Академический Документы
Профессиональный Документы
Культура Документы
) Web Content
Accessibility Guidelines (WCAG) version 2 level AA and Section 508.
In addition, Desire2Learn is Gold Level certified with the National
Federation of the Blind. (Go Back)
Innovations, Ratings
& Awards
Awards
D2L is also the only LMS vendor that has pledged to
review their accessibility program with the National
Federation of the Blind yearly as part of their Nonvisual
Access Certification and is the only LMS vendor to achieve
Gold level certification on multiple occasions (2010, 2011,
2013).
On July 8, 2013, as a demonstration of our commitment to
accessibility, D2L was awarded the Dr. Jacob Bolotin
Award for groundbreaking work in accessibility by the
National Federation of the Blind (NFB).
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Innovations
Uploaded videos convert to HTML 5 player and support
closed captioning
HTML editor creates semantic markup by default
Special Access - Prompts authors for alt text on adding images
Allows for individual time limits for assessments
WCAG AA checks for color contrast during content
creation and warns the user
Allows authors to add ACCMD to content
Equation editor produces accessible output by default
All authoring practices demonstrated in documentation are
accessible
Founders of Desire2Learn Accessibility Interest Group
http://collaborate.athenpro.org/group/d2l/
Additional information on Desire2Learn Accessibility Standards
Compliance can be found at:
http://www.desire2learn.com/products/accessibility/standards/
(Go Back)
Upgrades & Implementation of
New Features
Process
Desire2Learn is implementing Continuous Delivery which is a method
of delivering updated technology to our clients that enables rapid,
incremental delivery of high quality, valuable new functionality to
users. This frictionless model makes it possible to increase
collaboration with our clients and adapt software in line with user
feedback and needs for incremental and easily integrated changes.
With continuous Delivery, smaller updates of new features that do not
impact a key workflow or require retraining will be released as part of
the regular monthly update.
These features are loaded into the system automatically, however it is
at Cuyahogas discretion as to when these features are turned on.
When released, the features will be turned off by default in the update
allowing Cuyahoga to have the control to toggle on these features
within a 12 month period from release before they are turned on by
default. (Go Back)
Timeline
With continuous Delivery, smaller updates of new features that do not
impact a key workflow or require retraining will be released as part of
the regular monthly update. When released, the features will be
turned off by default in the update allowing Cuyahoga to have the
control to toggle on these features within a 12 month period from
release before they are turned on by default. (Go Back)
Testing Before
Release Procedure
Cuyahoga will have access to a test environment that will allow
them to test new features before rolling them out to their
production environment. (Go Back)
Training
Documentation
D2L documentation is provided online through the Desire2Learn
Resource Center website via the Community. Desire2Learn Resource
Center is the source for the most recent user documentation. Users
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can leverage the integrated search engine located in the main
navigation bar to immediately find relevant topics and resources.
Documentation is also offered in downloadable packages that are
targeted to three audiences: one for system administrators, one for
instructors and course designers, and one for learners. These packages
are downloaded from the Community. (Go Back)
Tutorials
Implementations of Desire2Learn include access to our self-
directed training videos, which is a library of student and
instructor-oriented videos detailing the use of each tool. In
addition, our Desire2Learn Community site includes help guides
and recipes for using the tools more effectively. (Go Back)
Feature Release Info.
Yes, feature releases include training resources to help your team
understand what is new in the system. In addition, your dedicated
account manager can help facilitate demonstrations and Q&A
sessions with your team to further understand the effects of the
release. (Go Back)
Face to Face Option
Our trainers can deliver hands-on workshops onsite at our clients'
locations and share best practices on teaching and learning.
Training typically takes place in a lab setting with each participant
working from their own training course. (Go Back)
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Product Improvement
Process
Desire2Learn is a client-centric company focused on
meeting client needs. Client input drives our development
roadmap. Clients can contribute ideas and input a variety of
ways:
Community Website | This open discussion forums is visited
daily by Desire2Learn employees and used to interact in real
time with clients and respond to their suggestions.
Product Idea Exchange | Within the Community, clients can
post a unique idea, vote on posted ideas, add their
comments, search ideas, view recent and popular
ideas/feature request, and subscribe to ideas to be altered to
any updates.
Focus Groups | Clients can join focus groups on specific topics
of interest to contribute ideas and innovate collaboratively.
User Conference | Desire2Learn hosts an annual user
conference where clients and Desire2Learn employees can
work collaboratively face-to-face.
Client Site Visits | Product Managers, Trainers, and anyone
who visit clients often get an opportunity to speak to
administrators, instructors and even students about how
they use the system and what they would like to see from it.
(Go Back)
Web Meeting/Conferencing
Webinar Online 3
rd
Party
Integration
Desire2Learn has deep integrations with Adobe Connect,
Blackboard Collaborate, Webex, and Microsoft Lync, and we can
also integrate with other LTI-based tools like Big Blue Button. In
addition, our Desire2Learn Capture (optional)offering supports
live and archived webcasts that integrated directly into the
environment as its native to our solution. (Go Back)
File sharing
Files can be shared using multiple different tools:
Group Locker shared storage areas for files
Wiggio our ad-hoc groups tool supports shared folders
and document creation/sharing
Desire2Learn ePortfolio our robust sharing platform
allows users to share files from both the web and mobile
devices. (Go Back)
Video Uploading
Video can be uploaded using the following tools:
Video Note this tool exists in almost all content entry
areas and supports the recording of video directly into the
content
Drag and Drop Video in Content our content building
tool allows for the drag-and-drop of video directly into a
lesson, and our system will provide an HTML-5 based
player to make it suitable for all devices. In addition, the
video player includes options for adding closed captions.
