myanswer.value + "<font color=\"#999999\">"  +
goodanswer.textContent.substring(pos + myanswer.value.length) + "</font>";
        //alert(resstr);
        myanswer.value = resstr;
      }
    }

XML šablona pro takovou kartičku může vypadat např. takto:

Příklad:

<templatelist>
  <template name="vim" params="3">
    <card uniq="$1">
      <question>
        <![CDATA[<p>$1</p><div id="sound_player2">$2</div>]]>
      </question>
      <answer>
        <![CDATA[<p>$3</p>]]>
      </answer>
    </card>
    <card uniq="$2">
      <question>
        <![CDATA[<p>$3</p>]]>
      </question>
      <answer>
        <![CDATA[<p>$1</p><div id="sound_player2">$2</div>]]>
      </answer>
    </card>
  </template>
  </templatelist>

Datový soubor lze vytvořit stejně jako v předchozí otázce.

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.

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

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.

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

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 „skenovani.exe“ – installed on the computer with the scanner. If software is not installed, it will be done by faculty’s CIT or . More detailed information on the operation of the scanning software can be found in

It takes about ten minutes to set up the ROPOT description – The best way to set up the ROPOT description can be found below in this help.

Setting up the test sheets – this is operation in the IS AMBIS that creates the paper assignments. It is not time consuming.

Printing the test sheets, answer sheets, dispatch form – it depends on the number of papers, or on the printer's capabilities (printing the assignment double-sided) or whether it is necessary to manually complete papers that have assignments created on multiple pages.

Duration of the written examination itself – it's up to you.

Scanning – it depends on the speed of the scanner.

Recognition of scanned answer sheets – it takes about 5 seconds to recognize one answer sheet.

Correction of misrecognised answer sheets – it depends on the number of misrecognised answer sheets. Our experience tells us that the misrecognised papers are in units of one percent. This can be influenced by giving students precise instructions on how to complete the answer sheet.

This function is described in more detail in the help here.

Even tests that are corrected manually by the teacher can be scanned. This kind of answer sheet is special because there are no questions entered in the IS. The questions can be handwritten or supplied on another paper. LaTeX experts can paste the text directly into the form after downloading the macros on the Print Answer Sheets page.

Select "scannable test (multiple choice)" as the default mode. If this is not the first time you are creating a ROPOT description, but you have already scanned in the semester and want to use the same settings as in the previous ROPOT, you do not need to click the settings from the beginning. Select an existing ROPOT description from the "I want to select an existent ROPOT application whose information I want the new one to be filled with" menu. This will create a new ROPOT with the settings of the existing one, so it is necessary to enter a new name (e.g. new examination date).

If you are creating a ROPOT for a handwritten test, set mode to "scannable handwritten text and scores". For a scannable handwritten test, give the name of the ROPOT (preferably with the examination date) and save. This type of test is covered in detail in the question Scanning of handwritten tests (i.e. free-form answers, not multiple choice).

In case you are creating a scannable test for the first time, follow these steps:

After selecting the ROPOT mode, a form with the settings for the ROPOT description is displayed. The ROPOT is automatically stored in the secure folder "testbank", which is by default inaccessible to students. We recommend not changing this location. Next, choose a name for the ROPOT, preferably with the date of the examination. Instructions do not need to be filled in.

We recommend filling in the following fields as follows:

Setting up scannable tests involves several steps.

1. Setting up printed tests
   Information system Teacher [course selection] Work with ROPOT Generate test sheets to be printed

   The first step in preparing a scanned test (right after creating the ROPOT description) is to create the test sheets. This is where you select how many test sheets will be generated for printing. If you want to create multiple identical test sheets, specify the number of times the same test sheet should be generated. The application will then create test sheets that are identical in content and differ only in the test sheet number. This option may be useful when you want to prepare assignments with the same difficulty for all students (e.g. a final state‘s examination).

   

2. Printing the test sheets
   Information system Teacher [course selection] Work with ROPOT Printing from IS: Test sheets
   You need to select the specific ROPOT. Now you basically have two options. Try both on a few assignments and see which one "works better" for your ROPOT:
   
   • Prepare the test sheets to be printed from a browser: Cannot achieve double-sided printing. The output will look exactly as you see it in the browser (the browser prepares the printout), i.e. tables, images etc. should look like the page in IS. Select the number of test sheets you want to print; type all the test sheets on one page, click on "Prepare the test sheets to be printed from a browser" and print. As you print, the browser will print each new test sheet on a new page.
   • Printing test sheets into PDF or using a printer: You can check the option to make each test span an even number of pages for two-sided printing . If the original test sheet has an odd number of pages, then each test sheet will have an even number of pages in the resulting printable file. The numbers of the test sheets you print will be offered to you automatically. You will need to select the type of file to print to (PDF file is best) and click on "Download". The PDF file will open straight away. You be able to check that the sheets look as you wish, e.g. for double-sided printing, and print on your chosen faculty printer using the "Print" button. This printing is done by the IS subsystem, more complex elements in the test sheets (tables, images) may not work. Alternatively, you can download the PDF of the test sheet and print it afterwards.

