4.3.4 - Adding Zoom Resources

1. Turn editing on in the meta unit on ARK, click on Add an activity or resource.

2. From the Activities tab select the Zoom (UD) button (or Zoom (YTU) as applicable).

3. Name the activity (e.g. Weekly session).
   The rest of the settings can be left as they are, scroll to the bottom and click ‘Save and return to unit’
4. Open the activity and click Schedule a New Meeting.

5. Schedule the Meeting with a time, duration and start date. You can set up one meeting for the entire semester by selecting Recurring meeting.

Tip

There is no need to create multiple meetings if your class meets on different times or skips some weeks. Once you have scheduled the recurrence, you can delete the instances that you don’t need.

In the screenshot above, the class is scheduled for 14 recurrences. That way, once we’ve Saved our new meeting we can delete the two mid-semester break weeks:

6. If you’re co-teaching or someone else may need to step in for you, add them as an alternative host. (Alternative hosts must be on the same Zoom account as you - either UD or YTU).

7. Save to apply your settings.

8. You can return to your unit by clicking on the unit name in the ‘breadcrumbs’ that appear at the top of the page.

4.4 - Setting Up Child Units

4.4.1 - Setting Up the Gradebook

The Gradebook in ARK provides a clear summary of student progress through a unit. The Gradebook can include both activities graded on ARK (such as Turnitin submissions or quizzes) and tasks graded offline (such as exams or oral presentations). Once set up, the Gradebook will show students a summary of their grades for each task and the weighted total contribution to their overall mark for the unit (pre-moderation). For teaching staff, the Gradebook provides a convenient way to track student progress across tasks and a simple way to provide student results to the Academic Dean and Registrar for moderation and finalisation in Paradigm.

The Gradebook is incredibly powerful and can get very complicated. To simplify things, this document will step through setting up the Gradebook in increasing complexity:

1. Setting Gradebook visibility and Accessing the Gradebook
2. Navigating the Gradebook interface
3. Assigning weights to tasks graded on ARK
4. Configuring Grade settings in ARK activities
5. Adding grade items for tasks graded offline
6. Using Gradebook categories for tasks with multiple graded components

Setting Gradebook visibility and Accessing the Gradebook

A lecturer can choose to show or hide the Gradebook from students in the Appearance section of Unit Settings (see Changing Unit Settings):

The Gradebook will still show and function as usual for the Editing Teacher and Teacher even if students cannot see it.

The Gradebook is accessed via Grades in the Unit Navigation menu:

Navigating the Gradebook interface

The Grader report

The default view in the Gradebook is the Grader report:

1. Navigation dropdown menu

The Gradebook provides a number of views and settings. To access different pages, use the navigation dropdown menu in the top left (marked (1) on the screenshot above).

2. Grader report table

The Grader report table displays a row for each student in the unit and by default a column for each grade item along with any grade categories and totals.

The table is wider than the window. To view all items, you will need to scroll right.

Icons to the right of the student names provide shortcuts to view a user report ( table icon) or grade items for the student ( pencil icon).

3. Expand and collapse categories

The table can be displayed in three views:

• full view
• aggregates only (shows only the weighted totals for each student)
• grades only (shows only the totals for each grade item)

Select the icon to the right of the unit or category name (here the dark red minus icon; marked (3) on the screenshot above) to change views:

Assigning weights to tasks graded on ARK

If all of the assessment tasks for a unit are ARK activities that receive grades in the child unit, the Gradebook is already partially set up. Activities such as Turnitin or Quiz will report the grade to the Gradebook. However, you will need to weight those grades appropriately to align with the Unit Record.

To demonstrate, we will assume the unit in Sample 3 from the Unit Policy §Schedule F . There are three tasks, to be submitted via Turnitin, summarised in the table:

By default, each item in the Gradebook is weighted equally with each grade item contributing an equal amount to the final grade. See the example User Report below:

To reflect our unit’s assessment configuration, we need the calculated weights to match the weights in the Unit Record. We can set this up by going to Gradebook Setup.

Setting weights in Gradebook Setup

Click the navigation dropdown menu in the top left corner of the Gradebook and select Gradebook Setup:

When we open Gradebook Setup, all tasks have a default weight of 1.0:

We can set the Gradebook to our desired outcome by changing the weights to match the values in our Unit Record.

Confirming configuration in the User Report

Confirm the weight is set correctly by viewing the User Report from the navigation dropdown menu. If the calculated weights equal your Unit Record, then you have set the weights correctly:

If the calculated weights aren’t what you expect or the totals aren’t as expected, confirm the following:

1. Check the weights have been entered correctly in Gradebook Setup
2. Check that the aggregation is showing as Weighted mean of grades. Include empty grades. As per the image below. If they aren’t, see Using Gradebook categories:

Configuring Grade settings in ARK activities

Most activities in ARK will contribute to the Gradebook. Depending on your needs, you can change how the grade works. On the settings page for the activity (such as Turnitin or Quiz), you will find a section labelled Grade:

From here, you can change the Grade, Grade Category and Grade to pass.

To set an item to not send a grade to the Gradebook, set the Grade Type to None.

Grade

The Grade Type can be:

• None. The activity is not graded and any completion or points will not be sent to the Gradebook for the unit.
• Point. The activity is given a point based result. If this is chosen, you can set a Maximum grade:
  • Maximum grade. By default the maximum grade is 100. In most cases, you will leave this as 100 and use the weights in the Gradebook to adjust relative contributions to the unit grade total. This is usually easier than trying to assign marks on a scale such as 0-35.
• Scale. The item is graded by selecting from a scale such as Fail, Pass, Non-Graded Pass or Not yet competent, Competent. Additional scales can be created in the Gradebook settings.

Grade category

You can group grades using categories. You can assign a grade to a category using this setting if the category is set up in the Gradebook. This will be covered in Using Gradebook categories for tasks with multiple graded components.

Grade to pass

This setting determines the minimum grade required to pass. The value is used in activity and unit completion, and in the gradebook, where pass grades are highlighted in green and fail grades in red.

Adding grade items for tasks graded offline

The ARK Gradebook allows you to record grades for tasks that are graded away from ARK such as an exam, practical assessment or in-class quiz. This can also be used to add grade items for activities completed in the meta unit, such as forums.

To add a grade item, go to Gradebook Setup and select Add Grade Item:

You will be asked to enter a name for the item and settings similar to the activity grade settings above:

To add a Grade to Pass or a date the grade is Hidden until, click the Show more… link.

You can set the weight at this point or when you return to the Gradebook Setup. Your additional grade item will show like below. To change settings, click the edit dropdown to the right of the item.

Entering grades for offline grade items

To enter grades for offline grade items, select Single View from the navigation dropdown menu and select View By Grade Items:

Select the grade item you wish to enter from the Select a grade item dropdown:

Toggle the edit mode icon in the top right to enter editing mode. You will now be able to enter grades for each student. Be sure to click Save to ensure entries are stored.

Using Gradebook categories for tasks with multiple graded components

Grade categories allow you to group assessments together to calculate a subtotal and make special calculations (such as excluding the lowest grade). In this example, we’re going to assume a language unit with three tasks: a weekly take home quiz, a weekly in-class test and a final exam:

In the above example, we have two tasks that each consist of 5 sub-tasks. To record this in the gradebook, we will add the written exam as a grade item and place the sub-tasks inside two categories for the weekly tasks. We will begin by adding the end of semester exam as a grade item:

To add a category, click the Add category button:

Give the category a name. Leave the Aggregation as Weighted mean of grades. In most cases you will not exclude empty grades:

Once we’ve added the categories, we can assign the weights from the Gradebook setup page:

We can now add grade items for each of our weekly tasks. You can assign a task to a category and a weight as you create the grade item:

If you are creating multiple grade items, you can speed the process up by duplicating a grade item from the edit menu on the Gradebook setup page:

In our example, the resulting Gradebook setup looks like this:

In the above example, the 5 quizzes contribute equally to their parent category. The parent category then contributes the aggregate of those quizzes to the total grade.

Exclude bottom grade items

You can set the gradebook up to exclude the lowest grade item. This is useful to allow students to have a grace task in a series of tasks.

In our example, we can see the student has performed particularly poorly in Week 4:

To exclude the bottom grade item, from Gradebook setup, edit the category. Click the Show more… link and set Drop the lowest to the number of lowest grade items you’d like to exclude:

Now if we view the User report for the above student’s results, the students aggregated total excludes the poor showing in Week 4:

Introduction to the Gradebook

• Each course in Moodle has its own gradebook accessed from Unit navigation > Grades.
• Students can see this too but see only their own grades.
• Teachers see a list of course participants with their grades for each activity. (Note that students can see all their grades for all courses from the link in the user menu top right.)
• You can manually enter and edit grades here and put graded activities into categories with category totals.
• You can create your own custom scales instead of the default points.
• You can also import and export grades.

