diff --git a/README.md b/README.md
index f0e422db..500b5037 100644
--- a/README.md
+++ b/README.md
@@ -26,7 +26,7 @@ MkDocs cannot display MathJax out-of-the-box, so we use the markdown extension [
MkDocs can accept a third-party theme, and the main STACK website uses the [Bootstrap Theme](https://github.com/mkdocs/mkdocs-bootstrap), which uses all the website building tools of [Bootstrap](https://getbootstrap.com/docs/4.0/getting-started/introduction/). This includes Bootstraps [responsive grid system](https://getbootstrap.com/docs/4.0/layout/grid/) and its [card styling](https://getbootstrap.com/docs/4.0/components/card/). Parts of the theme can be overridden in the `overrides` folder. The `main.html` file is set up to extend the base Bootstrap theme, to for example, add a custom footer. A custom stylesheet is also added, under `website_files/custom.css`.
-The site is hosted by [GitHub Pages](https://pages.github.com/) from the `gh-pages` branch. An workflow under `.github` ensures that MkDocs runs its command `mkdocs gh-deploy` every time the repository is pushed to, which rebuilds the website and pushes the built HTML piles to the `gh-pages` branch. This overrides all the files currently in the `gh-pages` branch, so **you must never edit files directly in the `gh-pages` branch**.
+The site is hosted by [GitHub Pages](https://pages.github.com/) from the `gh-pages` branch. A workflow under `.github` ensures that MkDocs runs its command `mkdocs gh-deploy` every time the repository is pushed to, which rebuilds the website and pushes the built HTML piles to the `gh-pages` branch. This overrides all the files currently in the `gh-pages` branch, so **you must never edit files directly in the `gh-pages` branch**.
## Updating the website
@@ -42,14 +42,26 @@ Links between pages are relative. If a link starts with `/` it will be taken rel
### Accessibility
-When adding new content, please try to adhere to the [WCAG 2.1 Accessibility Guidelines](https://www.w3.org/TR/WCAG21/) as much as possible. Please:
+When adding to the STACK website, please consider all users. Some may be accessing the information you are wishing to comunicate, in a way you may not have considered. This can be physically different formats such as mobile phones and tablets, use of accessibility tools such as screen readers and keyboard controls or simply a different perspective such as colourblindness or dyslexia.
+
+Please consider/check the following key points when making changes:
+
+ - Different screen sizes and zoom levels: elements should be responsive to changes in size.
+ - Use divs instead of tables as much as possible.
+ - Make use of Bootstrap's responsive grid system detailed in the [bootstrap documentation](https://getbootstrap.com/docs/4.0/layout/grid/).
+
+ - Images: Add **meaningful** alternative text to all non-text objects in particular images. This can be done using the `alt=""` tag. It is important that this text convays the information that the
+picture would have if viewed. If there is text in the image then this
+must be given. Do not paraphrase this text. If the text is the only information you wish to comunicate, consider if you could type it out using html environments, e.g. code snippets and mathematical equations. Some useful
+guidance on alternative text is given by [Harvard Univeristy](https://accessibility.huit.harvard.edu/describe-content-images).
+
+- Links: Please add text to links rather than a full `hhtps://` link, as it slows down screen reader users and makes navigation using verbal comands very difficult. However, avoid link text such as 'here' or 'read more', make each link disernable from other links on the page, and make it as clear as you can where the link leads just from the text. Some useful guidance on hyperlinks is given by [Yale University](https://usability.yale.edu/web-accessibility/articles/links).
+
+- Colour: do not use colour alone to convay meaning e.g. in a plot. Ensure your text has contrast levels of at least 4:5:1, this can be easily checked with the [WebAIM contrast checker](https://webaim.org/resources/contrastchecker/).
+
+ Detailed guidance on digital accessiblity are given by the [WCAG 2.1 Accessibility Guidelines](https://www.w3.org/TR/WCAG21/).
+
-* Add alternative text to all non-text objects, in particular images. This can be done using the `alt=""` tag.
-* Making sure elements are responsive to different page sizes.
- * Use divs instead of tables as much as possible.
- * Make use of [Bootstrap's responsive grid system](https://getbootstrap.com/docs/4.0/layout/grid/).
-* Never use colour as the sole way of conveying a message.
-* Use colours with contrast levels of at least 4:5:1.
Some work has already been done to make the website automatically be accessible. In particular, tables will collapse when the screen is small.
diff --git a/mkdocs.yml b/mkdocs.yml
index 810176f4..d7636a57 100644
--- a/mkdocs.yml
+++ b/mkdocs.yml
@@ -22,7 +22,7 @@ nav:
- About: 'About.md'
- Get Started: 'GetStarted.md'
- Community:
- - 'Developmet team and Advisory Board': 'Community.md'
+ - 'Development team and Advisory Board': 'Community.md'
- 'African STACK Community Leadership Team': 'Communities/African_leadership.md'
- 'STACK Professionals Network': 'Communities/Professional_network.md'
- Training and Events:
@@ -30,7 +30,11 @@ nav:
- 'Annual conferences': 'Conference.md'
- 'Training events in 2020': '2020meetings.md'
- 'Meeting reports': 'MeetingReports/index.md'
- - Projects: Projects/
+ - Projects:
+ - 'Overview': 'Projects/index.md'
+ - 'AuthOMath': 'Projects/AuthOMath/index.md'
+ - 'IDIAM': 'Projects/IDIAM/index.md'
+ - 'KTP' : 'Projects/KTP/index.md'
- Case Studies: CaseStudies/
- Demo: 'https://stack-demo.maths.ed.ac.uk/demo/'
- Documentation: 'https://docs.stack-assessment.org/en/'
diff --git a/theme/includes/footer.html b/theme/includes/footer.html
index c1765d7a..dcb2e2be 100644
--- a/theme/includes/footer.html
+++ b/theme/includes/footer.html
@@ -17,7 +17,6 @@
-
\ No newline at end of file
+
\ No newline at end of file
diff --git a/website_files/About.md b/website_files/About.md
index a240da0f..aa067afe 100644
--- a/website_files/About.md
+++ b/website_files/About.md
@@ -36,12 +36,6 @@ As an open-source project, users help improve STACK by adding features, translat
Credits and contributionsABACUS material bank
-#### Commercial hosting
-We appreciate some people prefer hosted services as an alternative to running their own server. We are pleased to work with EDINA at the University of Edinburgh as a recommended hosting partner. Hosted STACK
-
-
-
-
#### Trusted user base
STACK is trusted by many respected institutions.
diff --git a/website_files/CaseStudies/2024/Custom_libraries.md b/website_files/CaseStudies/2024/Custom_libraries.md
new file mode 100644
index 00000000..fa867040
--- /dev/null
+++ b/website_files/CaseStudies/2024/Custom_libraries.md
@@ -0,0 +1,202 @@
+---
+template: casestudy.html
+
+title: Building a library of STACK functions for use throughout a linear algebra course
+authors: Luke Longworth
+shortdescription: Considerations when writing a collection of quiz questions in a specialised topic, and using stack_include to achieve this.
+cardimage: vector_notation.PNG
+cardimagealt: vector_notation.PNG
+---
+
+# Building a library of STACK functions for use throughout a linear algebra course
+
+Luke Longworth
+
+### Introduction
+
+I have been developing questions and quizzes with STACK for the University of Canterbury, New Zealand, since the end of 2020, and have seen several courses develop original quizzes from scratch in that time. When writing large amounts of questions in a short space of time, especially when multiple people are working on it, I find myself encountering two problems frequently:
+
+1. The way students must input their answers differs from question to question within a course. For example, should a student give a list of values `[1,2,3]`, a tuple `(1,2,3)`, something more complicated like a matrix `matrix([1],[2],[3])`, or use a matrix input type?
+2. I find myself asking myself the question "I know I wrote some code to solve this a few months ago, where did that question go...?" frequently. This problem is twofold: I am needing to copy code between questions (making debugging a nightmare if I find a problem in either place later), and I can't find the working code when I need it!
+
+These problems cannot be solved easily for existing large question banks, nor do I think that the former is inherently a "problem" anyway (it's more that I would like to have a set of rules/standards to break rather than no rubric at all). However, when constructing new quizzes, we can design with these considerations in mind to create a more internally-consistent product.
+
+At the end of 2023, the creation of quizzes for our 200-level engineering linear algebra course was sanctioned. This is a course I had been closely involved with for the past few years, and was the largest advance warning I'd ever received for a course wanting to implement new quizzes. I took this as an opportunity to design quizzes "properly" and have been attempting to avoid the above issues.
+
+My solution was to create a new Maxima file, `linearalgebra.mac` that I could include in my new questions by running `stack_include_contrib('linearalgebra.mac');` at the beginning of each question which would contain various helper functions and could be easily updated to service an entire question bank at once.
+
+At time of writing (June 2024), this file is now mostly complete and the course question bank is being written. This case study serves to document the process I went through, briefly describe the contents of the file, and to reflect on the successes and failures encountered so far. The intention is to publish the file to STACK at the end of 2024 once it has been used (and thus stress-tested) in a real course, and then any user can use it with `stack_include_contrib` by [including within the CAS-logic](https://docs.stack-assessment.org/en/Authoring/Inclusions/#inclusions-within-cas-logic).
+
+### Course Background
+
+The engineering linear algebra course, EMTH211, is a second-year compulsory course for our electronic and mechatronic engineering students at University of Canterbury, New Zealand. It has a greater focus on numerical linear algebra than the other 200-level course on offer, MATH203, and has a large Python-coding component in lectures and assessment. Expected prior knowledge includes basic matrix arithmetic, Gaussian elimination, determinants, and eigenproblems.
+
+Students enrolled in this course have been using STACK for at least 3 semesters prior and are familiar with the way that we use quizzes and STACK. The course currently focuses on tutorials that encourage hand-working and Python coding, and are marked for engagement rather than correctness. The first major piece of assessment is not returned until week 7, so students who do not self-assess well may not have had any feedback on their ability to correctly solve problems until the course is over halfway through. The hope is that the introduction of regular quizzes will keep students engaged, help them to identify misconceptions, and let them practice basic computations.
