diff --git a/website_files/Legal/Accessibility.md b/website_files/Legal/Accessibility.md index 2d6c92e..9cfa993 100644 --- a/website_files/Legal/Accessibility.md +++ b/website_files/Legal/Accessibility.md @@ -15,7 +15,7 @@ The main website [www.stack-assessment.org](https://stack-assessment.org), * browsers tested on: Chrome, Firefox, Safari, Edge, * resolutions tested on: common resolutions for laptop, tablet and mobile, * ensures all non-text elements have alternative text, -* mever uses colour as the sole means of conveying information, +* never uses colour as the sole means of conveying information, * links are bolded to convay that they are links beyond the use of colour, @@ -27,6 +27,7 @@ The main website [www.stack-assessment.org](https://stack-assessment.org), * The navigation bar cannot be navigated with only keyboard beyond two levels. * The user map on /CaseStudies/Overview is not navigable by keyboard. * Some elements have a colour contrast ratio of less than 4:5:1, in particular the navigation bar. +* The website does not have a 'skip to main content' option while using screen reader. * The documentation website ["docs.stack-assessment.org"](https://docs.stack-assessment.org) does not have a 'skip to main content' option while using screen reader. * The documentation website ["docs.stack-assessment.org"](https://docs.stack-assessment.org) has not yet been tested for accessibility. * The alternative text on the STACK logo link on the website does not include where the link leads. diff --git a/website_files/Projects/AuthOMath/ActivatingFeedback.md b/website_files/Projects/AuthOMath/ActivatingFeedback.md index bc473f1..d1b6da1 100644 --- a/website_files/Projects/AuthOMath/ActivatingFeedback.md +++ b/website_files/Projects/AuthOMath/ActivatingFeedback.md @@ -39,3 +39,12 @@ Here, GeoGebra provides an interactive applet in both STACK's task and feedback Third Feedback Step
Figure: The third feedback step in an answered AuthOMath task
+ + +
+
AuthOMath Logo, EU flag, Co-founded by the European Union
+
The creation of these resources has been (partially) funded by the ERASMUS+ grant program of the European Union under grant No. 2021-1-DE01-KA220-HED-000032031. Neither the European Commission nor the project's national funding agency DAAD are responsible for the content or liable for any losses or damage resulting of the use of these resources.
+
+ + + diff --git a/website_files/Projects/AuthOMath/Example-generation-research.md b/website_files/Projects/AuthOMath/Example-generation-research.md index 8376be1..78aaf1e 100644 --- a/website_files/Projects/AuthOMath/Example-generation-research.md +++ b/website_files/Projects/AuthOMath/Example-generation-research.md @@ -38,3 +38,10 @@ There is great potential for further work to develop tasks (and sequences of tas Kinnear, G., Jones, I., Sangwin, C., Alarfaj, M., Davies, B., Fearn, S., Foster, C., Heck, A., Henderson, K., Hunt, T., Iannone, P., Kontorovich, I., Larson, N., Lowe, T., Meyer, J. C., O’Shea, A., Rowlett, P., Sikurajapathi, I., & Wong, T. (2022). A Collaboratively-Derived Research Agenda for E-assessment in Undergraduate Mathematics. International Journal of Research in Undergraduate Mathematics Education. [https://doi.org/10.1007/s40753-022-00189-6](https://doi.org/10.1007/s40753-022-00189-6) Kinnear, G., Iannone, P., & Davies, B. (2023). Insights about functions from example-generation tasks: combining e-assessment and written responses. In P. Drijvers, C. Csapodi, H. Palmér, K. Gosztonyi, & E. Kónya (Eds.), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) (pp. 2399–2406). Alfréd Rényi Institute of Mathematics and ERME. + + +
+
AuthOMath Logo, EU flag, Co-founded by the European Union
+
The creation of these resources has been (partially) funded by the ERASMUS+ grant program of the European Union under grant No. 2021-1-DE01-KA220-HED-000032031. Neither the European Commission nor the project's national funding agency DAAD are responsible for the content or liable for any losses or damage resulting of the use of these resources.
+
+ \ No newline at end of file diff --git a/website_files/Projects/AuthOMath/Fractions-part-whole.md b/website_files/Projects/AuthOMath/Fractions-part-whole.md index 73e6a9a..042a9a5 100755 --- a/website_files/Projects/AuthOMath/Fractions-part-whole.md +++ b/website_files/Projects/AuthOMath/Fractions-part-whole.md @@ -27,3 +27,10 @@ The programme also identifies if an equivalent fraction is entered; the feedback An incorrect response, with feedback
Figure: Illustrating feedback to an incorrect response.
+ + +
+
AuthOMath Logo, EU flag, Co-founded by the European Union
+
The creation of these resources has been (partially) funded by the ERASMUS+ grant program of the European Union under grant No. 2021-1-DE01-KA220-HED-000032031. Neither the European Commission nor the project's national funding agency DAAD are responsible for the content or liable for any losses or damage resulting of the use of these resources.
+
+ \ No newline at end of file diff --git a/website_files/Projects/AuthOMath/Random-generation.md b/website_files/Projects/AuthOMath/Random-generation.md index fe1ea91..e856c65 100755 --- a/website_files/Projects/AuthOMath/Random-generation.md +++ b/website_files/Projects/AuthOMath/Random-generation.md @@ -39,3 +39,10 @@ Let's look at the background of the question and how to deal with the randomisat The variable \(rd\) defines the denominator of the slope. We pick the denominator to be an even number, in this case a power of \(2\). We could also predefine a list of even numbers and randomly pick from the list. The variable \(rn\) defines the numerator of the slope. For the numerator we pick the values from a predefined list and these values are all odd numbers. We define the slope as \(\dfrac{rn}{rd}\) and in our case all the slopes will be fractions. + + +
+
AuthOMath Logo, EU flag, Co-founded by the European Union
+
The creation of these resources has been (partially) funded by the ERASMUS+ grant program of the European Union under grant No. 2021-1-DE01-KA220-HED-000032031. Neither the European Commission nor the project's national funding agency DAAD are responsible for the content or liable for any losses or damage resulting of the use of these resources.