Note: The gradebook shows only student grades by default. If teachers do the graded activities, their grades are not normally shown.

Using the Gradebook at the University of Divinity

4.5 - Reporting and Analytics

Analytics (Insights)

ARK has a default analytics report, called Students At Risk

4.5.1 - Students At Risk (Analytics)

The Students At Risk report is a default analytics (Insights) model.

It is a computer model that analyses student behaviour in the unit in order to identify students at risk of not completing the unit.

In addition to how recently the student accessed the unit, the model uses indicators such as, accessing resources, participating in forums and working through lessons to score student engagement with the materials. Students who appear to be engaging significantly less may then be flagged as falling behind. This report can assist staff in quickly identify students who might not be keeping up with their peers.

Notifications

The analysis is run frequently and is set up to examine data across a two week window in making determinations. It will notify those with a teaching role in the unit if there are any students that the model deems to be at risk.

Choosing when you are notified

You can choose whether you receive an notification from ARK if the insight identifies students.

Go to the User menu (in the top right) > Preferences > Notification preferences.

Locate the line Insights generated by prediction models.

Select your notification preferences.

The Insight

Accessing the insight from a within a unit

You can view Insights when you wish by navigating to the tabs menu (under the Unit title) > Reports > Insights

Accessing the insight from a notification email

The notification email informs the recipient that one or more students in the unit are considered at risk and links to the ‘insight’ for further information and actioning.

Viewing the report

The link from either place noted above lists the students considered at risk.

In the Actions column, there are two links to further information that the model has regarding the student. The first (magnifying glass) is to a prediction, the second (the chart) to analysis of individual data points used.

The prediction outlines the period over which the evaluation took place and when it estimated that the student would have engaged by. If it is now pas this time, the student is flagged as at risk.

The analysis lists items from the unit that contribute to the prediction and shows the student’s engagement, or not, with each. Below we can see items that have been viewed multiple times, some that have not been viewed, a quiz results and the dates on which these took place.

Responding to an insight

At the top of the listing are four buttons.

The listing enables bulk actions by selecting the checkboxes in the left-hand column.

The Send message button enables you to immediately communicate with all of the students that have been selected.

The Accept button is to acknowledge the generation of the report for the selected student(s) and to remove the prediction from view.

There are some instances where a student is not expected to regularly engage with the unit. For example, orientation or college specific units are there to support students if needed and so may be sporadically engaged with. In these scenarios, click Not applicable to acknowledge the insight (as it is accurate), and remove the prediction about the student(s). This will provide feedback to the model for later instances of report generation.

If you have looked into a particular student’s activities and it appears that they have engaged the unit sufficiently, you can click Incorrectly flagged so that the model is updated for better predictive results.

5 - Forms

5.1 - Forms overview

1. Form selection

Select the relevant form from the list, or by inputting a search term in the search bar. Note that your interface may differ slightly to that pictured, subject to different permissions or site developments.

2. Fill out the form.

Whenever you move past a field or click a button, those fields that are mandatory will be checked and a message displayed if they are empty.

At any time you may save the form for later completion with the “Save for later” button. Saving the form will preserve your content for later editing. You will be prompted to load this saved copy whenever you next open the same form.

Clicking “Close” will prompt you to save a draft (the default). Unticking the box will enable you to close the form and discard any information entered.

If you need to show the filled out form to another person, you can print the form (to paper or PDF)

The ‘My CV’ link in the menu will provide a CV-like view of your information which is available to be viewed alongside your submission and printed.

3. Submission

Select “Submit” to submit your form. This will save the form and automatically forward your form for review, if applicable. An email will notify the applicant that their form has been received for consideration.

5.2 - Workflow and review process

1. Submission notification

Once a form has been submitted, an email notification will be issued to the person who is first in the workflow process that is associated with the form. That email will include a link to review the form (the first link highlighted in the image below). This is link is associated with the person and role of the recipient and should not be forwarded to anyone else. A read-only share link is also included in the email, and in the review process. This share link can be copied and circulated to others, where appropriate, for consideration.

2. Submission review

After clicking on the ‘Click here to review the form’ link you will see displayed a four part form.

• The first section shows an overview of the form submitted.
• You can proceed through the review process steps with the “next step” button. You may return to previous steps by selecting “previous step”. You may print the whole form at any time by selecting the “print form” button.
• The second section shows the information submitted in the form
• The third section shows the workflow history of this form. It includes each step that the form has been through.

3. Your decision

The last step is for you to select your decision, and provide any internal notes.

• Select the “Approve” button to approve the application. This will then require you to register the date that the decision was made by the relevant committee.
• The “Query” button will return the application to the submitter for further development. This action will then require you to provide feedback which will be sent to the applicant.
• The “Deny” button will deny the application.

Once you have selected your decision and filled out the necessary information, use the “Confirm Approved”/“Confirm Queried”/“Confirm Denied” button to complete your review.

If approved, the review process (step 4 to 6) will repeat until the final reviewer completes their review.

The applicant will not receive an automatic notification of the result of their application and must be contacted manually.

Staff forms are submitted directly by the applicant. Authority forms are submitted on behalf of an applicant by an authorised submitter.

5.3 - Discipline Accreditation Workflow

1. Form is submitted
2. Reviewed by University
3. Approved by DAP
4. Letter of accreditation sent
5. Accreditation entered into University Gazette

flowchart

    submit[Form is submitted]
    review[Reviewed by University]
    approve[Approved by DAP]
    letter[Letter of accreditation sent]
    gazette[Accreditation entered into University Gazette]

    submit --> review
    review --> approve
    approve --> letter
    letter --> gazette

6 - UMS

6.1 - The UMS - an overview

6.2 - Help Videos

Unit approval

• How to create a new unit on the UMS (29:26)
• How to do a minor modification on the UMS (17:44)
• How to do a major modification on the UMS (23:45)
• How to create assessment variants on an existing Unit Record (7:58)

Unit delivery

• How to schedule a unit for delivery on the UMS (28:48)
• How to create a unit guide in the UMS
  • This video demonstrates how lecturers, AD Delegates and Academic Deans can create a Unit Guide in the UMS.
• How create a link to the Unit Guide in ARK (2:02)
  • This video demonstrates how to enter the link to the Unit Guide from the UMS in the ARK child unit.

6.3 - Creating a Unit

Drafting a unit

Click on Units in the menu system and select Create draft unit. You will be presented with a blank Unit Record form.

Fill out the form as needed, noting the following, and click Create unit to save it.

A title, discipline, level, college and academic are the minimum required fields.

If you do not fill out these fields you cannot proceed and you will be prompted.

You can enter up to 6 learning outcomes in this initial form (adding more or editing them later)

Most fields have an information that explains what the field is for.

A number of the fields are labelled with ‘Markdown’ which provides simple text formatting. Clicking ‘Markdown’ in the label or going Help -> Markdown will display further information.

Once the draft has been saved you can return to it as needed to continue to edit and prepare it.

Proposing a unit

Once the draft has been completed, it needs to be proposed in order for next steps in the approval process to be undertaken.

6.4 - Revising a Unit

Creating a draft revision of a unit

Locate the unit that you wish to be revised. Ensure that you are looking at the detailed view of the unit. If the unit is currently approved, you will be presented with three revision buttons: (1) Start major revision, (2) Start minor revision and (3) Start minor assessment revision. These correspond to sections 10.5, 10.1 and 10.2 of the Unit Policy respectively and progress along different workflow pathways.

Clicking on any of these will clone the unit, place it in a draft state (pink circle) and record the type of revision being undertaken - as noted in the unit status and button (green circles).

Editing a draft revision

You can then edit the unit by clicking on the Edit unit button, noting that the type of revision only allows certain fields of the unit record to be edited.

• Each type of revision requires a rationale and can have further notes added
• Minor revisions allow changes to Title, Awards, Unit Sequence, Content and Bibliography
• A Major revision allows editing of additional fields

You can compare this new version of the unit to the previous one by clicking Compare to previous. The earlier version is on the left, the current unit is on the right.

Proposing a draft revision

Once any editing has been completed, click on the Propose X revisions (Propose assessment revisions in the image below) to advance the unit to the next step of the workflow process.

• For Major revisions, this will be for CAC preparation, including external and library reviews
• For Minor revisions, this will be to the Academic Dean for approval
• For Assessment revisions, this will be to the Academic Dean for approval

6.5 - College preparation of a Unit

Once a draft unit (whether new or a revision) has been edited, it is then proposed. Proposed units are considered ‘in preparation’ and require further steps by the College prior to submission for approval.

Units in this state will appear on the Units Dashboard in the Units in preparation section.