   

3. Printing the answer sheets
   Information system Teacher [course selection] Work with ROPOT Printing from IS: Answer Sheet
   You can select the type of questions you are using in your test (type :r to select just one correct answer, type :c to select at least one correct answer, or handwritten text with scores if you are using open-ended answers ). Choose the language and the title of the person identification field (typically leave the "personal identification number (učo)" option – other options are used, e.g. for scanning the answers of applicants for study (the "application ID" option) or for answers of persons completely unrelated to the AMBIS (the "ID selected by me" option). Then you need to enter the number of answer sheets you want to print (it is a good idea to print more than the number of test sheets you will be using, because if a student ticks a question incorrectly and wants to change his/her answer or has already used up the possible number of corrections, he/she will need to be given a new answer sheet and will fill in the answers again) and print them.

   

4. Printing the dispatch form
   Information system Teacher [course selection] Work with ROPOT Printing from IS: Dispatch form
   You will need to enter the učo (personal identification number) of a person into whose File Depository should the scanned answer sheets be uploaded and check the option to have the test sheets recognized after they were uploaded into the depository. You need to print the dispatch form and scan it when scanning the answer sheets; place it either before or after the scanned sheets. For more information on sending scanned answer sheets to the IS, see
   Information system Printing from IS Skenování do ISu

   Creating and printing the dispatch form is typically not necessary if you will be scanning and evaluating the answer sheets yourself (using Check results of recognition process). Scanned answer sheets can be uploaded to a person's depository directly and without a dispatch form by entering the person's učo (personal identification number) in the scanning program's field.

   

You can find the completely missing entry (test sheet number, učo) by the unused test sheet numbers, which are listed below the list of erroneous scan results, or by test sheets where students write their name and učo. This can be tedious for large numbers of answer forms, so we recommend consistently requiring students to remember to write učo and test sheet number.

You can fill in the misrecognized answer yourself according to the original.

If the scanned answer sheet is fine and legible, but the answers are still not recognized, it is possible that the answer sheet is scanned incorrectly. Then the answers need to be manually filled in.

It may happen that even after correcting the wrong answer sheets, there are still some unused assignments or that there are fewer answer sheets which has been scanned than the paper ones. If all students came to the examination, then some students may have taken the test sheet as well as answer sheet home with them or the scanner feeder may have taken two sheets instead of one. By assignment number, you can find the paper answer sheet and use the option "Create a new blank answer sheet to fill in manually" to create another form to fill in the answers, which, according to the paper form, you fill in. This option is also useful if the form is otherwise damaged and cannot be scanned.

These are the settings under "Display the correct answers to students after they have finished working with the ROPOT application" and "Rights and time groups":

Who is allowed to work with the ROPOT:

Finally, you need to specify the folder to which the link to the ROPOT should be placed. The course usually has a preset folder for ROPOT (Revision, Opinion Poll and Testing) in Study Materials and this setting does not need to be changed. The description of the ROPOT needs to be saved via the "Save and make accessible" button.

In the case of ROPOT in the "scannable handwritten text and scores" mode, students can see a scan of their answer sheet in their Retrieval Box according to the settings (the time and date from which students will be able to access the previews in the Retrieval Box can be set when checking results of recognition process). You can also make scans of answer sheets available to students in responses view by setting the ROPOT as accessible in the ROPOT description (the "Save and make accessible" button).

Students can have multiple problems on multiple sheets of paper. The student writes their answers on the front side of the answer sheet. They can also write on the reverse side, but this is not scanned so the student will not see it in the IS AMBIS. Once the paper has been corrected and marked by the teacher and entered into the IS AMBIS, students can see their answers and the teacher's comments in the IS AMBIS.

