Fixed link to other page, added tags for links

teach_online/academic_integrity.md

@@ -1,3 +1,4 @@
+(academic-integrity)=
 # Academic Integrity
 
 ```{note}
@@ -12,6 +13,7 @@ but this chapter will be structured in a way that is hopefully agnostic to speci
 This chapter draws heavily from {cite:t}`eaton_second_2024`,
 a resource I *strongly* recommend for anyone curious about Academic Integrity.
 
+(academic-integrity-deterrence-vs-detection)=
 ## Deterrence vs. Detection
 
 Before discussing *any* techniques for maintaining Academic Integrity,
@@ -23,13 +25,15 @@ There are two key terms that describe two closely-related yet distinct concepts:
 whereas {term}`deterrence` is the act of stopping/preventing people from cheating {cite:p}`eaton_remote_2024`
 (e.g. by proctoring/monitoring students, convincing them they will get caught and receive a severe penalty, etc.).
 
+((academic-integrity-exams)=
 ## Exams
 
 One of the most frequent concerns I have heard regarding maintaining
 Academic Integrity in online courses is with respect to online exams.
 Instructors often rely on exams to serve as comprehensive evaluations of student mastery,
 and ensuring the integrity of this form of evaluation is an important goal.
 
+(academic-integrity-exams-remote-proctoring)=
 ### Remote Proctoring
 
 When administering remote exams,
@@ -86,6 +90,7 @@ the following services may be of interest:
 * [Proctorio](https://proctorio.com/) records students while they take exams and performs automated software-based video analysis as well as live human review
 * Depending on the size of your class, your course staff can proctor students live using [Zoom](https://zoom.us/) or similar video conferencing services
 
+(academic-integrity-exams-exam-similarity-detection)=
 ### Exam Similarity Detection
 
 Beyond just proctoring students *during* the exam,
@@ -270,6 +275,7 @@ which is available as an open source project on [GitHub](https://github.com/niem
 The tools in this repository support exams with multiple choice, short answer, math, Parsons, etc. problems:
 they simply perform string equality comparisons between responses to determine response equality.
 
+(academic-integrity-exams-exam-response-timestamps)=
 ### Exam Response Timestamps
 
 Beyond just looking at similarities in exam responses,
@@ -304,7 +310,7 @@ is to calculate a "Time Synchronization Score" for a given pair of students $x$
   * Find the submission time $t_x$ from student $x$ that is closest to $t_y$
   * Add $\left(t_x–t_y\right)^2$ to $S\left(x,y\right)$
 * Normalize $S\left(x,y\right)$ by dividing by $\left(n_x+n_y\right)$
-  * *Note: In other words, we are calculating the [Mean Squared Deviation (MSD)](https://en.wikipedia.org/wiki/Mean_squared_error)
+  * *Note: In other words, we are calculating the [Mean Squared Deviation (MSD)](https://en.wikipedia.org/wiki/Mean_squared_error)*
 
 You can then calculate this score across all pairs of students in the class,
 and then sort the pairs in ascending order of this score.
@@ -353,6 +359,7 @@ and I would personally also suggest looking at "Response-Time-Ratio"
 regardless of correctness),
 as I have found many cases in which the copying student submits many incorrect responses in the burst of rapid responses.
 
+(academic-integrity-exams-llm-proof-problems)=
 ### LLM-Proof Problems
 
 All of the discussion about maintaining Academic Integrity in exams has focused on deterring and detecting collaboration,
@@ -421,11 +428,13 @@ based on the grade distributions of my exams
 they seem to be LLM-proof
 (otherwise the number of students who respond correctly would be much higher).
 
+(academic-integrity-programming-assignments)=
 ## Programming Assignments
 
 Instructors of computing-related courses will likely want to maintain Academic Integrity on programming assignments.
 
-### Detecting Code Similarity
+(academic-integrity-programming-assignments-code-similarity-detection)=
+### Code Similarity Detection
 
 The most standard approach for maintaining Academic Integrity is to check for code similarity,
 and the most frequently used tool for this task (to my knowledge)
@@ -443,6 +452,9 @@ The URL of the report will expire after ~2 weeks,
 so instructors can download a local copy as needed
 (e.g. using [MossNet](https://github.com/niemasd/MossNet)).
 
+(academic-integrity-glossary)=
+## Glossary
+
 ```{glossary}
 Detection
   The act of correctly identify cases of cheating {cite:p}`eaton_remote_2024`.