Sending a unit for external review

Typically the first steps in the process is an External Review. In order to send this via the UMS to the appropriate person, you need to firstly assign the external reviewer.

1. Locate the unit that you wish to send for review

2. Click the Edit unit button

3. Scroll down to the Approvals section and select the person from the list

   Note that only those who are accredited as unit reviewers and for the discipline of the unit are listed.

   

4. Click on Update unit at the bottom of the page

5. You can now click on the Send to reviewer button

   

6. The unit will now appear under the Awaiting external review section

   

Once an external review is complete, the unit returns to ‘In preparation’ on the dashboard. Viewing the unit shows the reviewer and the review date under the Approvals section

Further, an additional button that presents the output of the external review.

Sending a unit for library impact review

There is truncated process for sending to library staff for preparation of the library impact statement.

1. Locate the unit that you wish to send for review

2. You can now click on Send to librarian

   

3. The unit will now appear under the Awaiting library review section

   

Once the library impact statement is complete, the unit returns to ‘In preparation’ on the dashboard. Further, viewing the unit shows the librarian and the librarian impact review date under the Approvals section.

Completing unit preparation and CAC endorsement

The next step is a review by the College Academic Committee. The unit is considered prepared after having the above checks completed, and once done a new button appears - Unit prepared, for CAC.

Clicking this button progresses the unit to the next state and allows for the CAC Review.

6.6 - External Review of a Unit

The College Academic Committee prepares the unit for approval. One of the key steps for new units and those undergoing a major revision is the External Review. The CAC allocates an external reviewer and sends its to them.

Units in this state will appear on the Units Dashboard in the Units in preparation section.

Performing an External Review

You are able to see a listing of all units in which you have been allocated as a reviewer by selecting My External Reviews from the menu.

Clicking on the title of the unit will show its detail along with a button that begins the external process form. From here you can also click on Compare to previous to see the differences between the two versions.

Click Do External Review of unit to display the external review form. This form aligns with the Unit Policy. Clicking on Print view will open the Unit information in a new window.

Once the review process has been done and the information entered into the form, click Save review. You are returned to the unit. You can click on Do External Review of unit to edit or add to the review.

Once a review form has been saved an additional button presented. Click on External review complete in order to finish the review step and return the unit to the College Academic Committee.

• The unit will no longer appear under My External Reviews.

• The unit returns to ‘In preparation’ on the dashboard.

• Viewing the unit displays an additional button to Show external review.

  

• The Approvals section of the Unit will display the reviewer and date

  

Preparing a library impact statement

Another key step is the check that the library resources are sufficient. This is performed by the library staff of the unit’s college.

You are able to see a listing of all units waiting for a library impact statement by selecting Library Reviews from the menu.

Click on the title of the unit to show its detail and then click Edit unit. Scrolling down, there is Library section.

If the current library resources required to support the unit are already sufficient, the checkbox can be ticked. If additional action is to be taken, that can be noted. Otherwise, enter the details of the actions that the library intends to take. Click Update unit to save the impact statement information.

Once this information has been saved, a new button appears. Clicking Impact statement prepared indicates that the impact statement is complete and the unit is ready for the step of preparation.

• The unit will no longer appear under Library Reviews.

• The unit returns to ‘In preparation’ on the dashboard.

• The Approvals section of the Unit will display the librarian and date

  

6.7 - College endorsement of a Unit

Once a unit (whether new or a revision) has been prepared by having reviews done, it is then ready for review by the College Academic Committee (section 8 of the Unit Policy).

Units in this state will appear on the Units Dashboard in the Units in preparation section.

Preparing the CAC review

After drafting, the external review and the library impact statement are prepared the unit requires that the College Academic Committee review the unit.

1. Locate the unit that you wish to perform the CAC Review on, click on it to show the detail

2. Note that:

   1. You can see the completed external review by clicking on Show external review button
   2. You can compare to the previous version of the unit by clicking the Compare to previous button

3. Click the Do CAC Review of unit button and the CAC Review form is presented

4. Click on Save review at the bottom of the page and you will return to the unit.

5. You now have some options as to what is next

   

   1. Click on Do CAC Review of unit to continue to edit the review

   2. Staff can view the CAC review by clicking on Show CAC review

      

6. Click on CAC endorses unit when the process is complete

The unit will now appear under the Awaiting Academic Dean’s approval section

6.8 - Linking to the Unit Guide from ARK

There are a couple of steps required to link ARK to the Unit Guide for a delivery. Due to the configuration, it is the same information that is entered in each.

1. In the child unit in ARK, Turn editing on
2. Click on Add an activity or resource in the first section
3. Click on URL for the resource to add
4. Enter the name for the link (e.g. Unit Guide)
5. Place ‘https://units.divinity.edu.au/unit-guide' in the External URL field
6. Type ‘sn’ into the first variable field
7. Choose Unit Short Name from the drop down
8. Click on the Save and return to unit button

6.9 - Markdown

Markdown is “a lightweight markup language with plain-text-formatting syntax”.

Basic Syntax

Input

This is *something with italics or emphasis* in it.

This has **something bold or strong** in it.

Paragraphs begin after a blank line.

This is a list

* Apple (you need the blank line ahead of it)
* Orange
* Pear

And another:

1. Genesis
2. Exodus
3. Leviticus
1. Numbers (note you don't need to correctly number all)
5. Deuteronomy

Output

This is something with italics or emphasis in it.

This has something bold or strong in it.

Paragraphs begin after a blank line.

This is a list

• Apple (you need the blank line ahead of it)
• Orange
• Pear

And another:

1. Genesis
2. Exodus
3. Leviticus
4. Numbers (note you don’t need to correctly number all)
5. Deuteronomy

Links Syntax

You can display a full URL <https://www.ccel.org>

You can display [text to click](https://www.ccel.org) with a URL.

You can display a full URL https://www.ccel.org

You can display text to click with a URL.

Heading Syntax

## Section heading

### Subsection heading

#### Sub-sub section heading

Section heading

Subsection heading

Sub-sub section heading

7 - Repository

7.1 - New Publications

Process and Submission

To begin adding a new publication to Research Repository on Divinity Portal, go to the My Research Application. Then select the New Publication button at the top right.

The New Publication form has seven pages which are outlined below. Details about the requirements for each field are outlined in this document. To view a summary of required and optional fields for each publication type, see the New Publications Field Requirements table.

flowchart LR
    style id1 fill:#ffffff,stroke:#413e39,stroke-width:2px
    style id1b fill:#ffebec,stroke:#413e39,stroke-width:2px
    style id2 fill:#f7f3ec,stroke:#413e39,stroke-width:2px
    style id3 fill:#ece5d5,stroke:#413e39,stroke-width:2px
    style id3b fill:#b79754,stroke:#413e39,stroke-width:2px
    style id4 fill:#740005,stroke:#413e39,stroke-width:2px,color:#ffffff;
    style id5 fill:#a00021,stroke:#413e39,stroke-width:2px,color:#ffffff;

    id1>Item Details]
    id1b>Authorship]
    id2>Publication]
    id3>Classification]
    id3b>ANZSRC]
    id4>Upload]
    id5>Submit]
    
    id1 --- id1b --- id2 --- id3 --- id3b --- id4 --- id5

Item Details

Title

The Title of your published item. This is the title of your work, e.g. a book chapter, not the title of the book or journal in which it appears. Use headline-style capitalisation (CMOS 8.159).

Alternative Title

Used for translated titles or for specific formatting of a title (e.g. ASCII-only title).

Abstract

Enter an abstract of a few hundred words or less. Journal abstracts: (CMOS 1.93) and book abstracts: (CMOS 2.25).

Publication Type

Choose from one of the following Publication Types:

• Article - An article published in a journal or other academic publication
• Book - A monograph by one or more authors (not in an edited collection)
• Book chapter - A chapter in a published book
• Edited Collection - A collection of items of which you are one of the editors
• Thesis - A doctorate or masters thesis
• Published Conference Paper - A conference paper disseminated publicly (not otherwise published as a book chapter or part of an edited collection)
• Conference Presentation - A conference presentation, where a paper has not been published
• Formal Public Lecture - A public lecture, where a paper has not been published

Article, Book and Book Chapter allow the following Sub-Types:

• Book Review
• Translation

The above are important Tertiary Education Quality and Standards Agency (TEQSA) metrics and should be selected where possible. However, the following additional Publication Types are also available:

• Artefact
• Audio
• Composition
• Data set
• Enduring Teaching Material
• Event or Exhibition
• Experiment
• Image
• Literary Work, Art Work, or Musical Composition
• Patent
• Performance
• Report
• Video
• Other

Please note: the required fields for your publication will change depending on which Publication Type you choose.