The basic procedure is illustrated in the following commented video, a more detailed procedure including all options is specified in the text below:

Procedure:

• Create a ROPOT description for scannable handwritten tests (see ROPOT description).
• Print out the dispatch form if necessary (see How to prepare the test (test sheets, answer sheets and dispatch form) for students?).
• Print out enough answer sheets or copy the answer sheet (see How to prepare the test (test sheets, answer sheets and dispatch form) for students?).
• You can either prepare the assignment on a separate sheet with students writing their answers on printed answer sheets with the header, or you can copy the assignment under the header on the answer sheet. However, you must not interfere with the machine-processable zone (it is marked on the answer sheet).
• The student fills in the sheet number (e.g. 3 sheets in total – each sheet will have one or more questions) and his/her učo. The student will complete the paper. See
  Help Teacher Tips on examinations based on scannable answer sheets

• Correct the handwritten test by hand, you can write your comments on the front side. Only the front side is scanned, the reverse side is not scanned. For correcting, you can choose whether you want to correct and scan the paper in colour or black and white. If you choose to scan in black and white to distinguish corrections and teacher comments, it is recommended that you use a thick black marker, for example.
• Enter the number of points in the box provided. In case you make a mistake and need to correct it, write in pencil and erase any errors. The second way is to write, for example, the letter E instead of a number in a blank, which will cause the error to be reported later. The error can then be corrected manually.
• Scan the answer sheets with the dispatch form either on your own or with CIT support. When sending to the IS, place the dispatch form either before or after the scanned papers.
  
  Note

  If you have corrected the papers in colour, you need to set the scanning program skenovani.exe to scan "in colour" instead of "greyscale" before you start scanning.

• The handwritten tests are recognised and checked (see Checking results of recognition process – evaluation of the answer sheets)
• After checking, the results are entered into the IS. The IS AMBIS will automatically create notebooks for each answer sheet, i.e. in notebook 1 will be the scores of all students from answer sheet 1, in notebook 2 from answer sheet 2, etc. In the notebooks, the scores are entered with an asterisk. In the Teacher's Notebook – using the function "Add up scores stored in different notebooks" – will determine the total number of points by adding up the notebooks for sheet 1, sheet 2, etc.
  If you plan to correct students' answers on your computer (i.e., you have set the ROPOT description to be manually evaluated), then you can enter the grading comments and scores in the Responses application, where you will find a preview of the scanned student answer sheets and a text box where you can enter verbal comments and scores.
• Finally, you can enter an evaluation according to the total number of points (see Checking results of recognition process – evaluation of the answer sheets).
• Scanned answer sheets are placed in the retrieval box for students to review.

Yes, it is. The procedure is the same as for scanning the tests of persons with the učo, but when creating the ROPOT description, you need to specify what type of number to scan. The option "change identification method" located next to the ROPOT mode selection on the ROPOT description setup form is used for this purpose. If you want to scan the tests of applicants for study at the AMBIS, use the option "Identification method: application No.". If you want to scan the tests of persons without any relation to the AMBIS (e.g. if you have your own list to identify them by), use the option "Identification method: ID number selected by me". Within a single ROPOT description, you can scan either only tests of students with učo, or only tests of applicants for study with application numbers, or only tests of people with an assigned number.

If the answer sheet is in "scannable handwritten text and scores" mode, you can correct the error in the Responses application, where you have the option in the view of student's session to turn on deletion of answer sheets and delete sheets one at a time. By doing this (deleting the answer sheet in the session), the sheet will also be deleted from the wrong person's Retrieval Box. Note, deleting the entire person's session will not delete the established previews from the student's Retrieval Box.

• 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

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.

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.

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.

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 ambisisfimunicz.

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).

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.

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".

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.

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.

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.

• mám záložky (odkazy do internetu, „Oblíbené“, Bookmarks) na jednom bezpečném místě v IS AMBIS,
• 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.ambis.cz/auth/ln/hot. Zobrazit žhavé záložky.

Veřejné záložky jsou k nahlédnutí i uživatelům nepřihlášeným do IS AMBIS, např. https://is.ambis.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.ambis.cz/auth/ln/tag/radio Zobrazit.

https://is.ambis.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?

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.

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.

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.

• 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.ambis.cz/auth/ln/UCO.

• Co jsem poslední dobou četl zajímavého – evidujte si v systému a odkaz na seznam dejte na svůj web, svůj blog

• 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“.

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.

vín%

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.

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

https://is.ambis.cz/auth/ln/tag/zkratka_fakulty:kod_predmetu

https://is.ambis.cz/auth/ln/tag/zkratka_fakulty:kod_predmetu!

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.ambis.cz/auth/ln/tag/zkratka_fakulty:kod_predmetu+jmeno_stitku tj. např.

  https://is.ambis.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.ambis.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.ambis.cz/auth/ln/tag/FI:PV005!+cteni+prvni_tyden
  https://is.ambis.cz/auth/ln/tag/FI:PV005!+cteni+druhy_tyden
  https://is.ambis.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.

• 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 AMBIS - 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.