Desire2Learn Capture our lecture capture solution for
displaying live and archived video in courses. This
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solution also supports the uploading of pre-existing video
content. (Go Back)
Diverse Meeting
Roles
Yes, through our integration with third party tools like
Blackboard Collaborate, Webex, Adobe Connect, and Microsoft
Lync, different and hierarchical meeting roles can be controlled
within a web conference. (Go Back)
FERPA Safeguards
Verification Options
Desire2Learn understands the importance of regulatory compliance
with respect to the security and privacy of information. Our solutions
have been engineered to address privacy-based regulatory
requirements. Confidentiality elements are controlled by a Cuyahogas
system administrator. The system allows administrators to flexibly
define what information is public (e.g. directory information), what is
private (e.g. non-directory information) and to indicate whether a
specific role has the ability to see non-directory information.
(Go Back)
Internal
Desire2Learn complies with the prohibitions under FERPA: we do not
disclose any information to anyone except to those that our client-
schools authorize, and those people are internal only. We provide a
framework for our clients to determine what user information fields
may be considered appropriate for a directory, which is accomplished
through a User Information Privacy setting. In addition, there are
additional security permissions to control access to fields such as
email addresses and student IDs. Since our clients have taken
different approaches to FERPA, we attempt to make the system as
flexible as possible. It is ultimately up to the system administrator and
instructors to configure the system to best reflect their privacy (and
regulatory) requirements.
(Go Back)
External Building
Block
Our policy is that we do not give access to the data we handle by our
Desire2Learn Cloud offering other than to authorized personnel; we
do not give direct access, but instead our clients ask us to provide
them with specified information. (Go Back)
Metrics & Data
Course reporting
The User Progress tool provides progress reports to learners,
instructor, and auditors. The User Progress tool acts as an all-in-one
view of interactions users have with various tools and features within
an organizational unit (e.g. a course). Instructors can use the User
Progress tool to gain quick insight of usage patterns of one individual
learner and compare them to that of their peers. The User Progress
tool provides a snapshot view of all activity within Desire2Learn
Learning Environment such as:
Grades
Learning Objectives
Content
Discussions
Assignments
Quizzes
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Checklists
Surveys
Login History
In addition, our Intelligent Agents tool can be used to create
automatic emails that send out to teachers, counsellors, coaches, or
other interested individuals when certain criteria are/are not
achieved.
(Go Back)
Student Activity
Reporting Options
Using the User Progress tool described above, the faculty member can
also see detailed information at the individual student level. At the
student level, the reports show more specific information such as time
spent on activities, submission dates, and comparisons against the
group.
Also, as mentioned above, Intelligent Agents can be set to check for
incomplete/complete activities or for certain grade thresholds and
automatically email invested stakeholders. Furthermore, using
organizational rubrics, this could even be used to track activities that
are happening across the system as an early alert system. (Go Back)
System reporting
Options
Desire2Learn Analytics Essentials provides a useful interface through
which Cuyahoga can create reports detailing system activity.
Desire2Learn Analytics Essentials enables users to select a wide
variety of data to report on and to shape reports through the use of
filters and other parameters. Desire2Learn Analytics Essentials
provides three different categories of reports:
Class and User Progress Dashboard
Inline Tool Dashboards
Administrative Dashboards
The data available for Desire2Learn Learning Environment to report
on is contained in datasets. Once a dataset is chosen to report on, a
render type can be selected (render types define the format of a
report). Custom filters can also be added to reports to constrain the
information to only show specified and relevant results. The available
render types are as follows:
Area Graph Pie Graph
Bar Graph Table
Line Graph
In addition, our additional offering Desire2Learn Insights is essential
for administrators, steering committees, information technology
personnel, system auditors, financial analysts, and many other
stakeholders who want to make informed, organizational, and cross-
organizational decisions without purchasing expensive business
intelligence software or hiring a large team of business intelligence
and database analysts.
Desire2Learn Insights provides on-demand access to data related to
your Desire2Learn instance to help improve your organizations
understanding of how your eLearning solution is used. Desire2Learn
Insights is a flexible solution to create your own reports or create
export files without having to extract raw data or understand
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Structured Query Language (SQL). In some cases you may have some
additional user-based information that you want to incorporate into
the academic solution.
(Go Back)
Intervention
Reporting
Inside of Desire2Learn Learning Environment, our Intelligent
Agents tool can be used to trigger emails and flags based on
learning objective performance happening across the system.
Using this tool, Cuyahoga can build a framework to evaluate key
metrics and indicators and flag students for intervention as they
progress through multiple courses.
In addition, Desire2Learns Insights (optional) Student Success
System module provides a more in-depth platform for identifying
at-risk users. Desire2Learn Insights empowers institutions with
predictive analytic tools to improve student success, retention,
completion, and graduation rates. Student Success System uses
statistical analysis to generate predictive models that enable Cuyahoga
to identify at-risk students and intervene appropriately to improve
their rate of success and increase institutional effectiveness.
The predictive analysis is used by the Student Success System is
adaptable to the instructional approach of each course enabling the
monitoring of student engagement and achievement expectations per
course. Weekly predictions are based on five possible domains:
Course Access | The course access domain compiles Desire2Learn
Learning Environment logins as well as accesses of course-specific
homepages as a demonstration of a students engagement in a course.
Content Access | The content access domain describes engagement
by tracking access of content material for the course.