Sub Type

Article, Book and Book Chapter allow the following Sub-Types:

• Book Review
• Translation

Thesis Type

Select from one of the following Thesis Types:

• Bachelor of Theology (Honours)
• Master of Arts (major thesis)
• Master of Arts (minor thesis)
• Master of Philosophy (major thesis)
• Master of Philosophy (minor thesis)
• Master of Theology (major thesis)
• Master of Theology (minor thesis)
• Master of Ministry
• Doctor of Philosophy
• Doctor of Theology
• Doctor of Ministry Studies
• Other

Issued Date

The date of publication. Dates of publication in the following calendar year may be entered (e.g. if the current year is 2024 you can enter 2025).

Authorship

Association

The College or School that supported the publication, in most cases this will be the entity where you have an appointment (e.g. St Barnabas College or School of Professional Practice).

Authors, Editors & Contributors

Type

Select UD Staff or External. At least one of Authors, Editors or Contributors must be UD Staff.

Author, Editor or Contributor

UD Staff are selected from a drop down list. This list displays all staff members who are current publishers to the Repository. If your name is not on the list, or you want to select a person that is not on the list, please contact Research Strategy.

Enter the name of external authors, editors or contributors as per bibliography convention (CMOS 14.21) That is, inverted name order (last name first). Start with a capital letter unless the first word would normally be lowercased. (e.g. ‘Smith, John G.’ or ‘de Ville, Jean’)

Add any additional entries by clicking the plus icon beside Authors, Editors or Contributors.

Remove entries by clicking the X icon at the right of the field.

Editor

UD Staff or External editors can be entered in the same manner as for authors. Note that some Publication Types, such as Edited Collection, do not allow an author field, but require one or more editors.

Contributor

Some publications may have contributors that are neither authors nor editors. You may enter them here.

Sponsors

If your publication was sponsored by one or more people or organisations, you may enter the name of your sponsors here. The sponsor can be entered as free text.

Publication

Publication Status

Select from one of the following Publication States:

• Published
• Unpublished: included with permission of the University of Divinity Dean of Research Strategy (DRS)
• Unpublished: included with permission of a Registered Training Institution (RTI) Research Coordinator
• Unpublished: included with permission of the relevant Chair of Examiners
• Unpublished: included with permission of the Director of a Research Institute

Copyright Status

To ensure the University complies with its copyright obligations, select from one of the following:

• Author owns all copyright; Unrestricted access
• Author owns all copyright; Restricted access
• Author owner of copyright; Unrestricted access granted to include external contributions under copyright
• Author owner of copyright; Permission not granted to include external contributions under copyright
• Publisher owns copyright; Permission granted for unrestricted access
• Publisher owns copyright; Permission granted for access within institution
• Publisher owns copyright; Permission not granted for unrestricted access

Journal/Publisher

Enter the name of the journal or publisher. The dropdown list will show all journals or publishers that contain the terms you have typed. You can search by any part of the name.

For Non-Traditional Research Outputs (NTRO), the publisher is free-form text.

Missing Journal/Publisher

If the journal or publisher is not listed and you have tried searching by different parts of the name, click the “My Journal/Publisher is not listed” link and enter the expected name of the publisher and the website of the publisher.

Once you have requested a new journal or publisher, you will be allowed to continue editing your item and save it to the Repository with the journal or publisher you have requested. Your request will be reviewed, and once approved, it will be available for selection for future items.

Place of Publication

Enter the place of publication that appears on the title or copyright page. Where multiple locations are listed, enter the first location. (CMOS 14.129).

Volume / Series Number

Enter the Volume or Series number in arabic numerals (e.g. 1, 2, 3,…).

Issue

Enter the Issue number in arabic numerals (e.g. 1, 2, 3,…).

Page Range

Enter the page range using arabic numerals separated by an en dash (-). Abbreviate, or condense, inclusive numbers following the Chicago style (CMOS 9.61). For example, enter ‘11-22’. Do not include ‘p.’ or ‘pp.’

Peer Reviewed

Indicate if the work is Peer Reviewed from the dropdown list.

Citation

Enter the citation in bibliography entry form following the University of Divinity Style Guide. Citations will appear on your University of Divinity Staff Profile.

Classification

Keywords

Enter keywords separated by a comma (,). Choose keywords that represent the content of your manuscript and are specific to your discipline or sub-discipline.

For example: “Paul, New Testament, Grace”.

Do not use a space, dash, newline, or any delimiter other than a comma to separate your keywords.

Discipline

Add the research/teaching disciplines relevant to the item. Assign multiple disciplines by clicking the plus icon beside Disciplines.

Select from the following disciplines:

• A - Humanities
• A - Languages
• A - Philosophy
• A - World Religions
• B - Biblical Studies
• B - New Testament
• B - Old Testament
• C - Church History
• C - Systematic Theology
• C - Practical Theology
• D - Canon Law
• D - Ecumenical Studies
• D - Education Studies
• D - Ethics / Moral Theology
• D - Liturgy
• D - Missiology
• D - Pastoral Studies
• D - Religious Education
• D - Spirituality and Spiritual Direction
• D - Ministry Studies

Remove an invalid entry by selecting the X icon.

Identifiers

Record relevant identifiers. Available identifiers are ISSN, ISBN, ISMN, URI, DOI and OTHER. Select the Identifier Type from the dropdown list and enter the value in the Identifier Value field. To record additional identifier entries, click the plus icon beside Identifiers.

ISSN

An International Standard Serial Number (ISSN) must be an eight-digit code, divided by a hyphen into two four digit numbers (e.g. 1234-5678).

ISBN

An International Standard Book Number (ISBN) must be 10 or 13 digits.

ISMN

An International Standard Music Number (ISMN) must be 13 alphanumeric characters.

URI

Enter the full URI (such as a URL) for the publisher’s entry of this item.

Please note that items will automatically be assigned a handle, which is prefixed with ‘https://hdl.handle.net’. This is a permanent link to your item. You are not able to edit the handle once it is assigned.

DOI

Enter the DOI in prefix/suffix format, where prefix takes the form 10.NNNN (e.g. 10.1000/182). Do not append the URL (e.g. https://doi.org/10.1000/182).

ANZSRC (Australian and New Zealand Standard Research Classification)

Type of Activity¹

Select the Type of Activity (ToA) that applies to this item. By default Pure Basic Research will be selected.

The other categories should only be used for research that specifies its application to an identified practical/applied problem.

Pure Basic Research

ANZSRC definition: Pure basic research is basic research carried out for the advancement of knowledge, without seeking long-term economic or social benefits or making any effort to apply the results to practical problems or to transfer the results to sectors responsible for their application.

Pure basic research means that your publication is mainly or entirely theoretical, and engaged with existing scholarship. In advancing knowledge, it seeks to apply critical creativity, thinking and/or analysis to an existing theoretical question, problem or topic. It is not authored with the intention of informing practical discoveries or practical problems, and does not involve methodologies which include empirical evidence or data sets in support of its conclusions.

Strategic Basic Research

ANZSRC definition: Strategic basic research is experimental and theoretical work undertaken to acquire new knowledge directed into specified broad areas in the expectation of practical discoveries. It provides the broad base of knowledge necessary for the solution of recognised practical problems.

Strategic basic research means that your publication involves a methodology by which empirical evidence or data sets are utilised towards achieving new theoretical analyses or conclusions. It itself it does not resolve a practical problem, however it contributes to a broader established practical question or problem.

Applied Research

ANZSRC definition: Applied research is original investigation undertaken in order to acquire new knowledge. It is, however, directed primarily towards a specific, practical aim or objective.

Experimental Research

ANZSRC definition: Experimental development is systematic work, drawing on knowledge gained from research and practical experience and producing additional knowledge, which is directed to producing new products or processes or to improving existing products or processes.

Experimental research means that your publication addresses a practical question or problem and offers a reproducable methodology for a solution, and which bases its conclusions on prior theoretical and practical research. This kind of publication would be most relevant for the research and design sector, and for advances which have patentable outcomes such as the development of new medications or a new process for creating a room-temperature superconductor.

Field of Research

Our University’s submission to TEQSA is partly assessed on how our research supports our accreditation as a Higher Education Provider. Your classification of your own research contributes to this assessment.

Selecting codes and assigning attribution

In describing your research, select between 1 and 3 Field of Research (FoR) codes that apply to your item. You can assign these percentages to indicate the weighting they have within your work.

As a rule of thumb, University of Divinity publications will very likely be described by the 6-digit FoR codes within 5004-Religious Studies or 5005-Theology. By default, the first item will be pre-filled with 500501 - Theology at 100%.

If you are assigning more than one FoR code, the first code will default to an 80% weighting.

Your research will likely suit a single FoR code from these categories with a weighting comprising a large majority (~80% or more). You can then select other FoR codes (as needed) to describe your research as it incorporates those other areas so that the total will come to 100%.