+
+EMTH211 is a good candidate for this type of project because of its status as a 200-level linear algebra course. There are lots of regularly used routines in linear algebra, so code-sharing is commonplace. The existing linear algebra support in Maxima is mostly concerned with manipulating matrices, with some other packages doing very specific things (such as `diag` for computing Jordan normal forms, or `lapack` for running numerical routines). This leaves plenty of room for functions that are widely applicable, simple, and useful. Additionally, these students have experience with STACK and will hopefully be comfortable with things like new input types.
+
+### What was my writing process?
+
+My writing process is not particularly good practice and wouldn't scale well, but it has worked for me and is entirely in-browser. This suits me, as I use a remote desktop connection at work and don't have much control over my own installs and settings.
+
+#### 1. Overarching structure
+
+I first began by planning the quiz structure on paper. This included logistical questions (when will they be due), content questions (which pieces of the curriculum work well in STACK) and pedagogical questions (how do I want/expect students to engage with these quizzes as learning activities?). I decided that my goal was to write questions that would differentiate themselves from tutorials and assignments (which are more focused on key concepts and coding) by focusing the quiz questions on producing correct numerical results. After settling on fortnightly quizzes of approximately 8 questions per quiz, I identified 4 key computations for each week, leading to approximately 48 individual types of computation (as well as first year revision for early in the semester).
+
+Once I knew the types of questions I was writing, I began to write functions that felt like they would be useful when developing one or more of the questions I had planned. Initially I began working in a single STACK question that included all of the functions in one place but this became very clunky when the test cases piled up and slowed down the compilation significantly. Next, I moved my work to GitHub (see below).
+
+I wrote some questions as I went, mostly to test out my new vector notation, but most of the questions have not yet been written. I will discuss this more below.
+
+#### 2. GitHub
+
+If you're new to GitHub (I certainly am) here is a rundown on my process.
+- From the STACK home on GitHub click the Fork button to create your own copy of STACK.
+
+
+
+ Figure 1: Creating a fork
+
+
+- Go to the fork you've created and create a new branch, either by clicking the "master" dropdown menu and typing your new branch name in, or by clicking on branches and then selecting "New branch". I called mine `linear-algebra-beta`.
+
+
+
+ Figure 2: Creating a branch
+
+
+- From this branch, navigate to stack/maxima/contrib, and click "Add file". In my case, I simply created a new file called `linearalgebra.mac`.
+
+
+
+ Figure 3: Creating a file
+
+
+- Now, once you've created the file and committed the changes, you can click the "Raw" button when viewing the code, and copy this URL into a STACK question to get access to this code. In my case, I have been using `stack_include("https://raw.githubusercontent.com/LukeLongworth/moodle-qtype_stack/linear-algebra-beta/stack/maxima/contrib/linearalgebra.mac");` at the beginning of my questions, and will eventually transition it to `stack_include_contrib("linearalgebra.mac")` when this file is published to STACK properly.
+
+
+
+ Figure 4: Raw code
+
+
+
+This is where my work was stored, but when writing individual functions it's nicer to get some more immediate responses to check that everything is working properly. Rather than going back to my single STACK question with horrible load times, I used the following workaround:
+
+#### 3. Send to CAS
+
+This is twisting the intended use case of this function a bit, but it has worked excellently for me. I often use the "Send general feedback to the CAS" link for quick-and-dirty testing in a real STACK environment. You can access this link from the STACK question dashboard (I have an empty question bookmarked for this). You can edit the question variables and general feedback fields of a question temporarily, and even use `stack_include`.
+
+My main workflow was to include this header:
+
+ simp: false;
+ tests: [];
+ s_test_case(sa,ta):= tests: append(tests,[[is(sa=ta),sa,ta]])
+
+followed by either `stack_include` or simply a copy-paste of the code I'm wanting to check, and then I would put the following into the General Feedback field:
+
+ [[foreach test="tests"]]
+ {@first(test)@} {#second(test)#} {#third(test)#}
+ [[/foreach]]
+
+As I added more to the code, I would use `s_test_case(sa,ta)` with `sa` being the function application and `ta` being the expected output. This was a really useful way to build test cases into the development process. The three lines setting `simp` and dealing with `s_test_case` shouldn't be included in the final file, these are just for testing.
+
+#### 4. Test cases and documentation
+
+Test cases are important to ensure that small edits to this open source software don't have unintended effects. These are important for the main codebase of STACK, but in the event that a new version of STACK would break existing questions, users can anticipate this before the upgrade. The `stack_include` feature copies the source code from the chosen file in the `contrib` folder and pastes it directly into the question when compiling (usually this means when you click Save). This means that this code is independent of the version of STACK you are running, and changes made to these files can impact other users without them knowing*. Detailed test cases are therefore particularly important here!
+
+*Note: Any edits to files like `linearalgebra.mac` will only affect existing questions when they are compiled (saved), so you won't be immediately breaking existing questions/quizzes by editing these files. Caution should still be taken!
+
+At present, test cases are kept separately from the main function. For example, I am currently maintaining both `linearalgebra.mac` and `linearalgebra_test.mac`, the latter of which hosts the test cases. The test cases should all be of the form `s_test_case(test case, expected output)`. For example, one of my functions has the following set of test cases:
+
+ s_test_case(diagmatrix_like([1,1,1],3,3),ident(3));
+ s_test_case(diagmatrix_like([1,2,3],3,4),matrix([1,0,0,0],[0,2,0,0],[0,0,3,0]));
+ s_test_case(diagmatrix_like([1,2,3],4,3),matrix([1,0,0],[0,2,0],[0,0,3],[0,0,0]));
+ s_test_case(diagmatrix_like([1,2,3],4,4),matrix([1,0,0,0],[0,2,0,0],[0,0,3,0],[0,0,0,0]));
+ s_test_case(diagmatrix_like([1,2,3],2,3),matrix([1,0,0],[0,2,0]));
+ s_test_case(diagmatrix_like([1,2,3],3,2),matrix([1,0],[0,2],[0,0]));
+
+`diagmatrix_like(L,m,n)` constructs a mxn matrix with the entries of L on the diagonal. I chose those test cases to cover all of the possible cases I could think of: a square matrix with a full diagonal, tall and squat matrices with full diagonals, a too-short list of given diagonal entries, and over-full lists of diagonal entries with rectangular matrices.
+
+Documentation should be in the main file. This is an ongoing project, so the format is not finalised. At present, I have been following the format of
+
+ /**
+ * Description of function
+ *
+ * @param[data type] parameter_1_name Description of parameter
+ * @param[data type] parameter_2_name Description of parameter
+ * @return[data type] Description of returned value
+ */
+
+One specific example is shown below for a function that takes a matrix and vector and returns the general solution:
+
+ /**
+ * Solve the matrix equation Ax = b given matrix A and column vector (or list) b.
+ * Optionally will find a least squares solution
+ * Always returns a general solution if one exists, even in the least squares case
+ * If a single solution is required, use pseudoinverse(A) . b instead.
+ *
+ * @param[matrix] A An mxn matrix
+ * @param[matrix] b A mx1 matrix (or a list with m entries)
+ * @param[boolean] lstsq Optional: if given true then a least squares solution will be obtained. If false or omitted, only exact solutions obtained.
+ * @return[matrix] The general solution to Ax = b. If no solution exists and lstsq is not true, then matrix([]) is returned.
+ */
+ mat_solve(A,b,[lstsq]):= block([m,n,vars,eqns,sol],
+ ... function here ...
+ );
+
+### What does this file contain?
+
+#### 1. Functions about form
+
+The first thing that appears is the `c` and `r` functions. These are inert functions that students and teachers can use to represent column and row vectors respectively, and the validation box will correctly display them. This allows students to write expressions containing vectors without needing to use Maxima's matrix notation.
+
+The LaTeX formatting is done using `texput` to extract the arguments, format them individually using `tex1`, and then put them all together within appropriate LaTeX matrix wrapping. The two functions are also declared nonscalar, so that expressions like `c(1,2) + matrix([3],[4])` will simplify to `matrix([4],[6])` rather than `matrix([3 + c(1,2)],[4 + c(1,2)])`.
+
+
+
+
+ Figure 5: Vector notation
+
+
+
+As of STACK v4.6.0, only direct `texput` commands in the Question Variables are picked up by the validation to change the LaTeX display. This means that you cannot put the `texput` inside a larger block of code (notably, including if statements) or refer to other existing variables, functions or flags within the `texput` code itself. Ideally, teachers would be able to choose whether to include this part of the file with a flag variable (in case they are wanting to use the variable `c` for a constant of integration, or `r` to refer to the vector `[x,y,z]` etc.), but this is not possible. Even nicer would be the ability to choose what type of matrix bracket is used (questions that ask for lists of vectors are a bit confusing to read at present), or to match the question-wide matrix bracket choice. Perhaps future versions will give more control over `texput` and validation, but for now these suffice.
+
+There are also a number of functions that convert statements between various "standard forms". It is much easier to write this library of routines knowing that everything is either a list of lists or a matrix. Convenience functions are provided that will convert groups (i.e. lists, sets, ntuples, spans, and others) of vectors (matrices, `c`, `r`, lists, ntuples) into a list of lists, and then to convert a list of lists into a matrix.
+
+#### 2. Predicates
+
+Predicates are exceptionally useful little tools to use in PRTs or inside larger routines to avoid unwanted error messages. There are not many Maxima-native predicates to do with linear algebra outside of `matrixp`, `zeromatrixp` and `blockmatrixp`, and there are many properties of matrices we may want to check. There are many predicates here that teachers can use to quickly check properties of student answers, or that they can use to filter out answers of unexpected form.
+
+There are also a handful of comparison functions that test some sort of equivalence between a teacher's answer and a student's answer. These are mostly to do with equivalence of subspaces and linear independence, as algebraic equivalence is too restrictive to test these properties.
+
+#### 3. Useful functions for manipulating matrices, collections of vectors, or algebraic expressions containing vectors.
+
+This is too varied to explain in detail here. Interested parties should look at the file itself to see what sort of capabilities it has. In future I hope to write a detailed set of documentation including examples of use.
+
+#### 4. Matrix Factorisations
+
+This one is a little self-indulgent, as it usually makes little sense to find exact representations of a matrix QR factorisation, SVD, or diagonalisation unless the matrix has been set up explicitly to produce nice answers in this case. In EMTH211, we use Python to find solutions to these generic cases. I can't think of any cases where these functions are likely to be _that_ useful, but it felt wrong to write a linear algebra package and not include these common factorisations.
