[LON-CAPA-users] Using Sequence Editor

lon-capa-users@mail.lon-capa.org lon-capa-users@mail.lon-capa.org
Wed, 4 Feb 2009 20:30:39 -0500

<div>Ah, the map text is much clearer as to what some of the RAT is trying =
to say. Hmm, is it possible to copy the sequence file to a different type (=
say, .txt), edit the map file directly, then re-copy it back to the sequenc=
e file (like I do with .css files, since we can't edit css files)? I think =
I can follow the map better than the RAT.<br><br>I realize that the map is =
not visible to the students. However, I was dismayed that with only 2 probl=
ems and 2 conditions it knotted itself into a form that I couldn't follow m=
yself. It seems likely that 5 or 6 problems will be incomprehensible.<br><b=
r>In any event, I am seeing that part of what I want to do is probably not =
going to work. Somehow, I was thinking that if the sequence looped back up =
to the top, the student would be presented with a fresh, newly randomized, =
unsolved version of the first problem. <br><br>That may not be clear:( Exam=
ple:the student solves problem 1, and moves to problem 2. If he misses prob=
lem 2, I wanted to have it go back to problem 1 and have to solve it again =
(with a fresh randomization). It looks like once a problem is solved, it st=
ays solved. Do I have a mechanism for making a problem status unsolved? I s=
uspect not, so my approach is not going to work.<br><br>Similarly, in a "no=
rmal" multipart problem, do I have a means of making a solved problem unsol=
ved? I think I can do this manually through the grading screens, but I don'=
t see a mechanism for doing it in code. I suspect that this is a little too=
 weird:)<br><br>So, I will re-think my approach, maybe using the approach u=
sed in the sample map code where it keeps bouncing around among unsolved pr=
oblems. <br><br>Thanks,<br>brew<br><br></div><font color=3D"#990099">lon-ca=
pa-users-admin@mail.lon-capa.org wrote: -----<br><br></font><blockquote sty=
le=3D"border-left: 2px solid rgb(0, 0, 0); padding-right: 0px; padding-left=
: 5px; margin-left: 5px; margin-right: 0px;">To: lon-capa-users@mail.lon-ca=
pa.org<br>From: Gerd Kortemeyer &lt;korte@lite.msu.edu&gt;<br>Sent by: lon-=
capa-users-admin@mail.lon-capa.org<br>Date: 02/04/2009 09:26AM<br>Subject: =
Re: [LON-CAPA-users] Using Sequence Editor<br><br><font size=3D"3" face=3D"=
monospace">Hi,<br><br>On Feb 3, 2009, at 8:27 PM, Robert=5FBrewington@er.mo=
nroe.edu wrote:<br>&gt;<br>&gt;<br>&gt; For example, what can you put in th=
e condition fields? Can you put &nbsp;<br>&gt; various statements, or is th=
is only tokens which will be wrapped in &nbsp;<br>&gt; parenthesis for an i=
f statement? Can I set or change variables here?<br><br>The condition mecha=
nism is indeed under-documented. Generally, you &nbsp;<br>would put aliases=
 on each one of the problems that you need for your &nbsp;<br>conditions. T=
hen you access the internal state of those problems &nbsp;<br>(number of tr=
ies, solved/not solved, etc) with &amp;EXT-calls in a normal &nbsp;<br>Perl=
 condition.<br><br>Here's an example:<br><br><a href=3D"http://mail.lon-cap=
gt;<br>&gt;<br>&gt; The straighten or condense command got my map got all t=
angled up, &nbsp;<br>&gt; with Start near the bottom, the next piece in the=
 middle, and the &nbsp;<br>&gt; last piece at the top. Finish was nicely on=
 the bottom:) Is there &nbsp;<br>&gt; some way to re-arrange the resources =
in a better order? Can I adjust &nbsp;<br>&gt; the layout so the links don'=
t wander all over the page?<br><br>Well, the layout of the map does not mat=
ter except for the author - &nbsp;<br>the students won't get to see this.<b=
r><br><br>&gt;<br>&gt;<br>&gt; I am thinking I may be better off just writi=
ng a regular problem &nbsp;<br>&gt; with &lt;block&gt; statements for contr=
ol. What are the benefits of using &nbsp;<br>&gt; the Sequence?<br><br><br>=
You can have different branches with already existing problems from &nbsp;<=
br>the library.<br><br><br>&gt;<br>&gt; What I want to do is place 4 or 5 q=
uestions in a sequence. The &nbsp;<br>&gt; questions loop until the student=
 gets some percentage correct (for &nbsp;<br>&gt; example, 3 in a row or ma=
ybe 3 out of the last 4). I have a good &nbsp;<br>&gt; idea of what the lin=
ks should look like, and what the conditions &nbsp;<br>&gt; want to be, I j=
ust don't seem to be able to draw anything with any &nbsp;<br>&gt; control.=
<br><br>If those are new questions that you are writing now, a "normal" &nb=
sp;<br>multipart-problem with &lt;block&gt; will be easier.<br><br>BTW, tha=
t the Resource Assembly Tool turned out to be the "RAT" was a &nbsp;<br>nic=
e accident. Took me forever to write this thing (yes, all my &nbsp;<br>faul=
t). It was needed for an initial functional requirement of LON- <br>CAPA, w=
hich in the end turned out to be irrelevant - one of those &nbsp;<br>episod=
es in the dark history of our project. I am still intrigued by &nbsp;<br>wh=
at this *could* do, but alas, there is never enough time. Maybe one &nbsp;<=
br>of these days I'll get tenure, and THEN I CAN PROGRAM AGAIN. YEAH!!!!!<b=
r><br>- Gerd.<br><br>=5F=5F=5F=5F=5F=5F=5F=5F=5F=5F=5F=5F=5F=5F=5F=5F=5F=5F=
=5F=5F=5F=5F<br>LON-CAPA-users mailing list<br>LON-CAPA-users@mail.lon-capa=
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