teach_online/acknowledgements.md

@@ -1,3 +1,4 @@
+(acknowledgements)=
 # Acknowledgements
 
 ```{note}
@@ -26,6 +27,7 @@ I would like to thank the following people for fruitful conversations that have
 * [**Leo Porter**](https://leoporter.ucsd.edu/), Associate Teaching Professor, Computer Science & Engineering, UC San Diego
 * [**Gerald Soosai Raj**](https://jacobsschool.ucsd.edu/people/profile/adalbert-gerald-soosai-raj), Associate Teaching Professor, Computer Science & Engineering, UC San Diego
 
+(acknowledgements-funding)=
 ## Funding
 
 This online training module was developed with the support of a

teach_online/assessment_types.md

@@ -1,3 +1,4 @@
+(assessment-types)=
 # Assessment Types
 
 ```{note}
@@ -10,13 +11,15 @@ You will likely be familiar with most of these,
 but some might be new,
 and all are worth discussing.
 
+(assessment-types-true-false)=
 ## True/False
 
 A {term}`True/False Problem` is a problem in which the student
 must select either "True" or "False" as their answer.
 This problem type lacks any open-endedness in student responses,
 and it is trivial to automatically grade.
 
+(assessment-types-multiple-choice)=
 ## Multiple Choice
 
 A {term}`Multiple Choice Problem` is a generalization of a
@@ -33,6 +36,7 @@ but constrained to a set of predefined options
 due to the large number of potential selections),
 and it is trivial to automatically grade.
 
+(assessment-types-short-answer)=
 ## Short Answer
 
 A {term}`Short Answer Problem` is a problem in which the student
@@ -46,6 +50,7 @@ you may be able to add flexibility by using a correct answer
 [Regular Expression (Regex)](https://en.wikipedia.org/wiki/Regular_expression)
 or writing a script (e.g. in Python) to check a response for correctness.
 
+(assessment-types-essay)=
 ## Essay
 
 An {term}`Essay Problem` is a longer version of a {term}`Short Answer Problem` in which
@@ -54,6 +59,7 @@ Because it is *completely* open-ended,
 this assessment type is extremely difficult to grade automatically:
 it typically requires an instructor to read and evaluate manually.
 
+(assessment-types-numerical)=
 ## Numerical
 
 A {term}`Numerical Problem` is a special type of a
@@ -64,12 +70,14 @@ the assessment tool will have you specify the correct number to check against,
 and most assessment tools will also support some level of error in student responses
 (e.g. due to rounding).
 
+(assessment-types-reorder)=
 ## Reorder
 
 A {term}`Reorder Problem` is a problem in which the student is given multiple blocks of text,
 and the student must rearrange them into the correct order to form an answer.
 The correct answer may include just a subset of the given blocks of text.
 
+(assessment-types-programming)=
 ## Programming
 
 A {term}`Programming Problem` is a problem in which a student must
@@ -86,6 +94,7 @@ as well as for giving accompanying feedback
 (e.g. a custom message if the student's code didn't compile,
 a differenti message if the student's code compiled but crashed, etc.).
 
+(assessment-types-parsons)=
 ## Parsons
 
 For situations in which a {term}`Programming Problem` is too open-ended
@@ -95,6 +104,9 @@ a {term}`Parsons Problem` is a special type of a
 Just like in a {term}`Reorder Problem`,
 the correct answer could include just a subset of the given blocks of code.
 
+(assessment-types-glossary)=
+## Glossary
+
 ```{glossary}
 Essay Problem
   A longer version of a {term}`Short Answer Problem` in which the student must write an essay about a specified topic or prompt.

teach_online/content_delivery.md

@@ -1,3 +1,4 @@
+(content-delivery)=
 # Content Delivery
 
 ```{note}
@@ -11,6 +12,7 @@ we will discuss some different platforms for instructional content delivery.
 This section of *How to Teach Online* is the most prone to going out-of-date,
 so contributions are *especially* welcome here.
 
+(content-delivery-lms)=
 ## Learning Management System (LMS)
 
 A {term}`Learning Management System (LMS)` is a
@@ -21,14 +23,17 @@ so you may not have much freedom to choose between LMS options.
 Regardless, in this subsection,
 we will provide an overview of common LMS choices.
 
+(content-delivery-lms-canvas)=
 ### Canvas
 
 TODO
 
+(content-delivery-lms-blackboard)=
 ### Blackboard
 
 TODO
 
+(content-delivery-course-website)=
 ## Course Website
 
 Many instructors simply use their {term}`Learning Management System (LMS)` as their course website,
@@ -41,37 +46,45 @@ I strongly encourage you to point to it directly from the landing page of your c
 In this subsection,
 we will provide an overview of common choices for hosting course websites outside of a course LMS.
 
