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2 | <h2>The structure of an institution interface</h2> |
2 | <h2 id="institution">The structure of an institution interface</h2> |
3 | 3 | ||
4 | <a id="institution"></a> |
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5 | An institutional structure is a multi-level lattice of a group of virtual |
4 | An institutional structure is a multi-level lattice of a group of virtual |
6 | classes. Each virtual class in the lattice is called a <em>work zone</em>, |
5 | classes. Each virtual class in the lattice is called a <em>work zone</em>, |
7 | or <em>zone</em>. |
6 | or <em>zone</em>. |
- | 7 | ||
- | 8 | <p id="portal"> |
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- | 9 | The structure of an institution is built below a unique zone called |
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- | 10 | <em>portal</em>. This is the common entrance point, it serves also for |
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- | 11 | global management for the institution. No real teaching work should take |
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- | 12 | place in this zone.</p> |
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- | 13 | ||
- | 14 | <p id="level"> |
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- | 15 | Zones immediately below the portal are <em>levels</em>. A level corresponds to |
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- | 16 | a set of students sharing the same annual programs.</p> |
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- | 17 | <p> |
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- | 18 | The role of levels is essentially to separate things that have no relation |
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- | 19 | between them. |
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- | 20 | Student logins are not |
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- | 21 | accepted for levels, nor teaching works. |
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- | 22 | </p> |
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- | 23 | ||
- | 24 | <p id="class"> |
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- | 25 | <em>Classes</em> are immediately below each level. A class is a group of |
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- | 26 | students sharing the same teaching time table. |
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- | 27 | </p> |
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- | 28 | <p>Students should log in to classes. Each student may have one or more classes.</p> |
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- | 29 | ||
- | 30 | <p id="program"> |
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- | 31 | Immediately below a level are also <em>programs</em>. Each program is a |
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- | 32 | gathering point of teaching resources shared by one or several classes in |
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- | 33 | the level.</p> |
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- | 34 | <p>Students cannot log in to programs. Teachers can log to programs (as |
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- | 35 | supervisors) in order to prepare teaching materials.</p> |
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- | 36 | ||
- | 37 | <p id="course"> |
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- | 38 | <em>Courses</em> are zones of lowerest level. Each course belongs to a |
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- | 39 | program, as well as to a class. One can think that to every pair |
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- | 40 | {program,class} may correspond a course.</p> |
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8 | <p> |
41 | <p> |
9 | <a id="portal"></a> |
- | |
10 | The structure of an institution is built below a unique zone called |
- | |
11 | <em>portal</em>. This is the common entrance point, it serves also for |
- | |
12 | global management for the institution. No real teaching work should take |
- | |
13 | place in this zone. |
- | |
14 | <p> |
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15 | <a id="level"></a> |
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16 | Zones immediately below the portal are <em>levels</em>. A level corresponds to |
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17 | a set of students sharing the same annual programs. |
- | |
18 | <p> |
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19 | The role of levels is essentially to separate things that have no relation |
- | |
20 | between them. |
- | |
21 | Student logins are not |
- | |
22 | accepted for levels, nor teaching works. |
- | |
23 | <p> |
- | |
24 | <a id="class"></a> |
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25 | <em>Classes</em> are immediately below each level. A class is a group of |
- | |
26 | students sharing the same teaching time table. |
- | |
27 | <p> |
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28 | Students should log in to classes. Each student may have one or more classes. |
- | |
29 | <p> |
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30 | <a id="program"></a> |
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31 | Immediately below a level are also <em>programs</em>. Each program is a |
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32 | gathering point of teaching resources shared by one or several classes in |
- | |
33 | the level. |
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34 | <p> |
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35 | Students cannot log in to programs. Teachers can log to programs (as |
- | |
36 | supervisors) in order to prepare teaching materials. |
- | |
37 | <p> |
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38 | <a id="course"></a> |
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39 | <em>Courses</em> are zones of lowerest level. Each course belongs to a |
- | |
40 | program, as well as to a class. One can think that to every pair |
- | |
41 | {program,class} may correspond a course. |
- | |
42 | <p> |
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43 | Teaching resources of a program are shared by all its courses. A student in |
42 | Teaching resources of a program are shared by all its courses. A student in |
44 | a class can navigate between the courses of the class. Daily student works |
43 | a class can navigate between the courses of the class. Daily student works |
45 |
|
44 | are done in courses.</p> |
46 | <p> |
- | |
47 | A course has |
45 | <p>A course has a unique set of teaching resources, and a unique time table.</p> |
48 | <p> |
46 | |
49 | < |
47 | <p id="icourse"> |
50 | A program can also have <em>Interclass courses</em>. Such a course only |
48 | A program can also have <em>Interclass courses</em>. Such a course only |
51 | belongs to a program, and students from any class can register to an |
49 | belongs to a program, and students from any class can register to an |
52 | interclass course |
50 | interclass course. This can be used for optional teaching programs.</p> |
53 | <p> |
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54 | <a id="test"></a> |
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55 | Each program can also have a special course, called <em>test zone</em>. |
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56 | Teachers can prepare experimental teaching resources in the text zone, then |
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57 | export them to the program when finished. Everything in the test zone is |
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58 | invisible to the students. |
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59 | 51 | ||
- | 52 | <p id="test"> |
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- | 53 | Each program can also have a special course, called <em>test zone</em>. |
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- | 54 | Teachers can prepare experimental teaching resources in the text zone, then |
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- | 55 | export them to the program when finished. Everything in the test zone is |
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- | 56 | invisible to the students.</p> |