+
+### Some surprises and pitfalls
+
+The inclusion should work for `simp:false` and `simp:true` and return appropriate results in either case. This caused me a few headaches, as I forgot to work with `simp:false` for a large chunk of the original writing process. I only noticed when I went back through to add test cases the first time and realised that everything broke. Some things to watch out for:
+
+- `makelist` doesn't work in expected ways with `simp:false`. Rather than `expr: makelist(func(i),i,1,n)` you might prefer `expr: map(lambda([ex], func(ex)), ev(makelist(i,i,1,n),simp))`
+- For loops don't automatically evaluate the indexing variable, so you might encounter errors when, for example, `i = i+1` instead of the expected `i = 2`. To avoid this, you can simply include `i: ev(i, simp)` at the beginning of the loop.
+- Some functions, particularly predicate functions, require their inputs to be simplified before they work. For example, I found that `zeromatrixp(apply(matrix,[[0,0,0]]))` was returning `false` even though `apply(matrix,[[0,0,0]])` will correctly return a matrix of zeros. I fixed this with `zeromatrixp(ev(apply(matrix,[[0,0,0]]),simp))`.
+- My version of `s_test_case` didn't quite work as intended in all instances. I don't want things to be forcibly simplified before comparing, and this led to what I suspect is a similar issue to the above problem, where `sa` and `ta` would print identically, but `is(sa=ta)` would return false. This typically happened when comparing lists or matrices, or when variables like `%r1` or `%r2` were generated in an answer. In these instances, I ignored the false flag if `sa` and `ta` seemed the same.
+
+There were also design consequences I didn't initially expect. For example, as mentioned above, there are many matrix factorisations included in the file simply for completeness' sake, but I don't think they are very useful for designing STACK questions. A good question that concerns itself with matrix factorisations would begin by _generating_ the factors and multiplying them out to get the desired matrix. This ensures that the matrix has the properties you expect, and that students can easily compute and type in their answer without needing to deal with an absurd amount of simplification. If you are getting students to practice finding a SVD for _any_ given randomly generated matrix, then I personally don't believe you should be using STACK (try CodeRunner!).
+
+A related problem appears when trying to make functions that are too all-encompassing. For example, I originally wanted to make a function that would check whether two given vector parametric equations were equivalent to one another. For example, is `c(1,2) + t*(3,4)` equivalent to `c(-2,-2) + t*(-6,-8)`? I was halfway through writing the function when I realised that in a real question I would rather _individually_ check all of the components; has the student given me an answer in a sensible form, is the student's direction vector pointing in the right direction, and is their fixed point actually on the line? Then I can give targeted feedback to the student such as "your line is parallel to the correct answer". Therefore, I simply provided a function to extract each of these components and will leave the teacher to mark them appropriately.
+
+I initially wanted to include some randomisation functions such as `rand_orth` to generate a random orthogonal matrix, or `rand_integer_invertible` to generate a random integer matrix whose inverse is also populated by only integers, both of which would be very useful to me. However, it became very clear very quickly that I want much finer control than what a general function like this could produce. For example, I tried writing a question that asks students to find all eigenvalues and eigenvectors of a 3 by 3 matrix from scratch. This is quite a lot of work, especially when we don't include factorising a cubic as a learning objective in our course, so my list of desired properties for the matrix became: An integer matrix with small integer eigenvalues, simple eigenvectors, and two off-diagonal zeros in the same row or column. Another example was writing a \(QR\) factorisation question; it is not enough to generate a random orthogonal matrix, optionally remove some columns, and multiply it by a random upper triangular matrix. The resulting product will have horrible entries and be unusuable in most cases. Ultimately I concluded that this was a futile** task outside the scope of this project, but I may revisit it in the future.
+
+**Note: I have since worked on this a bit more and decided that there are sensible ways to do this when assuming that teachers will correctly use deployed variants, and am considering publishing `rand_matrix.mac` as a separate file.
+
+### Final reflections and conclusions
+
+If I were to begin this project again, I think I would _start_ with writing the quizzes. That way, my motivation to add something to `linearalgebra.mac` would be noticing myself doing something that felt both annoying to code and broadly applicable. It would mean that I would inevitably need to do a second pass over the question bank at the end, but I think it would keep the project more focused. Feature creep was a big issue for me to deal with, and I'm not convinced that everything I wrote will turn out to be useful. Perhaps I should split this into multiple smaller files, but there is so much inter-dependency that only a few functions could reasonably be extracted without flow-on consequences.
+
+In fact, it has become increasingly clear that what I have done with `linearalgebra.mac` is somewhat outside the intended scope of of `stack_include_contrib`. This function simply pastes the included code into the question variables as if the user typed them in. Users cannot pick and choose which features they want, and contributions cannot use banned functions like `error`.
+
+I think that `stack_include_contrib` is working as intended here and doesn't need large-scale changes. In fact, the knowledge that anyone who uses this file in the future will be going out of their way to include it gave me some comfort: the intended users are already comfortable using STACK. It gave me freedom to just make something that works and then tidy it up later. Furthermore, this process of (1) identifying a limitation, (2) writing some code that fixes the problem, (3) generalising the code for wider use, and (4) adding it to the `contrib` folder leads very naturally to a step (5): pick out key features that are particularly broadly applicable and work with the lead developers to add them to core STACK. I hope that in future some of these features, particularly the vector input, augmented matrix, and predicate functions could be modified and added to the basic STACK install for long-term support. I would recommend this process to anyone who has some experience working with Maxima code but is not confident working directly on an open-source project like this.
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diff --git a/website_files/Communities/Professional_network.md b/website_files/Communities/Professional_network.md
index a74b280c..544fc9a5 100644
--- a/website_files/Communities/Professional_network.md
+++ b/website_files/Communities/Professional_network.md
@@ -8,116 +8,135 @@
h² - Hochschule Magdeburg-Stendal, Fachbereich Wasser, Umwelt, Bau und Sicherheit, Germany oleg-boruch.ioffe@h2.de
+
+
+
+
+
+
+
+
\ No newline at end of file
diff --git a/website_files/Community.md b/website_files/Community.md
index f41a5a9f..6af9bb5f 100644
--- a/website_files/Community.md
+++ b/website_files/Community.md
@@ -46,6 +46,11 @@ The easiest way to engage with the community is through our
+
diff --git a/website_files/Conference.md b/website_files/Conference.md
index f08cf89e..cdccb793 100755
--- a/website_files/Conference.md
+++ b/website_files/Conference.md
@@ -1,22 +1,40 @@
# Annual STACK Conferences
+
+## Upcoming conferences
+
The annual meetings of the STACK Community are for all STACK users to exchange experiences, ideas and research topics.
From 2024 it is likely we will have international community meetings in Europe and Africa.
-The International Meeting of the STACK Community 2024 will take place on 11 - 13 of March 2024 at OTH Amberg-Weiden, Amberg, Germany.
-The conference website: [https://www.oth-aw.de/stack-2024/](https://www.oth-aw.de/stack-2024/).
+**2024:** [The 2nd African STACK Conference for Undergraduate Mathematics](/Events/2024-08-12-AfricanSTACKConference) will take place on 12th - 16th August 2024 at
+The Technical University of Kenya (TUK), Kenya.
+The conference aims to bridge the gap between educators with experience and access to STACK resources and the pressing need for support in teaching and formative assessment in the continent. It also aims to open avenues for collaboration with international partners in research and evaluation, particularly on the effectiveness of digital interventions in assessment in low-resource environments.
+
+**2024** [JSXGraph conference 2024](https://jsxgraph.org/conf2024/) will take place on 8th-10th October 2024 at University of Bayreuth, Germany.
+The conference will bring together developers and teachers, instructors and designers who are interested or already experienced in using JSXGraph to enhance digital learning of STEM topics. As in the years before, the conference will be an entirely online conference. All participants are required to register, registration is free.
+
+We invite all participants to contribute a talk or workshop and
+
+- report about their concepts, experience, and workflow,
+- present their applications and best practices,
+- discuss pedagogical concepts involving JSXGraph.
+
+The 5. International JSXGraph Conference 2024 will be organized by the ["Center of Mobile Learning with Digital Technology"](https://mobile-learning.uni-bayreuth.de/)
+
-The International Meeting of the STACK Community 2025 will take place on 7 - 9 of April 2025 at Durham University, UK.
+**2025:** [The International Meeting of the STACK Community 2025](https://sites.google.com/view/stack2025/) will take place on 7 - 9 of April 2025 at Durham University, UK.
+
## Previous conferences
-| Title | Date | Location | Description |
-| ------------------------------------------------------------ | -------------------------- | ------------------------------------------------------------ | ------------------------------------------------------------ |
-| **[African STACK Conference for Undergraduate Mathematics](/Events/2023-06-19-AfricanSTACKConference)** | 19 - 23 June 2023 | Masinde Muliro University of Science and Technology, Kakamega, Kenya | A conference to enable African educators with experience on STACK to define a roadmap for transformation of African Undergraduate Maths Education |
-|**International Meeting of the STACK Community 2023** |24 - 26 April 2023 | TTK University of Applied Sciences, Tallinn, Estonia [stack2023.com](https://stack2023.com/) | The annual International Meeting of the STACK Community is a forum for all STACK users to exchange experiences, ideas and research topics.