Social Learning | The social learning domain uses data captured
within Desire2Learn Learning Environment discussions to show the
level of student engagement. The sociogram visualization is critical in
identifying students that may be performing well in terms of their
grades, but may be disconnected from the class socially which could
present a risk for dropping out or transferring.
Grades | The grades domain describes student performance on
assessments. The grades predictive chart provides a compact
visualization of student performance across all course assessments
while also comparing student performance relative to classmates.
Preparedness (optional component) | This domain consists of a set
of data elements from a Student Information System (SIS), including
admission scores, overall institution performance and demographics
to provide a view on a students level of preparedness for the course.
(Go Back)
Implementation
Implementation Plan
Document
Please see the attached sample implementation plan included
with this document.
Any Other Advantages
Predictive Analytics
One of Desire2Learns biggest differentiators is our focus on deep
analytics, learning outcome assessment, as well as predictive
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modeling to provide valuable insights that will improve learner
success. These offerings include:
Insights and Learning Objective Reporting
Desire2Learn Insights allows you to see the results of learning by
reporting on the assessments and mastery of skills. Desire2Learn
Insights fills in the gaps as it measures how the student and instructor
used the learning suite to transform the educational components into
knowledge and the mastery of skills. The reports of Insights allow for
filtering at program, department, course, and student levels to help
Cuyahoga access to the effectiveness of your programs. In addition,
other reports help identify at-risk students, grade trends, quiz item
analysis, and much more.
Student Success System
The Student Success System the early intervention system in
Desire2Learn Insights that empowers institutions with predictive
analytic tools to improve student success, retention, completion, and
graduation rates. Student Success System uses statistical analysis to
generate predictive models that enable Cuyahoga to identify at-risk
students and intervene appropriately to improve their rate of success
and increase institutional effectiveness.
Degree Compass
Degree Compass is a personalized, web-based course
recommendation tool that uses predictive analytics to guide
learners course selection in a way that not only enhances the rate
of academic success but also drives on-time completion of their
degree or training.
Personalization and Adaptive Learning Paths
Also unique to Desire2Learn is our focus on creating a truly
personal experience for both students and faculty members.
Without courses, faculty members are able to create courses that
selectively release content based on the users past performances.
In addition, the courses themselves can be restructured to suit
each delivery model, including blended, purely online, or even a
gamified course.
Release Conditions
Instructors can create custom learning paths and provide a personal
learning experience by attaching release conditions to items within a
course. For example, learners can be prevented from accessing
specific items until they meet the associated condition such as a
required score on a quiz or viewing a certain amount of course
content. In this case, access to aspects of a course is fuelled by
successfully meeting an objective. Another example of customizing
learning paths with the Release Conditions tool is that a release
condition can be set up to trigger additional resources for learners
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who receive a low score on a quiz (i.e. under 50 per cent) and would
benefit from additional help.
Desire2Learn LEAP
In our commitment to provide instructors and learners with the tools
and technology that personalize the learning experience, D2L
acquired Knowillage Systems, Inc. in September 2013. Knowillage
Systems is the creator of the dynamic adaptive learning and semantic
engine technology called LeaP derived from the phrase Learning
Path.
LeaP strives to improve learner engagement and achievement by
using a language processing engine and an adaptive analytics
algorithm to systematically determine gaps in a learners skill set and
then provides the right tools, content, and techniques to address those
weaknesses right at the moment of learning. By combining a
learners scholastic profile with learning objectives, activities,
assessments, and information regarding their content mastery, LeaP
guides the learners on a personally, optimized learning path, in real-
time, according to their individual learning pace and style.
At the heart of LeaP is an adaptive engine that is designed to increase
efficiency in the content-mapping process. In the past, creating
personal learning pathways for each learner required a significant
amount of labor to create the personalized map, search for the right
content, and input learning activities and assessments to address each
individual learners areas for improvement.
Flexible Branding
Many aspects of our solution can be tailored by your administrators
and course designers to align with your organizations vision and
brand:
system variables
organizational units and
structures
roles and permissions
languages
colors
navigation bar layout
homepage layout
presentation and
navigation settings
interface development
(widgets)
features to
accommodate
accessibility
In addition, the Homepage tool enables complete customization for
home pages at the organization, course, and any level in between. For
instance, a department can have its own unique color and scheme,
look and feel, department news, and department events. Widgets can
be positioned and sized to fit individual homepages. Some of the
widgets available include: bookmarks, calendar/events, content
browser, Google search, my courses, my settings, news, picture
library, role switch, and updates.
The flexibility of these course pages allows Cuyahoga to be
creative with your course delivery. For example, a course shell
could simply start in the content tool to encourage user adoption,
course shells could have a dynamic landing page made from other
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web-based languages, or you could have a course land on a
virtually captured lecture accompanied by a twitter feed.
Pervasive Offline Capabilities
Lastly, Desire2Learns mobile apps have the advantage of being
offline enabled. Our apps are free to use and integrate directly
back into Desire2Learn Learning Environment, and all support
offline features.
Desire2Learn Binder (offline supported)
The Desire2Learn Binder platform has been designed to help
educators world-wide make the transition from print to digital by
simplifying the discovery and acquisition of publisher content through
eTextbook integration into the online learning experience.
Furthermore, the Desire2Learn Binder platform includes engaging,
intuitive cross-platform mobile, and desktop applications that allow
learners to consume purchased eTextbooks, course content
originating from Desire2Learn Learning Environment as well as other
personal learning objects all in a single location with the tools they
need to stay productive and organized.