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

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

Záložky označené štítkem1 a současně neoznačené štítkem2 jsou na adrese:
https://is.ambis.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.ambis.cz/ln/tag/víno, zkuste ještě bez diakritiky: is.ambis.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.

V čem může být přínos obdobné služby v univerzitním prostředí?

• Do sdílení se zapojí i lidé, kteří podobné služby na internetu nenavštěvují, ale IS AMBIS 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.

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.

In the applications associated with e-learning in the AMBIS IS, the teacher has the opportunity to look at selected AMBIS IS pages from the perspective of a specific student. In this way, the teacher has the opportunity to check that the information entered by him/her into the Notebook has reached the student correctly, that he/she has set up the interactive course syllabus correctly, that he/she has set up the ROPOT parameters correctly, etc.

The mechanism was introduced at the request of teachers who wanted to introduce a student identity for testing into the system. However, a student identity for testing would not be usable in this AMBIS IS (unlike other systems) because the person who has enrolled in the course does not have common and uniform student rights (as is usual in other systems), but has individual rights. Students may differ in their study status, seminar group, may have individual rights, etc.

A teacher can use someone else's identity via:

After selecting someone else's identity, the teacher is only allowed to use the selected applications. These are e-learning related applications. The list of applications is listed below. The teacher will definitely not be able to access the student's e-mail, private bookmarks, grades from other courses, File Depository, etc.

Applications that run with someone else's identity selected work in a special mode. The teacher is prevented from performing operations other than viewing or reading under the selected identity. Thus, the teacher cannot perform any operation that would be identified in the database by the student's UIN (i.e. učo). That is, the teacher can see if the student is allowed to answer in the ROPOT, but cannot, for example, save the answers instead of the student or launch a new ROPOT session.

Information system homepage

The teacher sees only the Student tile.

Student signpost

Only the Student / My courses, and Teaching tabs contain any clickable links.

Student / My courses tab

Only e-learning related links are clicable. The teacher can only see information accessible to him/her via the Teacher's Notebook. However, some information is accessible to the teacher only via the Teacher's Notebook of the course and not from student's point of view.

Teaching tab

The only clicable links are Study Materials, ROPOT (Revision, Opinion Poll and Testing), Information from notebooks, Notebook score statistics, Scheduled online lessons, and Student consultations and meetings.

Interactive syllabus

The teacher will only see the parts of the interactive syllabus that are accessible to the identity of student via which the teacher is viewing. Similarly, the teacher will only see those links and elements in the syllabus that the student actually has the right to read. The readership of the syllabus by the teacher viewing with someone else's identity is not reflected in the readership of the interactive syllabus by the student.

Study materials

It does not indicate information about the reading of a file that the teacher has read with the chosen someone else's identity (i.e. the student will still see the file as unread if the teacher has read it but the student has not).

Homework Vaults

The teacher, under someone else's identity, sees the folders of the homework vaults in the same way as the student, including any file or folder operations offered. So, for example, he or she can check what the homework vault folder tree looks like from the student's point of view and whether the student has sufficient access rights to upload their file. The teacher under someone else's identity cannot upload or manage files on behalf of a student. The teacher can only do this under his/her own identity.

File Manager

In the File Manager, the teacher can only choose someone else's identity when viewing the Study Materials. The teacher will not be able to access other people's File Depository etc. When the identity is changed, operations other than viewing or reading cannot be performed in the File Manager. If a teacher attempts to upload a file in the File Manager with a changed identity, the operation will be performed, but the teacher will be listed as the uploader even though someone else's identity remains selected. If the teacher gets to a location where someone else's identity is no longer applied, in addition to the red bar disappearing, an informational message will alert the teacher.

ROPOTs

The teacher can look at the ROPOTs and see if he/she has set the ROPOT correctly. The teacher is not allowed to launch a new ROPOT session or save the answers in behalf of the student. However, the teacher can change the last student’s save operation to submitted in the Responses application in the Teacher's Notebook in special case when the student does not finish his/her ROPOT session by submission of his/hers answers. The teacher does this under his/her own identity.

Notebook information

The teacher will only see information from the course notebooks that the teacher teaches.

Notebook score statistics

The teacher will only see information from the course notebooks that the teacher teaches.

All operations are recorded in the AMBIS IS. Operations performed by a teacher under someone else's identity are recorded in the same way as all other teacher operations.

By using someone else's identity in e-learning in the manner described in this Help, you are not violating the Rules Governing the Use of AMBIS IS or the computer network conduct regulations. This identity change mechanism is supported by the AMBIS IS and the operations are recorded.

By providing your password or making your account available to another person, you would be in violation of the rules and regulations and risk disciplinary action.

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.

• 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.

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.