-**International Meeting of the STACK Community 2022** | 24-28 April 2022 | Leoben, Austria [unileoben.ac.at/stack22](https://www.unileoben.ac.at/stack22/) | A forum for all STACK users to exchange experiences, ideas and research topics |
-| **The 4th International STACK Conference** | 26-29 April 2021 | TTK University of Applied Sciences, Tallinn, Estonia [stack21.edu.ee](https://www.stack21.edu.ee/) [Proceedings](https://zenodo.org/communities/stack2021) | This conference aims to act as a forum for the exchange of experience, ideas and research associated with implementing STACK. The target group is academics who teach undergraduate and postgraduate STEM courses in higher education institutions. |
-| **The 3rd International STACK Conference** | 27 April 2020 | Online. [3rd International STACK Conference Website](https://sites.google.com/tktk.ee/27-28april2020tallinnestonia) | The aim of the conference is to provide a platform for academics, researchers, and scholars, to address common challenges, share knowledge and ideas as well as recent trends and brainstorm creative solutions in the field of STACK. |
-| **The 2nd International STACK Conference** | 30 April 2019 | The University of Edinburgh, Edinburgh, UK | This conference was day two of a wider meeting. |
-| **The 1st International STACK Conference** | 15-16 November 2018 | Friedrich-Alexander-Universität Erlangen-Nürnberg, Fürth, Germany [www.stack-konferenz.de](https://www.stack-konferenz.de/) | The mission of the Conference is to offer a forum for the STACK Community, to exchange ideas about possibilities and challenges in creating questions, to get closer to solving technical questions and to shape the future of STACK. |
+| Title | Date | Location | Description |
+| ----------------------------------------------------------------------------------------------------------- | -------------------------- | --------------------------------------------------------------------- | ------------------------------------------------------------ |
+| **[International Meeting of the STACK Community 2024](https://www.oth-aw.de/stack-2024/)** | 11 - 13 March 2024 | OTH Amberg-Weiden, Amberg, Germany | The annual International Meeting of the STACK Community is a forum for all STACK users to exchange experiences, ideas and research topics. |
+| **[African STACK Conference for Undergraduate Mathematics](/Events/2023-06-19-AfricanSTACKConference)** | 19 - 23 June 2023 | Masinde Muliro University of Science and Technology, Kakamega, Kenya | A conference to enable African educators with experience on STACK to define a roadmap for transformation of African Undergraduate Maths Education |
+| **[International Meeting of the STACK Community 2023](https://stack2023.com/)** | 24 - 26 April 2023 | TTK University of Applied Sciences, Tallinn, Estonia | The annual International Meeting of the STACK Community is a forum for all STACK users to exchange experiences, ideas and research topics.
+| **[International Meeting of the STACK Community 2022](https://www.unileoben.ac.at/stack22/)** | 24-28 April 2022 | Leoben, Austria | A forum for all STACK users to exchange experiences, ideas and research topics |
+| **The 4th International STACK Conference** | 26-29 April 2021 | TTK University of Applied Sciences, Tallinn, Estonia [stack21.edu.ee](https://www.stack21.edu.ee/) [Proceedings](https://zenodo.org/communities/stack2021) | This conference aims to act as a forum for the exchange of experience, ideas and research associated with implementing STACK. The target group is academics who teach undergraduate and postgraduate STEM courses in higher education institutions. |
+| **The 3rd International STACK Conference** | 27 April 2020 | Online. [3rd International STACK Conference Website](https://sites.google.com/tktk.ee/27-28april2020tallinnestonia) | The aim of the conference is to provide a platform for academics, researchers, and scholars, to address common challenges, share knowledge and ideas as well as recent trends and brainstorm creative solutions in the field of STACK. |
+| **The 2nd International STACK Conference** | 30 April 2019 | The University of Edinburgh, Edinburgh, UK | This conference was day two of a wider meeting. |
+| **The 1st International STACK Conference** | 15-16 November 2018 | Friedrich-Alexander-Universität Erlangen-Nürnberg, Fürth, Germany [www.stack-konferenz.de](https://www.stack-konferenz.de/) | The mission of the Conference is to offer a forum for the STACK Community, to exchange ideas about possibilities and challenges in creating questions, to get closer to solving technical questions and to shape the future of STACK. |
diff --git a/website_files/Events/2022-12-08-JSXgraphSTACK.md b/website_files/Events/2022-12-08-JSXgraphSTACK.md
index d915fb62..8cc829b4 100644
--- a/website_files/Events/2022-12-08-JSXgraphSTACK.md
+++ b/website_files/Events/2022-12-08-JSXgraphSTACK.md
@@ -2,7 +2,7 @@
This event is associated with the Eurasmus+ IDIAM project.
-JSXGraph is a cross-browser library for displaying interactive geometry, function plotting, graphs, and data visualization in a web browser . Mathematical and physical phenomena can be better understood and explored via visualization. This workshop will provide hands-on practise on how to create JSXGraphs, which you can embend in your educational resources (e.g. in markdown editor) and how to use JSXGraph in STACK assessments.
+JSXGraph is a cross-browser library for displaying interactive geometry, function plotting, graphs, and data visualization in a web browser . Mathematical and physical phenomena can be better understood and explored via visualization. This workshop will provide hands-on practise on how to create JSXGraphs, which you can embend in your educational resources (e.g. in markdown editor) and how to use JSXGraph in STACK assessments.
**When:** Thursday 8th December 2022.
@@ -15,14 +15,14 @@ Meeting ID: 868 3881 5060
Passcode: iWRxP3Lk
-### Program
+### Program
9:30-10:00 Pre-meeting coffee
10:00-10:10 Opening
10:10-11:00 Presentation: Math visualization with JSXGraph - an overview, Alfred Wassermann
11:00-11:20 Coffee break
11:20-13:00 Programming Workshop: "Create your first JSXgraph", Alfred Wassermann
-
+
13:00-14:00 Lunch
14:00-14:40 Presentation: Using JSXgraph in STACK questions, Jonas Alexander Lache
@@ -34,11 +34,11 @@ The workshop will cover:
### Sign up
-You are welcome to attend the event in person. To register please email Konstantina Zerva. Lunch will be provided for every participant attending in-person. Please specify any special dietry requirements you have.
+You are welcome to attend the event in person. To register please email Konstantina Zerva. Lunch will be provided for every participant attending in-person. Please specify any special dietary requirements you have.
Demonstration materials associated with this event will be online here:
-### Links to the recordings
+### Links to the recordings
Morning session:
Afternoon session:
diff --git a/website_files/Events/2024-02-03-AuthOMathConfLearningMathematics.md b/website_files/Events/2024-02-03-AuthOMathConfLearningMathematics.md
new file mode 100644
index 00000000..1a184cc1
--- /dev/null
+++ b/website_files/Events/2024-02-03-AuthOMathConfLearningMathematics.md
@@ -0,0 +1,25 @@
+# INTERNATIONAL ONLINE CONFERENCE “LEARNING MATHEMATICS : DIGITAL AND INTERACTIVE” ON 3 FEBRUARY 2024
+
+The Erasmus Project AuthOMath has achieved its objectives!
+
+On 3 February 2024, the project will present its results:
+
+* The technical integration of GeoGebra applets into the digital assessment system STACK
+* A didactic concept for the design of digital maths tasks with interactive elements in task and feedback.
+
+The presentation will be part of a one-day online conference with speakers
+
+* Chris Sangwin (Edinburgh)
+* Susanne Narciss (Dresden)
+* Andreas Eichler (Kassel)
+* Susanne Dingel (Landau)
+
+In addition, Tim Lutz (Landau) and Patrick Galm (Heidelberg) will offer workshops on technical and didactic aspects of the combination of GeoGebra and STACK.
+
+Details on the programme and registration can be found here:
+
+
+
+We look forward to seeing many familiar and as yet unfamiliar faces from the STACK community!
+
+Guido Pinkernell and the Teams from AuthOMath and the Heidelberg MathBrücke.
\ No newline at end of file
diff --git a/website_files/Events/2024-03-27-AuthOMathGGB.md b/website_files/Events/2024-03-27-AuthOMathGGB.md
new file mode 100644
index 00000000..b6893040
--- /dev/null
+++ b/website_files/Events/2024-03-27-AuthOMathGGB.md
@@ -0,0 +1,32 @@
+# AuthOMath multiplier event: using GeoGebra in STACK
+
+The Erasmus Project AuthOMath has enabled us to integrate STACK with GeoGebra. In particular, we can now include GeoGebra worksheets as an input enabling students to give an answer which is a geometric diagram. Mathematical and physical phenomena can be better understood and explored via visualization. This is a practical workshop for users interested in getting started with this new feature.
+
+Examples of materials developed by the AuthOMath project are given in the [AuthOMath project page](../Projects/AuthOMath/index.md).
+
+Documentation for this new feature is available [in the STACK documentation](https://docs.stack-assessment.org/en/Topics/GeoGebra/)
+
+**When:** Wednesday 27th March 2024.
+
+**Where:** The University of Edinburgh, James Clerk Maxwell building, Room 5323 (for in-person attendees) and online. Times below are GMT.
+
+**Zoom** link for online participation: please register to receive the link
+
+
+12:00-13:00 Lunch (for in-person participants)
+
+13:00-14:00 Presentation: Using GeoGebra in STACK questions
+14:00-14:30 Coffee break
+14:30-16:30 Workshop: How to use GeoGebra in STACK
+
+- Create a graph which follows the randomisation.
+- Create a graph with binding of variables (the graph is part of the answer).
+
+Demonstration materials associated with this event will be online here:
+
+
+### Sign up
+
+Please register using this form by Wednesday 20th March 2024:
+
+You are welcome to attend the event in person. A vegetarian sandwich lunch will be provided for every participant attending in-person. If you have any special dietary requirements, please email Konstantina Zerva after you have completed the registration form.
diff --git a/website_files/Events/2024-05-08-AuthOMath.md b/website_files/Events/2024-05-08-AuthOMath.md
new file mode 100755
index 00000000..e62862a0
--- /dev/null
+++ b/website_files/Events/2024-05-08-AuthOMath.md
@@ -0,0 +1,31 @@
+# Discovering AuthOMath
+
+The AuthOMath project [https://www.authomath.org/](https://www.authomath.org/), supported by the European Union’s Erasmus+ programme, has dedicated two and a half years to integrating GeoGebra and STACK. Its primary aim is to provide teaching guidelines for designing dynamic mathematical tasks with tailored feedback for students' errors.
+
+To present the achievements achieved by researchers from Heidelberg University of Education (Germany), the University of Edinburgh (Scotland), Johannes Kepler University (Austria), and the University of Cantabria, the Discovering AuthOMath (Descubriendo AuthOMath) event is organized at the Faculty of Sciences of the University of Cantabria. This event will offer insights into innovative teaching approaches and practical applications for secondary and tertiary education mathematics teachers.
+
+
+**When:** 8 May 2024
+
+**Where:** Faculty of Sciences, University of Cantabria, Santander, Cantabria, Spain.
+
+
+### Speakers
+
+* José Manuel Diego Mantecón (Universidad de Cantabria)
+* Camilo Sua (Universidad de Valencia)
+* María Sanz-Ruiz (Universidad de Cantabria)
+
+Further information about the program can be found at the following link: [https://www.authomath.org/?p=2065](https://www.authomath.org/?p=2065).
