This article is about the tools and methods that can be used to author content that has equations.
There is no single “best” tool to author content with equations because there are many criteria to consider, and each content author may prioritize these criteria in a different way. The following is a list of criteria as a starting point:
There several aspects of availability.
The first one is whether the tool is available for a specific operating system (so it can be used on a specific computer system).o
The second one is whether the tool is being maintained, and whether it will continue to be available in the future.
How much does the tool cost? Is it free? If not, is it a one-time fee? Or, is it subscription based?
Enter math equation involves the use of a language, even in the case of a visual equation editor. How complex is this language? How long does it take to get familiarized? Is there a healthy user community to get peer support?
A related question is how effective is the language. Generally speaking, there is a trade off between ease-of-use versus efficiency. Ease-of-use is important when equations are sparse and occasional. Efficiency is important for content with a lot of equations.
What is the output format(s) supported by the tool? Are these formats generally readable by students?
Once the content is authored, how is it distributed to students? Is the content in a file format to be downloaded? Is it available online “live”? How do students know a document is updated?
A word processor is an install application program. As a result, an installed word processor, such as Microsoft Word and LibreOffice Writer, ca utilize the graphical user interface (GUI) of an operating system to the fullest, having access to the full array of user interface features.
However, an installed word processor is also operating system dependent, especially proprietary ones like Microsoft Word. Regardless of whether a word processor is proprietary or open source, it also needs to be installed. Transitioning from one computer to another can present some overhead and issues.
Microsoft Office 365 and Google Drive/Doc are prime examples of cloud-based word processors. Generally speaking, a cloud-based word processor does not have the full array of user interface features as an installed one, but still sufficient to offer a convenient and easy to use user interface.
Unlike an installed word process, a cloud-based word processor can be accessed by any modern browser. This makes transitioning between computers very easy.
A typesetting tool, such as \(\LaTeX\), is a command line program that takes a text file input to generate typeset output (ready for actual book publication).
The input text file of a typesetting tool is plain text, this means any text editor can be used to create and edit content.
However, a typesetting tool like \(\LaTeX\) uses a fairly complex language to specify content. \(\LaTeX\), as a language, has been used for decades, and it has a rather large user base. Peer support is abundant, and the language itself is well documented.
\(\LaTeX\) has superior support for equations. However, as a language, it is rather complex to specify simple text content. Creating a bullet list, for example, requires quite a bit of language overhead.
Markdown, as a play of the term “mark-up”, is a simple language that handles most text formatting with easy and intuitive formatting. However, it also accepts a subset of \(\LaTeX\) to render equations. Markdown, like \(\LaTeX\), is a plain-text language. Content can be created and edited using any text editor.
Most Learning Management Systems (LMSs), such as Moodle and Canvas, has its internal tool to create content. These tools are generally called HTML editors.
In some way,an HTML editor is similar to a cloud-based word processor. However, there are some important differences. A cloud-based word processor saves the content continuously. An HTML editor may save the content continously, but that depends on the LMS and the chosen HTML editor.
The most important factor to consider is that content created by LMS tools may not be compatible across different LMSs. Furthermore, once access to the LMS is lost, the content may not be easily edited even if a back up of the LMS course is available.
How is the content shared with students?
In certain programs, such as apprenticeships, content is required to be printed and provided to apprentices free-of-charge.
A content creator needs to think about whether the created content needs to be printed. While almost any content can be printed, the printed quality of content can vary depending on the tools used to render printed copies.
This is a general method to distribute electronic content, and it has off-line flexibility. Once a file is downloaded, a student does not require continued Internet access.
Dependeing on the file format, this method may require a student to have specialized applications installed (such as a word processor or a specific kind of reader). While formats like PDF and DOCX are supported by most desktop computers, they may not be as supported by mobile devices like phones and tablets.
This method maintains content as HTML documents that can be accessed by a web browser.
This method is highly accessible as long as there is reliable Internet connection. But what is Internet connection is no available?
Downloading an HTML file by itself does not necessarily make the content readable. This is because an HTML file can refer to resources like Javascript and CSS (cascading style sheet) files that are also online.
A browser can “print” an HTML document to a PDF for offline access to the content. This feature is available for desktop web browsers, but not so much for mobile browsers. Furthermore, depending on the formatting of the HTML content, the content may not render correctly when “printed” to a PDF document.
How big is one “quantum” of content? This depends on many factors (as usual!).