+
+ \ No newline at end of file diff --git a/website_files/Projects/AuthOMath/Sample-factor-quadratic.md b/website_files/Projects/AuthOMath/Sample-factor-quadratic.md index c94fb66..d9d498e 100644 --- a/website_files/Projects/AuthOMath/Sample-factor-quadratic.md +++ b/website_files/Projects/AuthOMath/Sample-factor-quadratic.md @@ -44,3 +44,9 @@ Again, if students write a wrong answer, they get feedback with a GeoGebra apple This feedback allows the students to interact with a geometric polynomial representation. At the same time, they can find out a strategy to find a factorized expression. In this way, the geometry and the algebra reinforce each other. + +
+
AuthOMath Logo, EU flag, Co-founded by the European Union
+
The creation of these resources has been (partially) funded by the ERASMUS+ grant program of the European Union under grant No. 2021-1-DE01-KA220-HED-000032031. Neither the European Commission nor the project's national funding agency DAAD are responsible for the content or liable for any losses or damage resulting of the use of these resources.
+
+ \ No newline at end of file diff --git a/website_files/Projects/AuthOMath/Sample-linear-algebra.md b/website_files/Projects/AuthOMath/Sample-linear-algebra.md index 1d84088..12d0308 100644 --- a/website_files/Projects/AuthOMath/Sample-linear-algebra.md +++ b/website_files/Projects/AuthOMath/Sample-linear-algebra.md @@ -28,4 +28,9 @@ In the second figure a student has attempted to illustrate the positions of the GeoGebra is used to provide a visual representation of the vectors. In principal this problem could be extended to a wider range of 2D transformations, and other situations where students can demonstrate their understanding of linear algebra by positioning vectors. - + +
+
AuthOMath Logo, EU flag, Co-founded by the European Union
+
The creation of these resources has been (partially) funded by the ERASMUS+ grant program of the European Union under grant No. 2021-1-DE01-KA220-HED-000032031. Neither the European Commission nor the project's national funding agency DAAD are responsible for the content or liable for any losses or damage resulting of the use of these resources.
+
+ \ No newline at end of file diff --git a/website_files/Projects/AuthOMath/Sample-linear-equations.md b/website_files/Projects/AuthOMath/Sample-linear-equations.md index 225584a..23e9074 100644 --- a/website_files/Projects/AuthOMath/Sample-linear-equations.md +++ b/website_files/Projects/AuthOMath/Sample-linear-equations.md @@ -37,3 +37,9 @@ These formative hints can be delivered in many ways. Some students are more rece This is a useful way to distinguish the characteristics of the different feedbacks and determining which are more helpful and effective in fostering mathematical abilities and learning. + +
+
AuthOMath Logo, EU flag, Co-founded by the European Union
+
The creation of these resources has been (partially) funded by the ERASMUS+ grant program of the European Union under grant No. 2021-1-DE01-KA220-HED-000032031. Neither the European Commission nor the project's national funding agency DAAD are responsible for the content or liable for any losses or damage resulting of the use of these resources.
+
+ \ No newline at end of file diff --git a/website_files/Projects/AuthOMath/Tangram-task.md b/website_files/Projects/AuthOMath/Tangram-task.md index 35f549e..77b3190 100755 --- a/website_files/Projects/AuthOMath/Tangram-task.md +++ b/website_files/Projects/AuthOMath/Tangram-task.md @@ -33,3 +33,10 @@ hand with didactical notions. Using Tangram pieces, with feedback
Figure: Measuring areas with Tangram pieces.
+ + +
+
AuthOMath Logo, EU flag, Co-founded by the European Union
+
The creation of these resources has been (partially) funded by the ERASMUS+ grant program of the European Union under grant No. 2021-1-DE01-KA220-HED-000032031. Neither the European Commission nor the project's national funding agency DAAD are responsible for the content or liable for any losses or damage resulting of the use of these resources.
+
+ \ No newline at end of file diff --git a/website_files/custom.css b/website_files/custom.css index 36eeb7a..592bfd0 100644 --- a/website_files/custom.css +++ b/website_files/custom.css @@ -216,6 +216,10 @@ a: link { border-color: #3574b7; } +.page-link { + line-height: 1.25; + color: #3574b7; +} /* Trees: https://codepen.io/ross-angus/pen/jwxMjL Copyright (c) 2022 by Ross Angus (https://codepen.io/ross-angus/pen/jwxMjL) @@ -338,3 +342,41 @@ USE OR OTHER DEALINGS IN THE SOFTWARE. .dropdown-item.open{ background-color: #f8f9fa; } + +.dropdown-item.active, .dropdown-item:active { + color: #fff; + text-decoration: none; + background-color: #3574b7; +} + +footer { + display: block; +} + +.disclaimer{ + border: 7px outset silver; + display: block; + color: black; + width: 104%; + margin: auto; + padding-bottom: 10px; + padding-top: 10px; +} + +.disclaimer-left { + padding-left: 20px; + display: table-cell; + width: 40%; + margin: auto; + vertical-align: middle; +} + +.disclaimer-right { + display: table-cell; + text-align: right; + padding-right: 30px; + margin: auto; + vertical-align: middle; +} + +