+
+### Sign up
+
+Please register using this form by May 3, 2024: [https://www.authomath.org/](https://www.authomath.org/?page_id=2044)
+
+
+
+
+
The project is co-funded by the EU under the Erasmus+ Programme No. 2021-1-DE01-KA220-HED-000032031
+
+
+
diff --git a/website_files/Events/2024-08-12-AfricanSTACKConference.md b/website_files/Events/2024-08-12-AfricanSTACKConference.md
new file mode 100644
index 00000000..3699f610
--- /dev/null
+++ b/website_files/Events/2024-08-12-AfricanSTACKConference.md
@@ -0,0 +1,128 @@
+# The 2nd African STACK Conference for Undergraduate Mathematics
+
+
The 2nd African STACK Conference for Undergraduate Mathematics will be held at the Technical University of Kenya (TUK) from 12th to 16th August 2024.
+
+
The conference aims to bridge the gap between Mathematics educators with experience and access to STACK resources and the pressing need for support in teaching and formative assessment with immediate feedback in mathematics within African universities. With the establishment of the African STACK Community Leadership Team and access to IDEMS’ Open Question Banks (OQB) of STACK questions, there is the potential for widespread adoption and institutionalization of STACK for continuous assessment with timely feedback across African institutions, which has been a universal challenge in these contexts.
+
+
The conference also aims to open avenues for collaboration with international partners in conducting research and evaluation, particularly on the effectiveness of digital interventions in assessment in low-resource environments. Large class sizes and growing adoption of STACK in undergraduate courses in the region has proven to be a rich source of data for analysis.
+
+
Africa is uniquely positioned to lead in the large-scale adoption of digital technologies for formative assessment of undergraduate mathematics. The conference will serve as a platform for lecturers to share their experiences incorporating STACK into undergraduate courses, including their methodologies and observed impacts. Lecturers who have utilized STACK in their teaching will also have the opportunity to present their courses for peer review and engage in discussions on their work. Additionally, other participants will have the opportunity to share their STACK work, which will help define strategies for improved STACK integration in African institutions.
+
+## Conference Format
+
+
The conference will include 2-days of STACK workshop, 2 days of paper presentations, and a final day roundtable discussion with key stakeholders or an additional workshop, and a panel discussion with key stakeholders. Workshops will offer opportunities to develop, improve and analyze courses delivered with STACK integration with the objective of lecturers leaving the conference with courses they can directly deliver.
+
+## Submission of Abstracts is now open
+
+
Paper presentations at the conference will serve as a platform to share experience of STACK integration in African universities and educational institutions, share key STACK features that could serve the community, promote the STACK research agenda, within several other purposes. We welcome presentations from STACK users off all type, from developers, through lecturers using STACK, to STACK professionals.
+
+Please submit an abstract (maximum 4000 characters) in the form below. The deadline for submissions is Sunday 7th July at 23:59 East Africa Time.
Please register to participate in the conference by filling in the registration form below. The organizing committee will write to you shortly after receiving your application with payment details.
+
+
Limited funding may be available for partial or full waivers and financial support for additional expenses. Due to limited funding this will only be possible in exceptional circumstances and places at the conference are not guaranteed if support is requested. Decisions will be made on a case-by-case basis. If you require financial support to attend the conference, please submit your registration form no later than Monday 1st July 2024.
+
+### Fees
+
+* Kenyan participants: KES20,000 (a KES5,000 discount is available for Kenya Mathematical Society members)
+* Other African participants: USD150
+* Other international participants: USD300
+* African Postgraduate Students: USD50
+
+
Information on how to submit an abstract for presentations will be published soon, together with relevant deadlines.
+
+
+
+## Keynote Speakers
+
+* Prof Chris Sangwin, The University of Edinburgh, Chairperson of the STACK International Advisory Board
+* Dr Michael Obiero Oyengo, Maseno University, Kenya, member of the STACK International Advisory Board, vice-chair of the Kenya Mathematical Society, and chair of the African STACK Community Leadership Team
+* Dr Beth Nyambura Kiratu, Technical University of Kenya, Treasurer of the Kenya Mathematical Society (TBC)
+* Dr David Stern, IDEMS International, member of the STACK International Advisory Board, and Dr Franca Hoffmann, California Institute of Technology (Caltech), US, International Scientific Advisor at Quantum Leap Africa, at the African Institute for Mathematical Sciences (AIMS)
+* Dr Mary Achieng Ochieng, Strathmore University, Kenya, member of the African STACK Community Leadership team.
+
+## Organising Committee
+
+### Host organisers (TUK)
+
+* Dr Beth Nyambura Kiratu
+* Dr Ben Obiero
+* Dr Esther Njue
+* Dr Catherine Mwangi
+
+### Supporting Organisers
+
+* Dr Michael Obiero Oyengo, Maseno University, Kenya
+* Dr Mary Achieng Ochieng, Strathmore University, Kenya
+* Prof George Lawi, Masinde Muliro Uinversity of Science and Technology, Kenya
+* Dr Idrissa Said Amour - University of Dar es Salaam, Tanzania
+* Mr Santiago Borio, IDEMS International, UK
+* Prof Bertrand Eynard, IPhT, Université Paris-Saclay, France
+* Dr Danilo Lewański, University of Trieste, Italy
+* Dr Franca Hoffmann, Caltech, United States of America
+
+## Supported by
+
+
+
+
+
+
Technical University of Kenya
+
+
+
+
Maseno University
+
+
+
+
Kenya Mathematical Society
+
+
+
+
+
+
+
IDEMS International
+
+
+
+
INNODEMS
+
+
+
+
SAMI
+
+
+
+
+
+
MMUST
+
+
+
+
European Research Council
+
+
+
+
Institut de Physique Theorique
+
+
+
+
+
+
Centre National de la Recherche Scientifique
+
+
+
+
Centre d’Energie Atomique
+
+
+
\ No newline at end of file
diff --git a/website_files/GetStarted.md b/website_files/GetStarted.md
index 2cd222fe..28e0faf2 100644
--- a/website_files/GetStarted.md
+++ b/website_files/GetStarted.md
@@ -29,7 +29,7 @@
STACK can be used via a hosted partner, installed within Moodle or ILIAS, or integrated into other Learning Management Systems via LTI.
-
\ No newline at end of file
+
diff --git a/website_files/Legal/Accessibility.md b/website_files/Legal/Accessibility.md
index 3f636c4e..2d6c92ef 100644
--- a/website_files/Legal/Accessibility.md
+++ b/website_files/Legal/Accessibility.md
@@ -15,7 +15,8 @@ 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,
-* never uses colour as the sole means of conveying information,
+* mever uses colour as the sole means of conveying information,
+* links are bolded to convay that they are links beyond the use of colour,
## Known issues
@@ -26,6 +27,9 @@ 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 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.
+* There are blocks of italics text in the footer on some pages.
For comments or suggestions regarding to accessibility, please email Chris Sangwin at C.J.Sangwin@ed.ac.uk
\ No newline at end of file
diff --git a/website_files/MeetingReports/2024-03-12-NetworkReport.md b/website_files/MeetingReports/2024-03-12-NetworkReport.md
new file mode 100644
index 00000000..75f53e68
--- /dev/null
+++ b/website_files/MeetingReports/2024-03-12-NetworkReport.md
@@ -0,0 +1,33 @@
+# 6th STACK Professionals Network meeting report, March 2024
+The 6th STACK Professionals Network meeting took place on Tuesday 12th March 2024 in person during the International STACK Conference. There was some remote participation but unfortunately due to technical issues not all online participants were able to fully join.
+
+Acknowledgements: Thanks to OTH Amberg-Weiden for allowing the network to join during the conference. Thanks to all the participants who attended who are not official members of the network and for their contributions. Thanks to Sam Fearne for taking notes.
+
+The nature of the meeting was different than usual and it was an open discussion on new development, priorities and challenges that STACK users are facing. The meeting was co-facilitated by Santiago Borio and Chris Sangwin. Below is a list of the key items that were discussed.
+
+
+## Items discussed
+
+* Chris outlined why the network is useful in order to demonstrate the continued value of the project.
+
+* Santiago introduced the network and how it works, what it aims to achieve both for the project and for its members.
+
+* Corné pointed out the STACK Professionals Network is useful for forming consortia to apply to European grants, which usually require an internation consortium, and help people fund their existing positions.
+
+* A question from the audience was posed about a drag-drop editor for STACK questions. Chris created dragmath some time ago, but the project died. If this is of value, perhaps some other audience member could take up this project. Chris also mentioned that MathPix might be a better future for natural input, and Sam mentioned having used STACK-JS in similar contexts.
+
+* Stephen requested more regular workshops (git basics, other special interests). Santiago mentioned that the conference included an introductory STACK workshop that was offered in multiple languages, and there would be scope for further events for targeted groups.
+
+* A member of the audience suggester struggling with custom settings and useful scripts due to Moodle permissions. There was agreement that it would be good to have a list of Moodle capabilities required, listed on the main webpage, to lend authenticity and help convince institutions to grant these capabilities to STACK authors. Santiago offered an IDEMS server as a playground for new users to use to learn more about STACK and Moodle admin.
+
+* An audience member learned from video tutorials online, specifically learned about question tests. Videos exist in the quick start guide. The docs website also gives specific advice by topic. Particular examples are good.
+
+* What open and semi-open question banks exist? Some were mentioned.
+
+* A question from audience was raised about being able to edit questions direct in text format. There was an existing project for writing questions in a YAML format. Chris noted that using such a format introduces the possibility of typos, etc. This project stalled a while ago and never added support for rich media, though YAML is capable of this. Sam added that being able to import PRTs would be useful. The audience thought that the YAML format was a good item to be high priority.
+
+* Georg suggested trying to keep track of the various projects people were working on, such as projects analysing databases of questions. Chris noted that such projects were in a better place to succeed now that the gitsync plugin exists. Santiago noted that focus on multilingual development is necessary for open databases to thrive. ChatGPT and other tools can help do auto-translating, though it is possible for context to be lost between the different strings; It would be useful to be able to filter by language in a database, and see screenshots of the questions for users to decide whether the question is worth translating further.
+
+* Question tests are currently basic and test score, penalty and final tree destination. There were requests for more advanced question testing: external libraries, timeouts for large sets of PRTs. Chris asked the audience whether they would rather have hard limits set in STACK, or soft limits created by timeouts. Audience unanimous they would rather not have hard limits. Chris introduced the s_assert function which can enable testing in feedback variables in Maxima.
