Build and publish course sequences

Access: classrooms management permission, or application administrator. Open Moderation > Classrooms, save the classroom in Sequence mode, then open its Sequence tab. Classroom viewing permission permits read-only settings, previews, revision history, and results/downloads, not authoring or publication.

Author a course

1. In Sequence, select an activity type and source, then choose Add (plus icon). Available types are cases, published survey/test templates, saved learning classes, and group seminars. A text/image-only seminar needs no source case.
2. Give activities useful public titles and reorder them.
3. Configure timers for cases, surveys, and tests where needed; configure case feedback separately. Seminars have their own soft teaching timer.
4. Save draft to preserve authoring without affecting learners.
5. Preview the course and Publish new revision.

A publication needs at least one activity and supports up to 200. Reusing the same template in two positions creates distinct occurrences, not a retake of one occurrence.

The Sequence, Assessment templates, Event catalog, Revisions, and Results tabs serve different purposes. Assessment templates can preview questionnaires; creating/editing them additionally requires the independent questionnaires management permission. Learning-class templates use classrooms management permission.

Check Revisions after publication. The screenshot uses synthetic seminar steps, not real course data.

When converting a classroom, the editor can prefill an absent draft from existing case assignments. Prefill is not publication and does not credit earlier case completions.

Plan a teacher-led session

A typical sequence is preparation learning class > individual case > group seminar > test > feedback survey. Add the activities in that order and give repeated activities distinct public titles.

• Anything before the seminar is a prerequisite, not optional reading. Learners cannot jump past an unfinished step just because staff opened the seminar.
• A seminar is a shared run led in Supervision > classroom > Group seminar, not an individual case or an automatic slide show.
• Staff release information and explicitly conclude the run. Conclusion completes joined learners' seminar attempts and makes the following activity available.
• Each following seminar needs its own run; each following test/survey/class still needs the learner's final submission.

Use seminar preparation and staff handoff and give teachers the live run guide. Rehearse the full path using synthetic accounts before teaching.

Versions and learners

Publication snapshots cases and assessment revisions. Later edits to source content or draft ordering do not alter that snapshot. Publishing an assessment template alone does not update a course; publish a new sequence revision too.

Viewing the overview does not enroll a learner. The first actual activity start pins their account to the current published revision. Existing learners remain on that revision; new starters receive the newer publication.

Progress unlocks in order:

• Cases require explicit case completion.
• Surveys/tests and learning classes require final submission.
• Seminars complete when staff conclude the shared run the learner joined. Merely waiting does not record participation.

There is no pass-score threshold for sequence progression. A low test score does not prevent the next activity.

After case completion, Continue learning sequence leads toward the next unfinished activity in the learner's pinned revision. Timed new activities ask for confirmation before their timer starts. Resuming uses the existing attempt, not a fresh timer. Concluded seminars expose Seminar archive and Continue learning sequence.

Activity timers and case feedback

Case, survey, and test occurrences can override the inherited time limit (1-1440 minutes), action (visual, warning, or lock), calculation mode, idle timeout (1-3600 seconds), and warning text. Leave fields at Inherit to use the source snapshot's settings. Calculation can use idle-adjusted active time, active-open time, or time since start; these are not interchangeable.

For surveys/tests, Lock automatically submits the available answers at timeout, including an incomplete response; it is not merely a disabled submit button. Visual/warning limits do not force submission. Check this behavior with synthetic learners before teaching. Unlike these activity limits, a seminar's soft limit never locks or completes participation; see staff timer controls.

Disable case evaluation hides stars/text feedback for that occurrence only. It does not remove the clinical evaluation vignette, handover, or completion. Existing feedback remains stored.

Reset and correction limits

Learners do not have self-service repinning or retakes. An administrator can Reset my progress for their own started sequence, moving their own visible progress to the latest revision while retaining history. It cannot reset other students and is blocked during an open seminar.

For a typo in a published questionnaire, review the special wording replacement rules rather than trying to rewrite history.

Questionnaires also have an overwrite-unused-version workflow. These explicit questionnaire operations can update referencing snapshots; ordinary source edits, draft saves, or a new template publication cannot.