Desire2Learn Assignment Grader (offline supported)
Desire2Learn Assignment Grader for iPad
is available from the
Apple
App Store for free. With it instructors can grade and leave
feedback wherever they go even offline. Desire2Learn Assignment
Grader enables offline, mobile access to assignments in the Dropbox
tool in Desire2Learn Learning Environment and the ability to grade
those assignments from a tablet device.
Desire2Learn ePortfolio App
Our immersive social sharing app also supports the offline
creation of learning artifacts, and once reconnected to wifi this
app will synchronize with the web-based server. With
Desire2Learn ePortfolio users can:
Take photos, record video, record audio and add them to your
portfolio. Add content (image, audio recording, reflection, or
link) to Desire2Learn ePortfolio directly from your device.
Create items and share, tag, or add them to collections in one
location
Share items with peers, mentors, and instructors.
In addition, Desire2Learn also supports a lifelong ePortfolio called
MyDesire2Learn for when the user leaves Cuyahoga Community
College. (Go Back)
Content Repositories:
Provide information regarding
those that are native or work
within your system
Desire2Learn Learning Repository is an integrated, powerful content
management tool. By incorporating industry standards and
specifications such as IEEE LOM, Dublin Core, GEM, and CanCore,
Desire2Learn Learning Repository enables the creation, importing,
storing, tagging, searching, reviewing and reusing of learning objects,
and the creation of Open Educational Resources. It also supports the
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creation, upload/download, and use of SCORM compliant IMS-
Content Packages making it easier for Cuyahoga to use and reuse
content.
Desire2Learn Learning Repository is directly integrated in both the
content and WYSIWYG get tools and allows for multiple repositories
of content to be aligned to departments, schools, courses, and subject
matter, and additionally provides robust publishing workflows and
metadata management.
Desire2Learn Learning Repository also supports the dynamic linking
of content, allowing for the centralization of learning objects that
update automatically throughout courses when changed once
centrally.
Learning Objects in Desire2Learn Learning Repository are all tracked
and versioned, so that the history and changes to learning objects can
be reviewed throughout their use.
Desire2Learn can also integrate third party repositories through
the LTI standard. (Go Back)
Competency Based Education
Competency Based
Education:
System to create and track
competency based
learning including any
capabilities relating to
customized creation of
learning tracks from
existing modules or
assetsa
Yes Desire2Learn has a robust competency tracking and reporting
system. These competencies can be tied into Release Conditions,
which can be used to trigger content release or notifications
based on the achievement/lack of achieve of competencies.
Competencies can be assigned in almost all activities within the
system, including quizzes, individual quiz questions, sections of
questions, assignments, grades, rubrics, individual rubric criteria
and more.
The Competencies tool tracks information about the knowledge,
skills, and abilities that the learners at Cuyahoga acquire as they
participate in courses or other learning experiences.
D2L enables support for creating multi-tiered competency structures;
the management of these structures can be distributed across
organizational units (e.g., a course, department, or entire institution)
and integrated to form one organizational competency structure. (Go
Back)
LMS Review:
Additional insight
needed.
LMS:
Moodlerooms
Instructions: URL:
We are interested in your
response in defining the following
capabilities of your hosted LMS
product and service.
Please check off if the feature is available and add a description of
the feature(if needed) in the spaces below:
Customized Administrative Role
Capabilities
Through Joules multi-level Roles feature, administrators and
instructors have the flexibility to easily manage user access,
permission, and security of content. With numerous roles and
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levels of permissions, administrators and instructors can fully
customize each users capabilities and interactions within the
course.
These standard roles can be customized and new roles can be
created by changing the more than 500 capabilities and
permissions that are available in Joule. Capabilities and
permissions each determine a users ability to view, access, use
and even edit specific activities and data. There are no limits on
the number of configurable roles that can be created.
Administrators can add, modify and delete users or their roles
using the administration block. When each user account is created,
a default role can be assigned. Administrators can also manually
assign appropriate roles and permissions to each user. Guest roles
can be used to provide a temporary workspace. A Capability report
can be run (located within Site Administration), which shows, for a
particular capability, what permission that capability has in the
definition of every role (or a selection of roles), and everywhere in
the site where that capability is overridden. (Go Back)
Banner Integration
Single Sign On Authentication &
Publisher Content
For single sign-on in a federated enterprise environment, Joule
supports CAS and Shibboleth. (Go Back)
Course Cartridges
LTI Compatible
Learning Apps
Social Learning
Groups
Joule supports groups within courses an extremely valuable
capability for collaboration between students. The Groups feature
allows an instructor to assign instructors and students to one or
more groups within a course. Instructors can then create separate
workspaces for groups of students in the course or in one or more
specific activities. Groups can be created at the course level and
activity level, as well as made invisible (so users can only see their
own groups) or visible (so users can work within their own groups
and, with read only access, view other groups as well). (Go Back)
Opt In
If CCC enables e-mail-based self-registration authentication, users
will see "Is this your first time here?" instructions and a "Create
new account" button on the front page. Users then simply fill out a
registration form that mirrors a user profile to create an account.
Upon completion, students then receive an e-mail at the address
they specified in their account profile to confirm their account.
(Go Back)
Link to Facebook,
Twitter, LinkedIn, etc.
Links to major social networking sites can be placed within the
course. (Go Back)
Discussion Feed
Forums:
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Joules Forum module provides collaborative discussion board
capabilities. Instructors can use these to engage students in
relevant discussions in order to share and apply what theyve
learned or ask questions about things they are unsure of.