The allocate button below the weightings will automatically assign weightings so that the first item receives a weighting of 80% and the remaining 20% is distributed evenly between the remaining categories.

The allocated percentages must total 100% to proceed.

Guidance on choosing FoR codes

You may find that your publication is clearly described by one or more Field of Research codes. Sometimes with specialised research, the broadness of the FoRs can mean make it more difficult to discern what is most appropriate. There are no strict guides to the definitions of Field of Research codes, however - so if you can imagine your research intersecting with a particular FoR, then that is fine to assign it accordingly: it is a case of finding the best fit rather than the perfect fit.

For 5004 and 5005 codes, see below:

• 5004 Religious studies
  • 500401 Christian studies
  • 500402 Comparative religious studies
  • 500403 Islamic studies
  • 500404 Jewish studies
  • 500405 Religion, society and culture
  • 500406 Studies in eastern religious traditions
  • 500407 Studies in religious traditions (excl. Eastern, Jewish, Christian and Islamic traditions)
  • 500499 Religious studies not elsewhere classified
• 5005 Theology
  • 500501 Theology
  • 500599 Theology not elsewhere classified

View the full list of FoR codes at the Australian Bureau of statistics.

Socio-economic Objective

Select between one and three Socio-Economic Objective (SEO) codes that apply to your item. University of Divinity research will often fall under 1305-Religion and its sub-codes, listed below:

• 1305 Religion
  • 130501 Religion and society
  • 130502 Religious philosophies and belief systems
  • 130503 Religious rituals and traditions (excl. structures)
  • 130504 Religious structures
  • 130599 Religion not elsewhere classified

The drop-down list on the form allows you to type keywords or codes you’ve used for similar research in the past to bring up a shortlist of options for you. You can also view the full list of SEO codes at the Australian Bureau of statistics.

When selecting one or more SEO codes, please note that some of the descriptions may seem too broad or narrow to describe your research. As with FoR codes, aim to find the best fit rather than the perfect fit. Only choose as many SEO codes as you feel are necessary for your publication.

Files

Add File

Click the Add File button for each file you will upload, then click the paper clip icon to select the file from your computer.

You can set permissions for each file as follows:

• Public - Repository viewers can download the file
• Private - Repository viewers cannot download the file, but can contact you to request a copy (requests will be processed via the Research Office)
• Embargoed - file remains Private until specified date, then becomes Public

If Embargoed is selected, you can set the date when the embargo will be lifted.

If you wish to remove a file, click the X icon to remove. Files marked for deletion will be removed when the form is submitted.

Finish

Acknowledgments

You will be asked to acknowledge the following statements before submission:

• I declare that all information in this submission has been carefully checked and is accurate and free from errors.
• I declare that the accuracy of this submission reflects the standards of quality of the University of Divinity.
• I acknowledge that once submitted, this information will be immediately available on the public repository website.

Notes

7.2 - Import From Source

Research active academics can use the import tool to upload existing publication information from DOI or BibTex sources to the Research Repository using the My Research Application on Divinity Portal. For guidance on using Divinity Portal, see the Divinity Portal Getting Started Guide.

What you will need

The Import process accepts the following sources:

• a DOI
• a BibTex file
• a copy/paste BibTex entry

There is additional information collected by the University which is not imported that you will need to complete.

Additional information you may require includes:

• Publication Status
• Copyright Status
• Citation
• Classification Details and ANZSRC data
• Relevant Files

Importing sources

To begin importing from an external source, select the Import button in the My Research Application located at the top right.

Import from DOI

To import form a DOI, select Import an item using a DOI from the Select Source dropdown.

Paste the DOI in prefix/suffix format, where the prefix takes the form 10.NNNN (e.g. 10.1000/182).

Select the Lookup button to trigger the import.

Paste a BibTex entry

To copy and paste a BibTex entry, select Paste a BibTex entry from the Select Source dropdown.

Paste the BibTex entry into the Paste BibTex text area.

Select the Lookup button to trigger the import.

Upload a BibTex file

To upload a BibTex file, select Upload a BibTex file from the Select Source dropdown. To upload a BibTex file, select Upload a BibTex file from the Select Source dropdown.

Click the paper clip icon to select the file from your computer.

Select the Lookup button to trigger the import.

7.3 - Field Requirements

The new publications form will automatically update the required and optional fields based on the selected publication type. The form will guide you in that process. The table below is designed to assist you in preparing information.

Key

• Required field
• Optional field
• Field does not exist

8 - Vox

Vox reaches an audience of staff, students and alumni, as well as a broader public audience. All content shared on Vox should be appropriate for a public audience.

• News - share important announcements and reports on recent happenings within or about the University community.
• Events - advertise upcoming gatherings which are open to the public (unless otherwise specified).
• Opinion - articles written by academics and members of our wider community to engage in matters of social policy and other topical subjects. Views, thoughts and opinions expressed in these articles belong solely to the author and do not necessarily represent the official position of the University or any of its member Colleges or Schools.
• Jobs - employment opportunities from across the University, and affiliated partner organisations and churches.
• Study with us – for Colleges and Schools to advertise a selection of upcoming units or programs that may have broad public appeal.

Social media

Most content published on Vox is shared to the University’s Social media accounts (Facebook and Twitter). If you do not wish for this to occur, please contact vox@divinity.edu.au as soon as possible after submitting your content.

Vox weekly news

Vox weekly news is emailed to subscribers on a Friday afternoon (3pm Melbourne time). It includes all news/job/opinion/study articles published since the previous week, and the next 10 upcoming events (in date order).

8.1 - How to Submit

How to submit an article

Go to: https://vox.divinity.edu.au/contribute/

Complete the form, providing as much information as possible.

Once submitted, the Vox editor will review and publish your content. This usually occurs within 2-3 working days, but during busy periods may take slightly longer.

How to submit an event

Go to: https://vox.divinity.edu.au/events-calendar/submit/add

Complete the form, providing as much information as possible.

Once submitted, the Vox editor will review and publish your event. This usually occurs within 2-3 working days, but during busy periods may take slightly longer.

9 - Websites

9.1 - Introduction

Publishing Content for the Web

The web relies on content being organised in a semantic structure that a machine can read. You’ll know this language as HTML (Hyper-Text Markup Language). Maintaining the standards of this markup helps machines—search engines, social media, apps and bots, and other websites—access and distribute content reliably. It also helps the different parts of a webpage, and its internal relations and functions, be interpreted and rendered properly—in a way that humans can usefully experience.

When we develop and organise information on the web, we need to keep this markup in mind. It also means that the information produced for this medium will be vastly different than if it were intended for another. The guidelines and documentation in this section, identify some of the simple (and best practice) ways you can make your communications shine in this medium. They will help you use the WordPress Content Management System (CMS), take advantage of integrated content drawn from other University systems, and draw on available analytics. Going forward, when new features are introduced, they will be introduced with relevant documentation.

Accessibility

Accessibility is a practice and guiding principle for developing a web that includes everyone, but especially people with disability. It ensures that the barriers to online participation are either removed entirely, or minimised. It doesn’t only benefit people with disabilities. It helps anyone facing obstacles, whether situational—like having broken glasses, or a mouse with a dead battery—or more systemic obstacles—like having limited bandwidth and speed. Accessibility is important, both as a business advantage and a legal obligation, but it’s also something we pursue in recognition of the diversity and dignity of the people we want to communicate with online.

The Four Principles of Accessibility

The Four Principles of Accessibility help define what is necessary for someone with a disability to access and use the web. While they typically reference user-interface components, such that we might use within Blocks, the principles can apply to *any *information on the web, including how we construct our page, or write text. The four principles of accessibility require that content is:

1. Perceivable: Information and user interface components must be presented to users in ways they can perceive.
2. Operable: User Interface components and navigation must be operable for users in ways they can perform.
3. Understandable: Information and the operation of the User Interface must be understandable.
4. Robust: Content must be robust, such that it can be reliably and consistently interpreted by a wide variety of technologies.

If any of these are not true for our sites, people with disabilities will not be able to use our sites. You can review the Accessibility Principles and encounter the people who rely on its implementation to better understand—and champion—accessibility.

Web Content Accessibility Guidelines

A working group of the World Wide Consortium provides guidelines to help implement the Four Principles of Accessibility, and make the web an accessible space—specifically for people with disability. These guidelines are called Web Content Accessibility Guidelines (WCAG), and they can be observed in three standards of compliance. Some can be met simply by keeping a few things in mind when creating content, most are automatic and already integrated within WordPress or can be programmed by developers, and some require considerable technical resourcing. Web Content Accessibility Guidelines are not necessary reading for Content Managers, but familiarity is essential for developers.

We aspire for compliance to the very achievable AA standard (of the most recent, stable version available: Version 2.1, at the time of writing) and still have considerable work left to do.