+
+* Edmund asked for thoughts about whether a change to monospace font would be a problem for people. Asked for contributions via Zulip.
\ No newline at end of file
diff --git a/website_files/MeetingReports/2024-05-13-ParsonsV2Demo.md b/website_files/MeetingReports/2024-05-13-ParsonsV2Demo.md
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+# STACK v4.6.0 matching feature demo and feedback session
+
+A feature allowing authors to write drag-and-drop matching problems was developed for release in STACK v4.6.0.
+A preview and feedback session was held on Monday, 13th May 2024 with members of the STACK Professionals Network
+to establish any desired changes or additions to the current state of development prior to release.
+
+Present at the meeting: Sal Mercuri, Matti Harjula, Luke Longworth, Sam Fearn, Andreas Steiger, Stephen Nulty,
+Juma Zevick, Wigand Rathmann, Edmund Farrow, Danilo Lewanski.
+
+## Background
+A drag-and-drop proof assessment feature based on Parson's problems was released in STACK v4.5.0 in Dec. 2023
+through a `parsons` block.
+In these questions, students are presented with two lists: an available list populated with pre-written strings
+corresponding to steps in the proof; an empty answer list they must drag proof steps to in the correct order.
+The priority for STACK v4.6.0 is to extend this drag-and-drop functionality beyond proof into more general
+"grouping" (dragging items into the correct category) and "matching" (dragging multiple corresponding items
+to the same row) questions.
+
+## Demo summary
+- Introduction and background.
+- Grouping question demo.
+ - A question where a student is asked to drag functions into the groups "Continuous" and "Discontinuous" as appropriate.
+ - Student interface was presented.
+ - Author workflow was presented focusing on defining variables and setting up the question text. Assessment through the use of the to-be-released `matchlib.mac` STACK library was also covered.
+- Matching question demo.
+ - A question where a student is asked to drag functions and their first- and second-order derivatives into rows as appropriate.
+ - Student interface was presented.
+ - Author workflow was presented as in the grouping question demo.
+- Feedback on items so far.
+- (Time permitting) Adding index columns to matching questions and using images.
+
+## Feedback and other items discussed
+- A question on style was raised, particularly in the scenario where a large number of groups/columns are being used. Action item: test larger volumes of columns/rows and make documentation recommendations where necessary.
+- A suggestion of helper functions which could map Maxima variables into TeX within displayed items, to avoid the burden of having to `\\(...\\)` numerous times. It was raised that this would require further development on how CASText is handled by STACK.
+- Question raised about whether interactive images could be used, for example JSXGraph. A longer-term possibility for more general item styles which may also include inputs within items.
+- A question on PRTs and whether more bespoke forms of evaluation are possible, for example, can we check whether a student has used a specific item somewhere in their grid?
+- Discussion around when is it more appropriate to use drag-and-drop style questions vs. drop-down vs. other styles of questions. It could be a useful research study to understand the impact of using drag-and-drop style questions vs. drop-down, and make guidelines and recommendations based on these. A link to [A Collaboratively-Derived Research Agenda for E-assessment in Undergraduate Mathematics](https://link.springer.com/article/10.1007/s40753-022-00189-6) was shared in relation to this.
+- Request to see the original Parson's proof question style for comparison and it was clarified how proof vs. grouping vs. matching styles are defined.
\ No newline at end of file
diff --git a/website_files/MeetingReports/index.md b/website_files/MeetingReports/index.md
index 3d82fda5..e345fa1d 100644
--- a/website_files/MeetingReports/index.md
+++ b/website_files/MeetingReports/index.md
@@ -2,8 +2,13 @@
## STACK professionals network
+* [2024-03-12: Professionals network regular meeting](2024-03-12-NetworkReport.md)
* [2023-11-30: Professionals network regular meeting](2023-11-30-NetworkReport.md)
* [2023-09-21: Professionals network regular meeting](2023-09-21-NetworkReport.md)
* [2023-07-21: Professionals network regular meeting](2023-07-21-NetworkReport.md)
* [2023-06-09: Professionals network regular meeting](2023-06-09-NetworkReport.md)
-* [2022-12-09: Inaugural meeting](2022-12-09-NetworkReport.md)
\ No newline at end of file
+* [2022-12-09: Inaugural meeting](2022-12-09-NetworkReport.md)
+
+## Feedback sessions
+
+* [2024-05-13: STACK v4.6.0 matching feature demo and feedback session](2024-05-13-ParsonsV2Demo.md)
\ No newline at end of file
diff --git a/website_files/Projects/AuthOMath/ActivatingFeedback.md b/website_files/Projects/AuthOMath/ActivatingFeedback.md
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+# Combining STACK and GeoGebra for better feedback
+
+### Guido Pinkernell, Heidelberg University of Education, Germany
+
+STACK offers the possibility of Combining STACK and GeoGebra for better feedback. When placed in feedback, interactive applets allow for what could be called "activating feedback", i.e. adaptive learning material that students to work out the necessary knowledge themselves.
+
+
+
+
+
+The object of this task is the well-known translation of an algebraic expression into its geometric representation.
+
+
+
+
+Figure: An answered AuthOMath task
+
+
+Here, GeoGebra provides an interactive applet in both STACK's task and feedback area. The latter comes in three steps, each after some delay:
+
+* First, it allows the learner to compare her or his wrong solution with the correct, thus giving an experienced user immediate hints about his error, presumably made inadvertently.
+* For those needing more help, it provides an interactive version of the situation together with questions that guide the student through working out himself how the algebraic and geometrical representations of this function relate.
+* Finally, it gives access to a worked solution, thus serving those learners which rely on a stepwise instruction to solve questions like this.
+
+
+
+
+Figure: The first feedback step in an answered AuthOMath task
+
+
+
+
+
+Figure: The second feedback step in an answered AuthOMath task
+
+
+
+
+
+Figure: The third feedback step in an answered AuthOMath task
+
diff --git a/website_files/Projects/AuthOMath/Example-generation-research.md b/website_files/Projects/AuthOMath/Example-generation-research.md
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+# Example generation and educational research
+
+### George Kinnear, The University of Edinburgh, UK
+
+
+
+
+
+Example-generation tasks ask students to produce examples of mathematical objects. Many mathematics education researchers are interested in how students approach this type of task, and how they can help students to learn about mathematical concepts (Kinnear et al., 2022).
+E-assessment tools like STACK enable teachers to use example-generation tasks even with very large classes of students, so that each students get personal feedback.
+
+Thanks to the AuthOMath project, GeoGebra applets can now be used as a way for students to input a *graphical answer* to a STACK question.
+This opens up a wide range of topics where teachers are now able to set example-generation tasks.
+
+For example, this question is taken from a first-year course at the University of Edinburgh, where students are learning about the properties of functions:
+
+
+
+Figure: A question asking students to construct the graph of a function.
+
+
+To answer the question, the student can drag the four points and draw the graph of a piecewise linear function with the required properties. Behind the scenes, STACK can check the properties of the student's graph.
+
+If there are any errors, the student can be given customised feedback that refers to their particular answer:
+
+
+
+Figure: An incorrect response together with the automatically-generated feedback.
+
+
+For this example, it turns out that students found the e-assessment task harder than the same one on paper (Kinnear et al., 2023). This was likely because the applet constrained students to using examples that are piecewise-linear functions, which are not the most familiar examples for students.
+
+There is great potential for further work to develop tasks (and sequences of tasks) like this, making full use of the power of GeoGebra so that students can produce graphical examples.
+
+
+## References
+
+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.
diff --git a/website_files/Projects/AuthOMath/Fractions-part-whole.md b/website_files/Projects/AuthOMath/Fractions-part-whole.md
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+# Fractions as Part of One Whole
+
+### Gunter Ehret, Heidelberg University of Education, Germany
+
+STACK offers the possibility to give adaptive feedback. STACK tasks could therefore be an enrichment for maths lessons and a relief for teachers, especially in schools where self-directed learning plays an important role.
+
+
+
+
+
+This example task was created by teacher-education students in a didactics seminar at the Heidelberg University of Education. In this task children test their understanding fractions as part of one whole. Different types of feedback can be shown, depending on the input of the students.
+
+
+
+
+Figure: A question in which children test their understanding fractions as part of one whole.
+
+
+If the sliders are set so that the dynamic illustration correctly represents the required fraction, there is a detailed confirmation of correctness in mathematically correct language, as well as a request to repeat the task five times in a row, with the required fraction changing each time.
+
+If the input is incorrect, this is fed back and the student can either repeat the task directly or wait 15 seconds for the sample solution.
+
+The programme also identifies if an equivalent fraction is entered; the feedback can be different here, in the case presented in the video it refers to a learner who has not yet formally learned to expand and reduce fractions.
+
+
+
+
+Figure: Illustrating feedback to an incorrect response.
+
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+# Randomly generating mathematical questions
+
+### Konstantina Zerva, The University of Edinburgh, UK
+
+STACK offers the possibility to randomly generate questions and give feedback, which is relevant to each specific random variable. The task presented in the video is a very simple one, and it was deliberately chosen to be simple, because the main focus here is the randomisation and the things that question authors need to consider when creating random variables in a question.
+
+
+
+
+
+The task asks students to drag the point \(A\) so that the slope of the line is the same as the given value; in this case \(-7/2\). The values of the slope are randomised.
+
+When the student load the question they all see the same graph. The initial slope of the line is set to \(1\) in the GeoGebra app and the point \(A\) is placed at \((2,2)\). The students can move the point \(A\) along the line and drag it around so that the line changes slopes.
+
+In this example the slop needs to be \(-7/2\). The slope is defined as \[\frac{\text{Change in Y}}{\text{Change in X}}\] so the students can drag the point \(A\) and place it at \(Y=-7\) and \(X=2\) (point \((2,-7)\) ). Then click the check button and see if their answer is correct or not. Another possible solution here \(Y=7\) and \(X=-2\).
+
+
+
+
+Figure: Defining the correct slope.
+
+
+A common mistake that students do is believe that the slope is defined as \[\frac{\text{Change in X}}{\text{Change in Y}}\] so if they put \(A\) at the point \((-7,2)\) they'll receive specific feedback about this mistake.