Forums can be created at the site level, course level, and group
level. This means a forum can be assigned to a specific course or
group within the course. Forums exist in a hierarchy that makes it
easy to categorize and organize discussions. Forums are made up
of topics, which serve as separate sections for communication and
collaboration about particular topics of conversation. Within a
topic area, users can create discussions to which others can then
post replies. Forums also include predefined modes that allow
students to read the replies of other students only after they have
posted their own original thoughts.
Chat:
Chat sessions can be enabled to allow specific groups to easily
discuss a collaborative project, or they can be used as a virtual
office for communication between learners and instructors.
In addition to the Chat module, users can send instant messages
using the messaging feature. If the recipient is online at the time
the message is sent, they will receive the message instantly in a
pop up and be able to respond immediately for an instant
messaging-like environment. (Go Back)
Avatars, Bio, or
Customizable Profiles
All Joule users have an associated user profile (account). The user
profile page gathers together all the known information about a
particular user including detailed reports and logs regarding the
activity of that user. The user profile is also used to personalize the
user's view of the system, in terms of preferred language, theme,
timezone, email visibility and more.
Standard fields in a users profile include (among others) the
following:
Basic fields such as user name, password, last name, first
name, city/town, country, email address
Email display: This controls the visibility of the address to
others, allowing the user to show or hide his/her email in the
class.
Email activated: One can either enable or disable emails being
sent to the email address in their profile.
Timezone: This field is used to convert time-related messages
on the system (such as assignment deadlines) from the default
Joule timezone to the time in whichever zone the user has
selected.
Preferred language: A Joule site might have multiple
languages installed from language packs. This sets the user's
preferred language.
Preferred theme: If site configurations allows, users can set
their own preferred theme. User themes override site themes
unless the course theme setting is force"
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Description: In this field the user can enter some text about
him/herself, be it information about his/her studies, hobbies,
qualifications, etc. This text is visible to anyone that views the
users profile.
Picture (or Avatar)
Interests: Users can list interests, allowing them to connect
with others who list similar interests.
And more (e.g. Web page, ICQ number, Skype ID, AIM ID,
Yahoo ID, MSN ID, ID number, Institution, Department, Phone,
Mobile Phone
Additionally, Joule allows clients to create custom profile fields in
custom profile categories. (Go Back)
Internal/External Access
or Sharing
Joule is very efficient with uploaded files. Each one is stored in a
central space or within a users private files area, which can be
accessed in all courses across the site for easy reuse of content. If
a second user uploads the same file, Joule stores it once, but
references it twice. It is also smart enough to avoid conflicts
between users and versions. Through Joules Repository API,
instructors can also share and reuse content from various external
media repositories.
Furthermore, Moodle 2.0 brings with it the Community Hub, a
directory of courses for public use or for private communities. This
hub will allow instructors to publish, find and share content and
courses between other CCC instructors, Moodlerooms clients and
Moodle sites across the world. By expanding its reach and
possibilities in regards to gathering content, CCC will be better
equipped to ensure the highest quality of content is used within its
programs. (Go Back)
Video & Audio
Messaging
Moodlerooms offers a variety of options for video and audio
messaging including:
Kaltura
Within the Moodlerooms platform, Joule, users have the ability to
create video via webcam through a third-party integration with an
open- source company called 'Kaltura.' Joule supports this
webcam integration via the Kaltura Moodle plug-in. With the
Kaltura webcam feature in Joule, clients can easily, quickly, and
cost effectively enhance their courses with video and interactive
rich-media functionality that includes creating and managing audio
and video within the LMS in addition to searching, uploading,
importing, editing, annotating, remixing, sharing, and advertising
content. Additionally, with Joules flexible HTML editor, course
designers may upload audio or video files directly into their course
files area and embed them within content pages. Students and
teachers also have the ability to create a visual conversation within
grading tools and forums. Designers may also embed content from
social media sites like YouTube.com, Vimeo.com or
SlideShare.com to name a few. Please note that Joule does not
support the ability to edit video.
Blackboard Collaborate
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Blackboard Collaborate provides a synchronous online learning
and web collaboration tool that will support your entire instructional
cycle and support staff to interact and collaborate in real time at the
greatest savings and the greatest benefit to your organization.
Blackboard Collaborate web conferencing enables instructors and
students to interact and collaborate in real time by adding
synchronous content to asynchronous distance learning or
combining blended online/onsite learning activities.
Blackboard Collaborate enterprise instant messaging (Blackboard
IM for short) offers an academic-centric instant collaboration
solution designed to promote learning through group work and
academic and administrative help.(Go Back)
Badges, Student Incentives &
Retention
Mozilla Open Badges
Another way to handle rewards and recognition is to award
badges to the user as they complete tasks in their courses.
Badges are managed through an integration with the Open
Badges project and allow the learner to accumulate badges in
their profile as they work in the site.
Badges are a good way of celebrating achievement and showing
progress. Badges may be awarded based on a variety of chosen
criteria and are fully compatible with Mozilla Open Badges.
Badges created in Moodle may be displayed on a user's profile or
pushed to their Open Badges backpack and public badge
collections in their backpack will display in their Moodle profile.
(Go Back)
Credly
Badges awarded through Credly and added to a user's Open
Badges Backpack will be visible, as will Badges awarded in Joule
through Open Badges. (Go Back)
Other
The Certificate module creates PDF certificates/diplomas for
students of the course and is completely customizable.
Administrators and instructors can add borders, watermarks, seals
and even show grade information. The Certificate module enables
instructors to set conditions for issuing a certificate to a student.