9.2 - Link: Connecting Content

Links let visitors (human and non-human) navigate across the web, and understand how content relates to other content. With linking best practices, you can give visitors the signs and confidence they need to navigate to important and helpful information.

Relevance is Key

Every link must have an obvious and valuable reason to exist. Links must meaningfully connect the link’s location with its target, and accurately communicate something of that relationship clearly and understandably within the link-text.

Quality linking is better than quantity. Too many links will overwhelm visitors with competing options and directives, and can signal to search engines that a site is “link spamming” to manipulate their metrics—rather than optimise its content. The relevance of a link is a key metric for determining rankings on search engines. So its best to avoid re-linking to the same target, or similar targets, even when there are opportunities to do so in the copy. Link the first time only, or wherever it seems most clear and useful on the page. This also ensures that links on each page remain unique, and avoids the appearance of “keyword stuffing”.

Link Parts

Links in the WordPress editor include three parts. The link-text, the link-target (what the link is linking to), and other link-attributes, typically the “Open in new tab” option.

Link-Text

The link-text helps define what the visitor can expect at the link-target. When nesting a link within copy, the link-text should include those relevant words in the surrounding text that helps make the target-link clear. Ideally, a link could be removed from everything in its immediate context, with the link-target still making perfect sense to the visitor—just from the link-text alone.

Link-text should succinctly describe the content you are recommending at the target-link. If that content is the whole page, your link-text may be as short and generic as a single keyword. It could be longer. But it should only be as long as needed to define and communicate the link-target clearly.

Open in New Tab

The “Open in new tab” option is best used sparingly. It is generally not considered accessible, and normally has security implications. New tabs can disrupt expected browser functions, and disorient visitors as to their location on the web. Use the “Open in new tab” option if your source page features long video content or audio files, or if the target-link features a form.

Linking to Sections of Content

Linking directly to a particular section helps visitors find information quickly.

Using Existing Links to Sections

Pages often include links to different sections in a page contents table, or with its headings. If this is the case, you can get that URL simply by visiting the link, and copying it from your browser. Use this URL as your target-link.

Creating Links to Sections

If there isn’t an existing link available, you will have to inspect the HTML. The specifics may differ according to your browser of choice, but the process will be like this:

• Identify the element you want to link to. A Heading is an appropriate and typical element to link directly to.
• Right-click on the element, and select “Inspect element”, “Inspect” or “Developer Tools > Inspect”. 
• A Browser Panel will open with the HTML as one of its sub-panels, and your selected element will be highlighted. In most browsers, you can hover over this element in the sub-panel, to also highlight it in the rendered version. This way you can confirm what element was selected. If the element is incorrect, you can try again, or select another element in the sub-panel. If the selected element is too specific, you can find the correct element by tracing its parent elements upwards. If the selected element is too vague, you can do the inverse to find its child elements. You may need to expand or contract individual elements with the available right/down carets. 

• Once you identify the correct element, identify and copy its ID attribute. Heading elements will typically have IDs. If your element does not have an ID attribute, you will have to locate a relevant element that does.
• Copy the page URL from your browser, add a hashtag, followed by the element ID attribute.  Use this URL as your target-link. Check the caption of the example above, for an example target-link.

Linking to External Sources

Linking to an external source connects our site in a reciprocal relationship, for better and worse. It helps establish our reputation as being trustworthy when we link to a trustworthy source, and it reinforces its trustworthy reputation. If the site is not trustworthy, it’s simpler to omit the link where you can, or find a better source. We can’t control the content or condition of external sites, and don’t want to risk our reputation on unnecessary links, nor inadvertently direct our visitors to sites that may be (or may become) harmful.

External links will be automatically appended with an icon to signify that they link to content outside of the site. Currently these are not visible to those using screen-readers.

Passive Linking

Passive links are links included in content without any further suggestion that visitors should use them. They don’t require any prefacing or commentary. When nested in text copy, they just exist on top of the text. If the link-target were to be removed, the copy would otherwise remain the same and its absence wouldn’t disrupt the reader. Passive links offer more (often clarifying) information if the visitor opts for a little detour. Use them when you think there is content elsewhere that helpfully expands on the information, or is communicated at a more authoritative or canonical source—almost like a reference.

Menu Links

When adding a link to navigation menus, where space is variously limited, include the shortest viable description or keyword of the link-target. Guidelines for adding and editing menu items will be covered more extensively elsewhere in the documentation (yet to be completed).

Passive Linking within the Text too Subtle? Try Blocks

If a passive link nested in your text doesn’t adequately represent the value of the link, and nor does it warrant a more directive link, you should use a feature-box or info-notice block instead. These blocks will be covered more extensively within the block documentation (yet to be completed).

Passive Linking not Relevant to the Copy Alone? Try Hotlinks

If a passive link doesn’t belong within your text because it reflects a relationship of the *whole *page to something else, you should add your link as a Hotlink. Hotlinks are displayed in footers and sidebars to represent broader, more thematic connections to other content. Hotlinks will be covered more extensively elsewhere in the documentation (yet to be completed).

Directive Linking

When actively directing a visitor, purposely empower and encourage them to use a link in the surrounding copy. You can empower your visitor to take action by leading with “you can”, but exclude these addresses from the link-text. Including a concrete and compelling impetus for the visitor, also helps visitors better understand why they should action a directive. These are generally excluded from the link-text, unless they’re essentially descriptive of the target-link.

Communicate confidently by omitting hedging or weasel-words that soften or qualify the ask (like “please” or “consider”). All directive links are confident because your content is carefully considered, trustworthy, and always beneficial to its visitors.

Accessible, Dynamic Language

Employ dynamic, active verbs, and include them within your link-text. Choose verbs that avoid specific mechanics. “See document” or “click here”, for example, refer to actions that might not be performable by people with visual or motor impairments. Emphasise more accessible verbs instead: a mental process or an experience behind the performed activity. Not only is this way of writing more engaging, and empowering generally, it adds meaning to the widest possible audience.

There may be instances where plainer verbs like “read” are preferable, but consider less common, creative alternatives too. Examples of some dynamic, active verbs you could use, include: Access, Browse, Check, Confirm, Consider, Consult, Discover, Encounter, Engage with, Experience, Explore, Find, Inspect, Investigate, Learn, Make sense of, Search, Seek.

“See document” and “click here” are generic links that offer little meaningful reference to the link-target, and relies on a context that might not be being experienced by every visitor. For someone using a screen-reader, on a feed of truncated posts where context has been removed, for example, these links may have no personal or practical meaning whatsoever.

Examples of accessible link-text that employ dynamic, active verbs and include more engaging descriptions of the target-link, include: “you can make sense of accessibility”, and “you can understand your responsibility to people with broken glasses”.

Directive Linking within the Text too Subtle? Try Blocks

Most of the time, if you are directing a visitor to take action—like enrolling on an enrolment page—nesting links in your text may misrepresent its importance. In this case, you should use a button, a document or a call-to-action block instead. The same guidelines here will generally apply to creating links with Blocks, even if they might require terser link-text. Blocks include some additional built-in provisions that mitigate some of the problems with short and less-descriptive link-text. These blocks will be covered more extensively within the block documentation (yet to be completed).

Canonical URL Linking 

Using unoriginal or duplicate content without attributing the original source is the SEO equivalent of plagiarism and will harm our rankings. So to properly recognise the author/creator and/or the origin of the original content, and to make it clearer for people using search engines, include an attribution to that content by assigning a special [canonical URL in page meta-data(/staff-docs/web-content/pages-meta-data-and-seo-settings/). A canonical URL does not suffice for permission—if you want to post content made by another author, you still need to ask.

9.3 - Images and Media Items: Meta-data and SEO Settings

Every media item has settings that you can use to optimise the page for accessibility, search engine results, and indexing on your website. Meta-data for media items can be assigned for each item through the Media Library (via the WordPress Dashboard sidebar).

Image Meta-data

Title

Titles are an advisory attribute, appropriate for a tooltip. Titles are populated automatically from the file name when uploading media items, but are best replaced with a caption in the caption field. If left blank, WordPress will attempt to construct one from other meta-data. This is preferred if you add a caption, and include an author/creator.

❗ Alternative Text (Alt-Text)

Alternative text, or alt-text, is an important tool to make our website accessible and non-discriminatory. Alt-text provides visitors unable to view images to have an experience that is analogous to those who can. This could include people who are unable or unwilling to download images, those who have a visual impairment, and bots that are scraping or indexing our content. It is also displayed if the image fails to load. 

Alt-text should be assigned in almost all cases where the image is not strictly decorative. If in doubt, add alt-text.

Alt-Text should be helpfully descriptive, yet concise. 125 characters or less is ideal. Include the item’s subjects or features, activities and setting; use adjectives to include interesting and relevant details.