+(content-delivery-course-website-google-sites)=
 ### Google Sites
 
 TODO
 
+(content-delivery-course-website-github-repository)=
 ### GitHub Repository
 
 TODO
 
+(content-delivery-course-website-github-pages)=
 ### GitHub Pages
 
 TODO
 
+(content-delivery-course-website-self-hosted-website)=
 ### Self-Hosted Website
 
 TODO
 
+(content-delivery-discussion-board)=
 ## Discussion Board
 
 Many courses utilize an online discussion board system to enable asynchronous communication between students and course staff.
 The {term}`Learning Management System (LMS)` that you are using may already include discussion board functionality,
 but in this subsection,
 we will provide an overview of common choices for dedicated discussion board platforms.
 
+(content-delivery-discussion-board-piazza)=
 ### Piazza
 
 TODO
 
+(content-delivery-discussion-board-ed)=
 ### Ed
 
 TODO
 
+(content-delivery-instructional-text)=
 ## Instructional Text
 
 It has become increasingly user-friendly to author fairly robust text-based content on the internet,
@@ -80,11 +93,14 @@ rather than relying entirely on a textbook,
 many instructors have become empowered to write their own instructional materials
 (in part, or potentially even in full!).
 We provided an overview and discussion of different options for authoring one's own instructional text resources
-in the [Instructional Materials](instructional_materials.html#online-text) section of this online resource,
+in the [Instructional Materials](instructional-materials-online-text) section of this online resource,
 so rather than repeating ourselves
 (and inevitably becoming outdated in two separate pages),
 we will just point you to that page for this specific topic.
 
+(content-delivery-glossary)=
+## Glossary
+
 ```{glossary}
 Learning Management System (LMS)
   A software application for the administration, documentation, tracking, reporting, automation,

teach_online/general_tips.md

@@ -1,3 +1,4 @@
+(general-tips)=
 # General Tips
 
 ```{note}
@@ -9,6 +10,7 @@ we will be giving some general tips and suggestions that broadly apply to many/a
 These will not necessarily be grounded in specific pedagogical techniques:
 they will more so be general ideas and philosophies to keep in mind while designing and executing online teaching.
 
+(general-tips-avoid-user-confusion)=
 ## Avoid User Confusion
 
 When you teach online,
@@ -52,6 +54,7 @@ solicit unique student IDs or accounts from the external tool *once* at the begi
 and create a system (using e.g. Python script, Excel tools, etc.)
 to automatically map student points from the external tool to the appropriate entry in your course gradebook.
 
+(general-tips-reduce-technology-fatigue)=
 ## Reduce Technology Fatigue
 
 University education has looked almost identical for *hundreds* of years:
@@ -98,6 +101,9 @@ Thus, my general tip is to try to reduce {term}`Technology Fatigue`:
 * When possible, try to have a single "main" technology/website that students can bookmark, and seamlessly *embed* other technologies *within* it
   * Try to avoid manual interaction on the student's end when at all possible
 
+(general-tips-glossary)=
+## Glossary
+
 ```{glossary}
 Technology Fatigue
   A sense of overwhelming that can come about from the use of many different technologies TODO CITE.

teach_online/instructional_materials.md

@@ -1,3 +1,4 @@
+(instructional-materials)=
 # Instructional Materials
 
 ```{note}
@@ -20,6 +21,7 @@ and we will provide suggestions regarding how to design and implement these mate
 We want to emphasize that much of this advice can be used across multiple modalities of instruction
 (e.g. both in-person and online classrooms can use online videos or text resources).
 
+(instructional-materials-videos)=
 ## Videos
 
 Many online courses utilize videos to deliver course content.
@@ -74,6 +76,7 @@ potentially with added annotations and enhancements,
 to be used as shorter instructional videos in an online,
 hybrid, or flipped course {cite:p}`minnes_podcast_2019`.
 
+(instructional-materials-online-text)=
 ## Online Text
 
 As mentioned in the previous section,
@@ -157,6 +160,9 @@ you can refer to the two main MAITs I have developed:
 and [*Data Structures*](https://cogniterra.org/330),
 both of which are freely available to the general public and incorporate autograded coding challenges within the browser.
 
+(instructional-materials-glossary)=
+## Glossary
+
 ```{glossary}
 Active Learning
   A method of learning in which students are actively involved in the learning process {cite:p}`bonwell_active_1991`.

teach_online/intro.md

@@ -10,6 +10,7 @@ kernelspec:
   name: python3
 ---
 
+(welcome)=
 # Welcome!
 
 ```{note}