For example, the instructor can determine whether to enable all
course participants to receive a certificate or achieved a score
above a specified grade threshold for a single activity,
combination of activities grades or the whole course. The format
of the certificate issued can be customized with custom images,
borders, watermarks, logos and signatures. The layout can
support grades, date of issue, code number for tracking, and other
details. (Go Back)
Mobile Abilities
Joule is a lightweight, Web-based application that can be accessed
on any mobile device with an Internet connection and cookie-
enabled Web browser. Moodlerooms has released a theme that
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optimizes sites and courses for mobile use. Virtually all actions can
be performed through a mobile device. (Go Back)
LMS App N/A
Faculty Grading App N/A
Student App N/A
ADA Compliance & Accessibility
Video Captioning Joule cannot add or auto-caption. However, if you caption a video
in a way that works, it will work. (Go Back)
Audio Transcription Please refer to the response above.
Compatibility
Joule supports the use of assistive technologies such as screen
readers, text magnifiers and speech-to-text solutions. (Go Back)
Innovations, Ratings &
Awards
As an internationally developed tool, Joule's Moodle core is
designed to meet a variety of world accessibility requirements,
including Section 508, Section 504 and W3C.
Moodlerooms is dedicated to providing standards-based solutions
to ensure accessibility and interoperability. Based on the open-
source LMS Moodle, Joule is content agnostic and allows
instructors to easily import content to their courses from external
sources, including standard test item formats and test generation
applications. Joule also supports the following standards:
SCORM 1.2/AICC
ADA/Section 508
W3C
WCAG 2 Level A
IMS Enterprise enrolment data plug-in 1.1
Also IMS Enterprise Web services, developed as an
application of Moodle's Web services API
IMS Content Packaging 1.1.4
IMS Common Cartridge
IMS QTI 2.0 - for exchanging questions and tests between
systems
IMS Learning Information Services (LIS) version 2.0
(Go Back)
Upgrades & Implementation of
New Features
Process
Joule version releases typically contain updates such as:
Bug fixes
Security patches
New feature enhancements
New reviewed third-party and community-contributed plug-
ins
Core Moodle updates generally contain:
New features
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Security fixes
Bug fixes
Patches are released on an as-needed basis and are applied to all
client sites as soon as possible (following testing by Moodlerooms).
(Go Back)
Timeline
Moodlerooms typically releases new versions of Joule twice a year
(Summer and Winter) and maintenance releases as needed.
Additionally, open-source Moodle, the core of Joule, releases new
point release versions of Moodle approximately every 2 months,
which are rolled into either new versions of Joule or maintenance
releases, depending on what is included in the Moodle release.
(Go Back)
Testing Before Release
Procedure
Moodlerooms Quality Assurance process involves the entire
software development process - monitoring and improving the
process, making sure that any agreed-upon standards and
procedures are followed, and ensuring that problems are found
and dealt with. It is oriented to 'prevention.'
Moodlerooms Quality Assurance team also performs testing,
which involves operation of a system or application under
controlled conditions and evaluating the results (e.g., 'if the user is
in interface A of the application while using hardware B, and
performs C, then D should happen'). The controlled conditions
should include both normal and abnormal conditions. Testing
should intentionally attempt to make things go wrong to determine
if things happen when they shouldn't or things don't happen when
they should. It is oriented to 'detection'.
The Quality Assurance process encompasses all of the SDLC.
From requirement gathering to implementation, there is always a
task to be performed throughout the SDLC.
Stage 1: Requirements Gathering - During requirements
gathering, our QA team brings all questions/scenarios/ possible
limitations/gaps to the attention of our development team, as it is
always easier and more cost effective to address issues at this
stage versus when in Development/QA/Implementation. While
gathering requirements, a Test Plan is created. This is a work in
progress until the scope has been fully defined and the client
has signed off on features. This is also an ideal time to begin
creating high-level scenarios and use cases.
Stage 2: Coding - During coding, our QA team will add additional
detail to all testing documentation. Developers and QA are in
communication regularly during this stage. The QA team will
also begin testing in the developer's environment before the first
promotion to the Experimental environment. Once again, from a
cost perspective, it's much easier and cost effective for a
developer to fix/address issues while actively coding the feature.
The first two stages allow for a lot of quality work to be
performed. The next few stages allow for a lot of testing work to
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be performed.
Stage 3: Testing - During testing, this is where all the preparation
and planning is executed. This stage allows for several (if
needed) rounds of development and testing. Testing will be
performed in both Experimental and Staging environments.
Stage 4: Implementation - During implementation, this is where
knowledge exchange is performed to ensure clients and
Moodlerooms training and support teams are fully up-to-speed
with the new functionality.
(Go Back)
Training
Documentation
Moodlerooms provides detailed FAQs, technical documentation,
user manuals and tutorials. All documentation and tutorials are
freely available online.
Joule also provides direct access to step-by-step tutorials and
embedded links to contextual, customizable help documentation.
This gives participants access to help directly within the platform
for immediate end-user support. Additionally, Moodle.org provides
very thorough technical and user documentation online called
Moodle Docs. Available technical documentation includes
developer documentation, self-help user documentation and
tutorials for administrators, developers, instructors and students.
Clients can also create non-credit courses or upload site-wide
available resources in order to provide tools that support and
encourage best practices and effective learning behaviors.
(Go Back)
Tutorials
Please refer to the response above.
Feature Release Info.