Description

Descriptions are used on media attachment pages, and may also be displayed in image search engine results. Our websites do not use media attachment pages generally so descriptions have limited value presently. To add descriptions to media items, consult the suggestions for Meta Descriptions.

Caption

Captions provide additional information about the image and its subject, for people who can see the image and want to know more. Unlike the alt-text or description, the caption shouldn’t simply mirror what the image actually shows. When uploading paintings or other visual art, add its title in the caption field. 

Image Focus

In some applications, images are automatically cropped to respond to smaller device dimensions. To ensure an image’s subject is kept within an observable frame, select the focal point closest to the subject’s center—usually this is a person’s face/eyes. If there is no obvious subject matter, use the center focal point to crop equally from the image’s outermost edges. The center focal point is selected by default.

Video, Audio and Other File Meta-data

Most other media types will have the fields listed above, excepting the alt-text and image focus fields.

Copyright

All website content must strive to reflect the University’s commitment to academic integrity in its ethical, honest and responsible use and communication of information. An extensive array of licensing agreements exist to cover different types of image usage. If the content you are using is covered by a Creative Commons license make sure your use is covered by its license. A non-commercial Creative Commons license does not cover commercial uses, like marketing, even for non-commercial organisations.

Sourcing Images

• Unsplash is a collection of high-quality, free images with unrestricted use for University purposes, including marketing.
• Wikimedia Commons is a useful repository for images, especially art and historical artefacts. Images on Wikimedia Commons are not necessarily available for unrestricted use. You must confirm each image’s license before uploading it.

Citing Images

As a content manager, you’re responsible for ensuring that the University has the relevant license for the use of the images you upload. Do not use content, including images, without possessing the usage rights or permissions to do so. Citing the creator or copyright holder is not a substitute for usage rights or permission. Consult the canonical URL for re-publishing existing content under the Theme SEO Settings.

Copyright Meta-data

To properly cite an image, use the image meta-data fields below as needed.

Author/Creator

It is always nice and helpful to give attribution to an author/creator. So even if the license does not demand it, add the creator’s name. If there’s no known author, you can leave this field blank.

Publisher

The publisher is the organisation that originally hosted the image. If there is no known publisher, or it does not differ from the author, leave blank.

Source URL

Use a URL to direct a visitor to the source of the image from where it was downloaded, so that they can identify that image, its context and any additional information.

Copyright Year

The year that copyright was asserted. If the year is a date range, just include the latest year. If no copyright has been asserted, or it is not known, you can leave this field blank.

Year Created

The year that the object was created. If the year is a date range, include the date range. If no creation year is known, you can leave this field blank.

9.4 - Pages: Meta-data and SEO Settings

Every page has settings that you can use to optimise the page for accessibility, search engine results, and indexing on your website. These settings should be reviewed every time you update the page to make sure they remain properly configured. These optimisations are largely configured on a page-by-page basis. To optimise a page, visit the editor for that page in the WordPress dashboard.

Page Meta-Data

Excerpt

An excerpt is a summary of the page that is displayed in some blocks and some archives. Writing an excerpt is an opportunity to craft a useful summary of the page content. They should still be enticing, but it’s more important to cover as many of the main points as possible so that visitors feel informed about the content they are about to access.

A good excerpt is short, punchy and descriptive of the page. As with all writing for the internet: keep it concise and don’t bury your lede—say the most important and interesting information first. Less than 40 words is ideal and can be guaranteed to display properly. The excerpt maximum length is 55 words, so you can exceed forty words if necessary (but the full display of the excerpt cannot be guaranteed).

The excerpt field is accessed in the Settings panel to the right of the editor, under the page tab, within the Excerpt accordion.

If left empty the excerpt may be drawn automatically from the first few lines of the page.

Theme SEO Settings

All Theme SEO Settings fields are available in the Theme SEO Settings accordion in the bottom panel of the page editor.

Only the canonical URL is essential in some circumstances. All SEO (search engine optimisation) configurations should be sincere, specific and succinct.

Document title

A document title appears as the title of the page in search engine results, and in the tab in your browser. If left blank, the document title will automatically draw from your Page Title (at the top of the page). Add a document title only if your page title is too long (more than 65 characters long), not meaningful or appropriate for a search engine result, or in instances where the context of your page, among other pages, might be necessary to understand the page title.

Meta-Description

The meta-description is a short page description featured under its title in search engine results. They do not affect search engine rankings. But as they can entice people to visit, they can be a useful tool for marketing content. Meta-descriptions differ from excerpts in that they will not display within the website, and they are not summaries of content—they are inviting descriptions of the content. You may not need to cover all of the main points like a summary would, but it should be informative for potential visitors.

Meta-descriptions are best when brief, enticing and incorporate relevant, unique keywords. Less than 40 words is advised; less than 20 words preferable. Search engines do not guarantee the display of a particular length (Google will typically allocate about 20 words, but it varies widely). As with all writing for the internet: keep it concise and don’t bury your lede—say the most important and interesting information first.

Avoid double-quotation marks. These indicate truncated descriptions and will automatically remove any text that follows. If double-quotation marks are important to communicate meaning you can replace them with the HTML entity instead: "

Meta-descriptions are optional. If left blank, the meta description will automatically draw from the excerpt (if it exists) or the first few lines of the page.

Meta-Keywords

This field assigns meta-keywords to the page. Meta-keywords aren’t consistently used by search engines so are not of great value. That said, future website indexing on University sites may draw on these keywords to weigh internal search results and improve the filtering of our content. If you would like to add meta-keywords, make sure they are highly unique and relevant to the page, and accurately reflect the page’s content.

Canonical URL

A canonical URL tells search engines that the content on the page has been copied from another “canonical” page on the internet. Adding this URL lets the search engine know which is the original and that it should be preferenced in its rankings. You should add canonical URLs to your page whenever you are copying content from the Divinity.edu.au site.

A canonical URL does not suffice for permission—if you want to post content made by another author, you still need to ask.

9.5 - Documentation site

9.5.1 - Documentation Style Guide

This document provides a general overview of the style of the it.divinity.edu.au content and is in no ways exhaustive. If you are unsure and need further guidance, see the Google developer documentation style guide, the University of Divinity Style Guide or The Chicago Manual of Style Online (Library Hub login required).

Types of Documentation

University of Divinity documentation is categorised as either Training, Guides or Documentation. These are defined as:

Documentation

Documentation is specific to a particular application and task or concept such as resetting a password, adding a profile picture or how internet links should be used.

Documentation should be aim to be atomic (a singular part of a whole) with the intent that it would be referenced in response to a specific problem or inquiry. If an application sends someone to a support document, it should assist them with the task they were attempting in that application.

Documentation is by nature static, unidirectional in engagement and available at any time without a deadline or completion requirement. A user might access the same document multiple times to recall or diagnose different problems.

Guides

Guides can be thought of as sequenced documentation which connect a series of atomic tasks as part of a larger whole. For example, the ARK: Signalling with Text and Media Areas applies multimedia design theory to the technical processes of adding a series of different types of resources to a section on the Learning Management System. As such it is in multiple parts and regularly sends users to specific documentation on steps.

Guides are intended to help users navigate through a series of concepts or provided collated upskilling on a series of tasks. They might be produced as a result of in situ training such as a Teaching Conference presentation but they will not require completion or have an associated assessment.

Training

Training refers to skill or knowledge development that requires completion and includes assessment. Training might be used for orientation/induction to policies and expectations (e.g. Code of Conduct) or professional development to a specific role or function (e.g. course adviser).

Assessment might be automated (such as an ARK quiz) or be conducted separately by an examiner(s). The training might be entirely online or hybrid with an in-person or Zoom session.

Location of Documentation

Documentation and guides on University IT applications should be hosted on this site (it.divinity.edu.au). At this stage, this site is focussed on documentation in the domain of the University IT department.

Documentation taxonomy

This site has 5 top level documentation folder trees:

• Getting Started
• Cybersecurity
• Student Docs
• Staff Docs
• Projects

Getting Started is accessible from the home page while the other trees are accessible from the top navigation.

Staff Documentation Structure

Staff documentation is grouped by IT application, these are all listed on Getting Started - University Systems.

Outside of this structure is a Getting Started folder and a Guides folder.

Student Documentation Structure

As per Staff Documentation but mostly centred around ARK with a reference page to other University student guides on other websites.

Format of Documents

Page Info Scope notice

Documents should begin with a Page Information notice ( {{% pageinfo %}} ) that scopes the purpose and intended audience of the document. Provide direction to other pages if application might be confused or external references are needed. For example:

For assistance with inserting Page Info notices, see the Code Cheat Sheet

Heading and content structure

Write in a linear progression through a process. Follow the inverse pyramid structure of importance, placing important information at the top of the document and assuming readers will skim the document.