+
+
+
+
+Figure: A common misconception.
+
+
+Let's look at the background of the question and how to deal with the randomisation. All the slopes need to be ratios of two integers (e.g. \(3/2\)) and also they shouldn't simplify to an integer (avoid cases like \(4/2=2\)).
+
+
+
+
+Figure: An example of Maxima code for creating the variables for this question.
+
+
+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.
diff --git a/website_files/Projects/AuthOMath/Sample-factor-quadratic.md b/website_files/Projects/AuthOMath/Sample-factor-quadratic.md
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@@ -0,0 +1,46 @@
+# Relating factored equations to the area of a rectangle
+
+### Cecilia Russo, Universidad de Cantabria, Spain
+
+STACK offers the possibility of immediate formative feedback. It's great to have everyone in a class of 100 students know they would be able to get feedback even if you are away. The teacher's presence is vital, but it is impossible to be there all the time, and AuthOmath is the perfect teaching assistant combining STACK and GeoGebra.
+
+
+
+
+
+This example is a task sequence to help the student relate factored equations to the area of a rectangle. The first task asks the student to factorise a square of binomial.
+
+
+
+
+Figure: A question in which student should write a quadratic in factored form.
+
+
+If students write an incorrect answer, they are get the following feedback:
+
+
+
+
+Figure: Feedback to a student's attempt.
+
+
+Now, a student can drag point \(A\) to observe the area of square \(ABCD\) and try to find a relation between the expression, the area and the length of the sides. When they drag point \(A\), they get a square composed of \(4\) rectangles. The area of each rectangle is shown in the applet. The idea is for the student to add these areas, and obtain the expression needed as the answer to the task. STACK and GeoGebra help the student during the feedback.
+
+
+
+
+Figure: Students drag the applet.
+
+
+Then, the second part of the sequence is related to \((x+a)(x+b)\) expressions. Where "\(a\)" and "\(b\)" are different natural numbers. In this second part we don't have a square.
+
+Again, if students write a wrong answer, they get feedback with a GeoGebra applet. This applet lets the student try out the relation between the length of the sides of the rectangle \(ABCD\) and the area of it. In that case, they can drag points \(A\) and \(C\) to get a rectangle composed of four rectangles. The area of each one is shown.
+
+
+
+
+Figure: Students drag the applet, in this case it is a rectangle.
+
+
+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.
+
diff --git a/website_files/Projects/AuthOMath/Sample-linear-algebra.md b/website_files/Projects/AuthOMath/Sample-linear-algebra.md
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@@ -0,0 +1,31 @@
+# Illustrate eigenvectors by positioning vectors
+
+### Chris Sangwin, The University of Edinburgh, UK
+
+The original purpose of STACK was to accept answers which are algebraic expressions, moving away from reliance on multiple choice questions. Through AuthOMath we have included GeoGebra diagrams within questions, allowing a student's answer to include the configuration of a diagram. This question illustrates how dynamic diagrams can be used to support more advanced topics in university mathematics.
+
+
+
+
+
+In the problem below students need to relate the eigenvectors of a matrix to the transformation represented by the matrix. Eigenvectors is a technical term for vectors which are scaled by a transformation, but remain in the same direction (or reverse direction). Understanding the effect of transformations through calculating eigenvectors and the corresponding eigenvalues is an important topic in vector spaces. Students need to find a matrix and perform some routine calculations. In addition, four points in the diagram are ready to be dragged by the user to define the endpoints of two eigenvectors.
+
+
+
+
+Figure: A question in which students indicate the position of the eigenvectors.
+
+
+Students get very adept at calculating eigenvectors through a mechanical procedure, but their geometric understanding can remain fragile. Excessive calculation can reinforce this problem.
+
+
+
+
+Figure: A student's attempt to indicate the position of the eigenvectors.
+
+
+In the second figure a student has attempted to illustrate the positions of the eigenvectors. The vector \(\mathbf{u}\) is correct, but \(\mathbf{v}\) is not an eigenvector. The GeoGebra diagram returns the endpoints of the vectors, the computer algebra system establishes the relevant properties (is \(\mathbf{v}\) an eigenvector?) and then generates the feedback shown in the yellow feedback box.
+
+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.
+
+
diff --git a/website_files/Projects/AuthOMath/Sample-linear-equations.md b/website_files/Projects/AuthOMath/Sample-linear-equations.md
new file mode 100644
index 00000000..225584ac
--- /dev/null
+++ b/website_files/Projects/AuthOMath/Sample-linear-equations.md
@@ -0,0 +1,39 @@
+# Providing formative feedback to linear equations
+
+### María Sanz Ruiz, Universidad de Cantabria, Spain
+
+
+The AuthOMath Project combines GeoGebra and STACK. It allows us to present multiple representations of the same mathematical object. STACK is especially useful to create different approaches to feedback.
+
+
+
+
+
+This task is about solving linear equations step by step. Whenever the students make a mistake, STACK is able to identify it and provide specific feedback to it. Below is an empty question ready for a student.
+
+
+
+
+Figure: A question in which student should write their answer.
+
+
+The image below shows feedback generated automatically by the system. Notice some lines are correct, but the student has made one mistake.
+
+
+
+
+Figure: A question in which student should write their answer.
+
+
+These formative hints can be delivered in many ways. Some students are more receptive to symbolic feedback, while others appreciate written comments. It is also possible to combine both.
+
+
+
+
+
+Figure: A question in which student should write their answer.
+
+
+
+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.
+
diff --git a/website_files/Projects/AuthOMath/Tangram-task.md b/website_files/Projects/AuthOMath/Tangram-task.md
new file mode 100755
index 00000000..35f549ec
--- /dev/null
+++ b/website_files/Projects/AuthOMath/Tangram-task.md
@@ -0,0 +1,35 @@
+# Tangram tasks for pre-service teachers
+
+### José Manuel Diego Mantecón, Universidad de Cantabria, Spain
+
+The AuthoMath Project allows us to use GeoGebra applets on STACK. This offers
+a wide range of tasks that we can create and provide feedback to. Students
+have the chance to work in an interactive environment and use different
+tecniques to solve the same task.
+
+
+
+
+
+There are many ways to compute the area and the perimeter of a figure. In
+this task, we go through a few of them using Tangram pieces that our
+pre-service teachers can move around and rotate. They can use this applet to
+make the calculations using different units of measurement.
+
+
+
+
+Figure: Illustrating using Tangram pieces within a response.
+
+
+
+In this task we ask them to compute and compare the area and the perimeter of
+two figures, but also to reflect on what they are doing as a way to teach
+these concepts to primary school students. Mathematical concepts go hand in
+hand with didactical notions.
+
+
+
+
+Figure: Measuring areas with Tangram pieces.
+
+
+__Official project website:__ [https://www.authomath.org/](https://www.authomath.org/)
+
+This project aimed to foster the development of innovative approaches to online and distance
+learning especially in primary and secondary education. In particular, the project aims at enabling teachers to create digital online learning material with multimodal,
+dynamic, and interactive elements, (GeoGebra) and with adaptive automatic feedback for use in hybrid settings.
+
+
+
+
+
+The project provides an authoring tool (AuTo) and a didactic concept (DiCo) that teachers can use for creating digital online material in mathematics with
+multi-modal, dynamic, interactive elements in task formulation and automated, adaptive
+feedback. We combined two existing authoring tools that are well-established
+in the mathematics educational community. [GeoGebra](https://www.geogebra.org/) is an OER authoring
+tool for creating multimodal, dynamic and interactive mathematical applets, with an easy
+accessible user interface of widespread use in the mathematical educational community.
+[STACK](https://stack-assessment.org/) is an OER authoring tool
+for randomized mathematical tasks with automatic, answer-based feedback.
+
+Combining GeoGebra and STACK is a promising approach to developing an authoring tool for letting teachers create high-quality content. This outcome will be achieved by providing the following project results:
+
+1. AuTo: An authoring tool for creating digital tasks with dynamic and interactive multi-modal elements and adaptive automatic feedback
+2. DiCo: A didactical concept for the design of such tasks that takes the relevant mathematics educational research into account
+
+Participating Organisations
+
+* Pädagogische Hochschule Heidelberg, Germany (Programme Country Institution)
+* Johann Kepler Universität Linz, Austria (Programme Country Institution)
+* Universidad de Cantabria, Spain (Programme Country Institution)
+* University of Edinburgh United, Kingdom (Partner Country Institution)
+* Geogebra GmbH, Austria (Associated Partner)
+
+
+## Project outcomes
+
+This site contains sample materials which illustrate the outcomes from the project.
+
+* [Activating feedback](ActivatingFeedback.md)
+* [Relating factored equations to the area of a rectangle](Sample-factor-quadratic.md)
+* [Eigenvectors in university linear algebra](Sample-linear-algebra.md)
+* [Providing formative feedback to linear equations](Sample-linear-equations.md)
+* [Fractions as Part of One Whole ](Fractions-part-whole.md)
+* [Tangram tasks for pre-service teachers](Tangram-task.md)
+* [Randomly generating mathematical questions](Random-generation.md)
+* [Example generation and educational research](Example-generation-research.md)
+
+
+
+
+
The project is co-funded by the EU under the Erasmus+ Programme No. 2021-1-DE01-KA220-HED-000032031
+
+
+
diff --git a/website_files/Projects/IDIAM/index.md b/website_files/Projects/IDIAM/index.md
index 56df9184..9b5a63ca 100644
--- a/website_files/Projects/IDIAM/index.md
+++ b/website_files/Projects/IDIAM/index.md
@@ -8,7 +8,6 @@ title: "IDIAM: Interactive digital assessment in mathematics"
End date: 01/07/2023
Total duration: 24 months
-
The project responded to challenges faced during COVID-19 by helping partner institutions use STACK to develop a) digital tools that assess competencies within science, technology, engineering and mathematics (STEM), particularly mathematical sciences
and b) digital assignments within several specific mathematical subjects at the partner institutions.
diff --git a/website_files/Projects/KTP/Images/2024-Nested-Proof-study-example.png b/website_files/Projects/KTP/Images/2024-Nested-Proof-study-example.png
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diff --git a/website_files/Projects/KTP/Images/ukri-innovate-uk-square-logo.png b/website_files/Projects/KTP/Images/ukri-innovate-uk-square-logo.png
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diff --git a/website_files/Projects/KTP/index.md b/website_files/Projects/KTP/index.md
new file mode 100644
index 00000000..961990a8
--- /dev/null
+++ b/website_files/Projects/KTP/index.md
@@ -0,0 +1,58 @@
+---
+template: project.html
+
+title: "KTP: Knowledge Transfer Partnership for Digital Mathematics Assessment"
+---
+# KTP: Knowledge Transfer Partnership for Digital Mathematics Assessment
+
Start date: 08/09/2023
+End date: 31/08/2025
+Total duration: 24 months
+Project partners: The University of Edinburgh & IDEMS International
+Funded by: Innovate UK
+
+## Project Aims
+
+This two-year project, funded by [Innovate UK](https://www.ukri.org/councils/innovate-uk/), is a collaboration between the [School of Mathematics](https://www.maths.ed.ac.uk/school-of-mathematics) at the University of Edinburgh and [IDEMS International](https://www.idems.international/). The project focuses on two main workstreams which both aim to enhance STACK as follows.