Face to Face Option
During our face-to-face workshops, the Moodlerooms team visits
your facility and delivers specialized training to your designated
staff. This hands-on training is designed to be flexible and
powerful. Face-to-face workshops enable administrators and
educators to work directly and in person with Moodlerooms
training team, with significant time dedicated to Q&A that allows
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your team to get all of their critical questions answered. Costs for
workshops include up to 10 participants. (Go Back)
Product Improvement
Process
A large portion of this process is involved with the Moodle
Community. An average of 9000 users participate each month in
the Using Moodle discussion forums at Moodle.org. These
educators and technologists are amongst a pool of 1.2 million
individuals who have registered and participated in the discussion
over the past ten years. Join the discussion and bring your new
ideas to the table.
Moodlerooms is a proud Moodle Partner and contributes our
development resources, as well as financial funding to the Moodle
project to keep Moodle free and open. Over the past six years,
Moodlerooms has contributed millions of dollars in royalties, as
well as numerous plugins that extended Moodle capabilities to
handle integrations with Google and Microsoft, critical IMS
Common Cartridge import and export, IMS Learning Tools
Interoperability for external content repositories, as well as
innovations with course formats and rubric checklists.
Issues and feature requests with the software can be tracked by
anyone in the community in the Moodle Tracker. Although these
assets are open and available, because of the special nature of
educational communities, any issue that might be labeled as
security will enter a security workflow which will addresses the
issues in the code and communicates any problems to all
registered site administrators about a security code release.
Developers who are interested in helping write and maintain
Moodle have full documentation to get started with guidelines,
architecture, process, etc.. Contributions made by our excellent
Moodlerooms developers are available for review in the
community, as well. (Go Back)
Web Meeting/Conferencing
Moodlerooms offers an easy-to-use online web
meeting/conference tool, Blackboard Collaborate.
Blackboard Collaborate provides a synchronous online learning
and web collaboration tool that will support your entire instructional
cycle and support staff to interact and collaborate in real time at the
greatest savings and the greatest benefit to your organization.
Blackboard Collaborate web conferencing enables instructors and
students to interact and collaborate in real time by adding
synchronous content to asynchronous distance learning or
combining blended online/onsite learning activities.
Blackboard Collaborate enterprise instant messaging (Blackboard
IM for short) offers an academic-centric instant collaboration
solution designed to promote learning through group work and
academic and administrative help. (Go Back)
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Webinar Online
Please refer to the above response.
File sharing
Please refer to the above response.
Video Uploading
Please refer to the above response.
Diverse Meeting Roles
Please refer to the above response.
FERPA Safeguards
Joules flexibility allows administrators to edit settings, roles and
permissions to ensure compliance of FERPA rules. Moodlerooms
can assist with this during the implementation process. For
example, CCC can:
Disable e-mail-based self-registration (Joule offers several
other ways of authenticating users). This way CCC can be sure
that everyone accessing its site is authorized.
Do not use the opentogoogle setting (this prevents
information in a Joule site from appearing in a Google search)
Eliminate the guest login option or edit guest permissions to
prevent view of profiles and participants lists
Configure the Front Page so that the courses list is not visible
for unauthenticated users
Edit permissions to prevent student users from viewing the
profiles of others (even if the two students are in a course
together, the profile shows the list of courses a student is in,
and thereby discloses non-directory information). (Go Back)
Verification Options
Internal
External Building
Block
Metrics & Data
Course reporting
Joule provides relevant and powerful activity and participation
reports that track all user interactions within Joule. Joule reports
allow quick visibility of reliable and accurate tabular reports which
can be used to track individual student performance, specific
learning activities, and course-wide trends which can be exported
to CSV or XLS.
Aside from simply viewing the course grade book, Joules Course
Reports provide simple views of student engagement and
performance within course activities, including the following report
views:
Activity Grades Provides a simple view into the activity
grades for users in the course
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Activity Views Provides a quick look at the number of
times users have viewed each activity in the course. This
provides teachers an idea of the popular or most used
resources or activities in a course.
Assignment Submissions Provides the teacher with a
view of all assignment submissions for all students in the
course.
Dashboard A quick view of charts for the most common
reports: Recent Activity, Forum Posts, Quiz Submissions
and Assignment Submissions. These charts are intended to
provide the teacher with a quick idea of the level of activity
in the course.
Forum Posts Provides a quick look into the usage of each
forum in the course by providing a list of students and
number of posts they have each made in each forum
Glossary Posts Provides a quick look into the usage of
each glossary in the course by providing a list of students
and the number of posts they have each made in each
glossary.
Needs Grading Provides a quick list of all of the activities
in a course that have attempts that need to be graded by
the teacher
Outcomes A quick list of all the students outcome ratings
for each activity that has been assigned an outcome
Quiz Submissions Provides a quick look at all student
attempts for each quiz in the course, along with the grade
for each attempt and the final grade
Recent Activity Provides a view of all activity for all of the
students in the course. From a graph perspective, this
report provides you with a basic usage chart for the course
and all students in the course
Roster Quick look at all of the users who are enrolled in
the course and the last date they accessed the course
SCORM Provides a list of all SCORM packages and the
SCOs within those packages that students have accessed
in the course. This report also reports the attempt, time on
attempt and grade for the SCO.
Wiki Posts Provides a quick look into the usage of each
wiki in the course by providing a list of students and the
number of posts each student has made in each wiki
(Go Back)
Student Activity
Reporting Options
Instructors can monitor student progress using powerful log reports
that indicate what participants are doing when and for how long.
Each line or record in a log contains a timestamp and information
about activity at that instant. Filters within Course log reports
selectively reduce or focus the information shown in the report to
show any combination of group, student, date, activity and actions.