If users may understand the process and just need a quick primer on a key step, you can provide a summary or internal link. A key example of this is the prominent Reset your SSO Password button at the top of the Login Guide. During a stage of major process change, a prominent notice might be required. For example, after the December 2023 ARK upgrade, this notice was placed on the Login Guide:

The pages should follow a linear progression from <h1> (markdown: #) to <h6> (markdown: ######), beginning with <h2> (the page title is <h1>). This is explained in the Presenting Information document. If a section of a document might need direct referencing (either internally within the page or from another document), it should have its own heading. For example, the link to Presenting Information earlier in this paragraph, has a direct link to the heading Headings and paragraphs, achieved by appending #headings-and-paragraphs to the end of the link.

For information on formatting documents for this site, see the Markdown reference.

Process diagrams

For workflows or processes, a flowchart may help illustrate the sequence of events or decision making points. For example (from New Publications):

flowchart LR
    style id1 fill:#ffffff,stroke:#413e39,stroke-width:2px
    style id1b fill:#ffebec,stroke:#413e39,stroke-width:2px
    style id2 fill:#f7f3ec,stroke:#413e39,stroke-width:2px
    style id3 fill:#ece5d5,stroke:#413e39,stroke-width:2px
    style id3b fill:#b79754,stroke:#413e39,stroke-width:2px
    style id4 fill:#740005,stroke:#413e39,stroke-width:2px,color:#ffffff;
    style id5 fill:#a00021,stroke:#413e39,stroke-width:2px,color:#ffffff;

    id1>Item Details]
    id1b>Authorship]
    id2>Publication]
    id3>Classification]
    id3b>ANZSRC]
    id4>Upload]
    id5>Submit]
    
    id1 --- id1b --- id2 --- id3 --- id3b --- id4 --- id5

Diagrams should not be used as the only way to convey information and the information should be clearly indicated in other ways in the document.

See the Code Cheat Sheet for the code for an example Mermaid flowchart.

Working with Policy and Sources

Where a workflow or process is governed by policy, the policy should be clearly referenced and pointed to as the authoritative source. If policy is unclear, do not extend the policy in documentation.

As clearly as possible, refer users to the relevant policy or policy guidance on the University website. For example:

Note: This page documents how to use the extension request form. Students are advised to check their eligibility for an extension on the Grading and Assessment page and the Assessment Policy before completing the form.

If you are unclear about your eligibility for an extension, contact your lecturer or the Academic Dean at your college.

9.5.2 - Code Cheat Sheet

Alert shortcode

Alert shortcode is used for essential information or tips. Essential information should be in the primary colour and tips short be in the secondary colour.

Parameters

• title - free text title
• color - stylesheet defined colour name. primary is #b10024 and secondary is #a48545.
• alert text - free text placed inside the alert tags

{{% alert title="title goes here" color="colour goes here" %}}

Insert your alert text here

{{% /alert %}}

Example Shortcode

{{% alert title="Example alert shortcode" color="primary" %}}

This is an example alert shortcode. Colours defined in the site are ```"primary"``` (brand red #b10024) and ```"secondary"``` (brand gold #a48545).

{{% /alert %}}

Example Output

Imgproc shortcode

See Docsy Doc: imgproc shortcode

Add screenshots and other images using the imgproc shortcode. The shortcode will resize the image for you and place it inside a figure tag with a border to display neatly on the page.

The imgproc shortcode takes an image in the page bundle (basically the folder in which the document is located - see Docsy docs: Page bundles) and resizes it on page build based on the specified processing parameters. The Fit process is the only process in common use.

To add a screenshot using the imgproc shortcode:

1. Take a screenshot and place it in the same folder as the markdown page. The folder structure followed on this site is to create a folder with the name of the document and a single page index.md (see Hugo docs: Single page templates). This structure is followed for ease of site maintenance.
2. Name the screenshot a unique name. A semantic naming convention followed on most docs is: staff/student-docs + application + document name + interface element + action. A unique name is necessary to ensure that the shortcode processes the correct image.
3. Insert the imgproc shortcode, placing the filename in the first position.
4. Set the dimensions inside the third position.
5. As appropriate, add a caption between the open and close tags of the shortcode.

Parameters

• filename - unambiguous name of the image in the same page bundle as the document
• process - usually Fit. Could be Resize, Fill or Crop
• processing options - for fit width in pixels and height in pixels separated by “x” (e.g. 250x250)
• Image Caption - note: if annotating (see Annotate images), make sure this doesn’t move your annotations on different viewports

{{% imgproc “filename” Fit “processing options” %}}

image caption

{{% /imgproc %}}

Debug tip

Incorrect or ambiguous image names are a frequent cause of Hugo server errors. Following the staff/student-docs + application + document name + interface element naming convention strictly will help avoid these errors.

Example Shortcode

{{% imgproc "docs-site-code-cheat-sheet-example-imgproc" Fit "450x450" %}}

This is a sample code for an imgproc shortcode with caption. (Note that the pictured example shows syntax markup in VSCode).

{{% /imgproc %}}

Example Output

Page info shortcode

{{% pageinfo %}}

**Insert info text here**

{{% /pageinfo %}}

Example shortcode

{{% pageinfo %}}

This is a page info box.

{{% /pageinfo %}}

Example output

Youtube shortcode

{{< card header="$1" >}}

{{< youtube id="$2" title="$1" >}}

{{< /card >}}

Mermaid

The Mermaid diagramming and charting tool is installed on this site. For a guide to using Mermaid see the Mermaid Doc: Getting Started.

Mermaid flowchart

    ```mermaid
    flowchart LR
        style id1 fill:#ffffff,stroke:#413e39,stroke-width:2px
        style id1b fill:#ffebec,stroke:#413e39,stroke-width:2px
        style id2 fill:#f7f3ec,stroke:#413e39,stroke-width:2px
        style id3 fill:#ece5d5,stroke:#413e39,stroke-width:2px
        style id3b fill:#b79754,stroke:#413e39,stroke-width:2px
        style id4 fill:#740005,stroke:#413e39,stroke-width:2px,color:#ffffff;
        style id5 fill:#a00021,stroke:#413e39,stroke-width:2px,color:#ffffff;

        id1>$1]
        id2>$2]
        id3>$3]
        id4>$4]
        id5>$5]

        id1 --- id2 --- id3 --- id4 --- id5
    ```

HTML elements

Icon tables

Create table in excel with Y, o N. Upload CSV to Markdown Tables Generator. Find and replace with HTML below:

Field required

<i aria-hidden="true"  class="fa-regular fa-circle-check" title="Required field" style="color: #009400;"></i>  

Optional field

<i aria-hidden="true" class="fa-regular fa-circle" style="color: #898379;" title="Optional field"></i>

Field does not exist

<i aria-hidden="true" class="fa-regular fa-circle-xmark" style="color: #d10000" title="Field Does Not Exist"></i> 

Annotate images

Outer HTML

<div class="position-relative" style="max-width:1000px;">

</div>
<p>

Tippys

Change the following as required:

• href
• bg-primary or bg-secondary
• style left and top position
• data tippy content

<!-- Marker 1a: Section Description -->
<a href="#presentation-resources" class="screenshot-marker lh-1 fw-medium text-white position-absolute transform-center px-2 py-1 bg-primary rounded-circle" style="left: 26%; top: 1.5%" data-tippy-content="Section Description" aria-expanded="false">1</a>

10 - Office365

10.1 - UD webmail

Logging into your University email

In your web browser head to https://outlook.office.com/owa/

Username: your email (xxxx@divinity.edu.au) PW: [use the password provided]

On first login you will be prompted to add a secondary phone or email to be used in the event that you lose access to your account. Please follow the prompts to provide a phone number.

How to change your University account password

• Click the profile button (circle shape with your initials top right of menu)
• Open “View account”
• Locate the block that says “Password” and select “Change Password”
• Enter old password, create a new password and submit
• You may need to restart any Microsoft apps that use this account (Outlook, Teams, etc) and login again with the new password.

Creating an email signature

• Open Settings (the cog icon in the upper right)
• Type “Email signature” into the settings search bar (in the left-hand column) and open “Email Signature” option
• Click “+ New Signature”
• Give the signature a name (e.g. “default”)
• Select the template text presented below the line underneath these instructions and copy and paste it into the signature box.
• Edit your name and position title
• To edit the staff profile link, click the word staff and then click on the Link button (two interlocked circles) in the toolbar, replacing firstname.lastname
• Click the blue Save button
• Select the signature name (e.g. ‘default’) from the drop-down boxes to activate the signature to send for all new messages AND replies/forwards.
• Click Save and then send a test email to ensure formatting looks correct to the receiver.