+
+1. Develop features to improve the assessment of proof-based questions in STACK.
+2. Optimise STACK so that it can be used in broader contexts, for example statistics and data science.
+
+Alongside the above two core aims, the project also involves the continuous addition of smaller-scale features and general code-base maintenance, which aims to improve the user experience in STACK.
+
+## Background
+
+### Proof
+
+Mathematical proof forms the core of an undergraduate degree in mathematics. While STACK was originally designed for reasoning within algebraic equivalences, it has grown to encompass numerous aspects of mathematics.
+However it remains difficult to assess text-based proof questions.
+One of the main aims of the project is to address this, by adding features that can not only allow STACK to automate assessment of proof questions but also facilitate new avenues in which both students and authors can interact with and understand mathematical proof.
+
+### Statistics
+
+In recent years STACK has seen broader applications, with it being used by members of the STACK Professionals Network and IDEMS International to write questions for statistics and data science.
+Questions in these fields typically require the student to interact with and analyse datasets.
+One approach for writing such questions involves randomly generating a dataset which the student can then download.
+As datasets grow, such processes understandably lead to system timeouts.
+Optimising the STACK codebase so that larger datasets can be processed is key to broadening its usage within statistics and data science.
+
+## Outcomes
+
+The currently released project outcomes of the project include:
+
+1. Release of the first version of the `parsons` question block in STACK v4.5.0 ([Documentation](https://docs.stack-assessment.org/en/Topics/Parsons/)). This question block allows authors to write drag-and-drop proof assessment questions, where students must re-arrange pre-written steps into a correct order. General tools for generating specific line-by-line feedback and assessing non-unique answers are included. An example of the user interface and automated line-by-line feedback are displayed below.
+2. Release functionality for matching problems as a the second version of the `parsons` question block in STACK v4.6.0 ([Documentation](https://docs.stack-assessment.org/en/Topics/Matching/)). This block now supports more general layouts involving multiple columns and grids, which allow the student to drag items to specific groups or specific points on a grid. An example of a question in the grid layout is given below.
+3. Optimisations of the STACK code were released in v4.6.0, details [here](https://docs.stack-assessment.org/en/Developer/Optimising_STACK_for_large_Maxima_variables/), which saw processing speeds of up to 274 times faster when generating dummy datasets in a question.
+
+## People
+
+- [Sal Mercuri](https://www.maths.ed.ac.uk/~smercuri/), Knowledge Transfer Associate, The University of Edinburgh & IDEMS International.
+- [Chris Sangwin](https://www.maths.ed.ac.uk/~csangwin/), Knowledge Base Supervisor, The University of Edinburgh.
+- Santiago Borio, Company Base Supervisor, IDEMS International.
+
+
+
+
+
+
+
+
diff --git a/website_files/Projects/index.md b/website_files/Projects/index.md
index d89563f1..dbddd7d1 100644
--- a/website_files/Projects/index.md
+++ b/website_files/Projects/index.md
@@ -4,6 +4,14 @@ This page contains details of projects involving, or based around, STACK.
The project aims at enabling teachers to create digital online learning material with multimodal, dynamic, and interactive elements, (GeoGebra) and with adaptive automatic feedback for use in hybrid settings.
The project responded to challenges faced during COVID-19 by helping partner institutions use STACK to develop a) digital tools that assess competencies within science, technology, engineering and mathematics (STEM), particularly mathematical sciences
@@ -11,6 +19,14 @@ and b) digital assignments within several specific mathematical subjects at the
The project aims to develop proof-assessment features for STACK as well broaden its applicability within statistics and data science.
+
+
+
diff --git a/website_files/Training_and_events.md b/website_files/Training_and_events.md
index bf36d893..ee0f7124 100644
--- a/website_files/Training_and_events.md
+++ b/website_files/Training_and_events.md
@@ -7,9 +7,9 @@
Here is a list of upcoming events:
-| Title | Date | Location | Description |
-| ---------------------------------------------- | --------------------- | ------------------------------------------------------------ | ------------------------------------------------------------ |
-| **[International Meeting of the STACK Community 2024](https://www.oth-aw.de/stack-2024/)** | 11-13 March 2024 |Ostbayerische Technische Hochschule (OTH), Amberg-Weiden, Germany | A forum for all STACK users to exchange experiences, ideas and research topics. |
+| Title | Date | Location | Description |
+| ---------------------------------------------- | --------------------- | ---------------------------------------------------------------- | ------------------------------------------------------------ |
+| **[Discovering AuthOMath](/Events/2024-05-08-AuthOMath)** | 8 May 2024 | University of Cantabria, Santander, Cantabria, Spain | This event will offer insights into innovative teaching approaches and practical applications for secondary and tertiary education mathematics teachers, developed through the [AuthOMath](../Projects/AuthOMath/) project. |
| **OER Design and Use in Mathematics Education** | Autumn 2024 | TTK, Tallinn | This is a 5 day, on-site, training in developing OER as part of the Gate2Math Erasmus+ project. |
@@ -21,6 +21,9 @@ A list of past STACK workshops and conferences:
| Title | Date | Location | Description |
| ------------------------------------------------------------ | -------------------------- | ------------------------------------------------------------ | ------------------------------------------------------------ |
+| **[AuthOMath multiplier event: using GeoGebra in STACK](/Events/2024-03-27-AuthOMathGGB)** | 27 March 2024 | School of Mathematics, University of Edinburgh. Online | AuthOMath has enabled us to integrate GeoGebra into STACK. This is a practical workshop for users interested in getting started with this new feature. |
+| **[International Meeting of the STACK Community 2024](https://www.oth-aw.de/stack-2024/)** | 11-13 March 2024 |Ostbayerische Technische Hochschule (OTH), Amberg-Weiden, Germany | A forum for all STACK users to exchange experiences, ideas and research topics. |
+| **[Learning Mathematics : digital and interactive](/Events/2024-02-03-AuthOMathConfLearningMathematics)** | 03 February 2024 | Heidelberg University of Education, Germany | This one day digital conference will highlight the outcomes of of the AuthOMath Erasmus+ project. |
| **[African STACK Conference for Undergraduate Mathematics](/Events/2023-06-19-AfricanSTACKConference)** | 19 - 23 June 2023 | Masinde Muliro University of Science and Technology, Kakamega, Kenya | A conference to enable African educators with experience on STACK to define a roadmap for transformation of African Undergraduate Maths Education |
| **[MoodleMoot DACH 2023](https://moodlemootdach.org/)** | 13-16 June 2023 | ETH Zürich, Switzerland | A DevCamp and a BarCamp for German-speaking Moodle users, with a special track on STACK. English speakers welcome! |
| **[International Meeting of the STACK Community 2023](https://stack2023.com/)** | 24 - 26 April 2023 | Tallinn, Estonia [stack2023.com](https://stack2023.com/) | A forum for all STACK users to exchange experiences, ideas and research topics |
diff --git a/website_files/custom.css b/website_files/custom.css
index f70622b7..36eeb7a7 100644
--- a/website_files/custom.css
+++ b/website_files/custom.css
@@ -6,6 +6,7 @@
max-width: 600px;
padding: 15px;
}
+
.img-wide {
max-width:100%;
height:auto;
@@ -21,6 +22,16 @@
margin-right:auto;
}
+.img-screenshot {
+ max-width:400px;
+ height:auto;
+ width:auto;
+ padding:15px;
+ margin-left:auto;
+ margin-right:auto;
+}
+
+
.img-logo {
padding:15px;
max-height:100px;
@@ -38,15 +49,12 @@
height:200px;
}
-<<<<<<< HEAD
-=======
/*Class to restict height of in-line images*/
.img-in-line-short {
height:28px;
}
/* Fix internet explorer card issue. */
->>>>>>> master
.card-img-top {
width: 100%;
}
@@ -193,6 +201,22 @@ ul.check li:before {
margin:10px;
}
+a {
+ color: #3574b7;
+ background-color: transparent;
+ font-weight: 600;
+}
+
+a: link {
+ text-decoration: underline;
+}
+.btn-primary {
+ color: #fff;
+ background-color: #3574b7;
+ border-color: #3574b7;
+}
+
+
/* Trees: https://codepen.io/ross-angus/pen/jwxMjL
Copyright (c) 2022 by Ross Angus (https://codepen.io/ross-angus/pen/jwxMjL)
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This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License | Licenses
+ 
+ 
+ 
+ 
+ 
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+2. Release functionality for matching problems as a the second version of the `parsons` question block in STACK v4.6.0 ([Documentation](https://docs.stack-assessment.org/en/Topics/Matching/)). This block now supports more general layouts involving multiple columns and grids, which allow the student to drag items to specific groups or specific points on a grid. An example of a question in the grid layout is given below. 
+3. Optimisations of the STACK code were released in v4.6.0, details [here](https://docs.stack-assessment.org/en/Developer/Optimising_STACK_for_large_Maxima_variables/), which saw processing speeds of up to 274 times faster when generating dummy datasets in a question.
+
+## People
+
+- [Sal Mercuri](https://www.maths.ed.ac.uk/~smercuri/), Knowledge Transfer Associate, The University of Edinburgh & IDEMS International.
+- [Chris Sangwin](https://www.maths.ed.ac.uk/~csangwin/), Knowledge Base Supervisor, The University of Edinburgh.
+- Santiago Borio, Company Base Supervisor, IDEMS International.
+
+