Instructors can see what pages the student accessed, the time and
date they accessed it, the IP address they came from, and their
actions (view, add, update, delete). Filtering is done with drop
down menus and is therefore easily available to both technical and
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non-technical users.
Joule supplies several reports that support student tracking as well,
including:
Learner Reports - Fourteen reports that allow a student to view
a wide range of data regarding their activity and performance in
a course
LearnerView Reports - Thirteen reports that allow instructors to
drill down to view activity and performance data for a particular
student
Class Reports - Thirteen reports that allow instructors to view
aggregated data for all students in the course regarding their
activity and performance
Exception Reports - Show reports about what users did not
perform a particular activity or achieve a particular grade
Additionally, the grade books Outcomes report helps instructors
monitor class progress by providing information about the overall
grade average for the class, activities that use a course or site-
wide outcome, the average score for each activity using the
outcome, and the number of grades given to students for each
activity using the outcome.
(Go Back)
System reporting
Options
Currently, Joule allows data access using our Administrator
reports, which allow administrators full access to the data in the
database and the ability to create any report they desire using SQL
queries. In our product roadmap, we have plans to include
additional standard reports at the Site and Course Category levels.
Categories are a container type within Joule, which can be
configured at the program, department, college or university level
to allow grouping of courses and data for reporting purposes.
(Go Back)
Intervention Reporting
With our Personalized Learning Designer, instructors can automate
elements of their course so that participants have different
experiences based on their interaction with the course. This allows
instructors to quickly identify key behaviors, then to take action to
remediate or accelerate learning. This feature is great for
automating feedback, reminders or follow-up processes, and
recommending training based on a user's specific performance
within the course.
The Personalized Learning Designer offers instructors the ability to
create and modify one or more "rules" within a course. Rules
trigger events in the course, and Joule automatically performs
specific actions.
These actions include:
Presenting a pop-up message
Sending an e-mail
Routing the user to a specified course activity or URL
Locking or unlocking certain activities or groups of activities
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Adding or removing users from a group within the course
In this way, actions are similar to Conditional Release (a
component of core Moodle). However, rather than just hiding and
revealing individual course activities, rules can apply to multiple
course activities (e.g. use a release code to hide or reveal
numerous activities at the same time). Moreover, rules provide
more actions than just hiding or revealing content. (Go Back)
Implementation
Implementation Plan
Document
Our SmartStart implementation package provides you with
valuable resources, training and personal guidance so you can
deploy a comprehensive, integrated and fully branded Joule site
that allows you to leverage the full capabilities of the platform right
from the start. This level of implementation provides several
specialized guidance sessions (two of which are on topics of your
choice) and three Q&A sessions that allow you to tailor your
implementation plan to meet your programs unique challenges
and requirements.
Package
Details
Client
Meetings
Kick-off (Up to 1 hr.)
Joule Professional Development Planning (up
to 1hr. with Learning Solutions Consultant)
2 Administration Panel Q&A Sessions (Up to 2
hrs./each)
Course Deployment Strategies & Long-Term
Site Management (Up to 1 hr.)
Conduit or Authentication (Up to 2 hrs.)
Creating Course Templates (Up to 1 hr.)
Reporting strategies (Up to 1 hr.)
3 Q&A Sessions or Flex Topics Meetings (Up
to 1 hr./each)
Pedagogical Choice Meeting (up to 1 hr. with
Learning Solutions Consultant)
Final Configuration Review & Wrap up and
Welcome to Support (Up to 1 hr.)
Onsite
Meetings
0
Total
Meetings
16 hours
Included
Training
2 Seats in Site Administration in 2 (mandatory)
4 Flex Seats (In your choice of any online or
webinar courses)
Package
Duration*
75 calendar days
Cost $7,500
(Go Back)
Any Other Advantages
Ease-of-Use
Joule has a number of powerful and flexible instructional design
tools that allow course creators to design effective, engaging, and
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individualized online courses, offering a modern user interface
including dashboard views, collapsible navigation menus, and an
improved look and feel for ease of use. Based on core Moodle,
Joules streamlined component-designed architecture is based on
a simple, straightforward block and module interface enabling
administrators and instructors to customize the structure of their
courses and sections. Joule has been updated to provide users
with a more robust AJAX feel, keeping the familiar while allowing
administrators to decide how much or how little of the interface to
show to their users.
Conduit
Moodlerooms has created a systems integration tool called
Conduit that allows administrators to quickly load critical
information from an existing SIS, ERP, assessment or other
learning database into Joule. Conduit provides the flexibility to
manage enrollments, users and courses to make administration
easier by allowing administrators to easily automate these vital
tasks.
Scalability
Using VMware vSphere
TM
5, the industrys most reliable platform
for data center virtualization, Moodlerooms is able to offer the
highest levels of availability and responsiveness for CCCs Joule
site, as well as optimize IT service delivery and deliver the highest
levels of application service agreements. The specific configuration
of our Cloud architecture successfully supports more than
1,000,000 users and provides on-demand scalability that allows
Moodlerooms to proactively dial resources up or down as needed
to account for changing numbers of enrollments for all clients.
One of the biggest benefits of cloud computing is constant access
to additional resources. This means CCC is not tied to the limits of
hardware. The Cloud allows us to add capacity on demand,
providing a highly scalable resource pool from which to draw on for
increased computing power and storage capacity as needed.
(Go Back)
Content Repositories
Provide information
regarding those that
are native or work
within your system
Now it's easy to create, find and curate quality content in one
place; deliver it to students through their LMS; and share the most
successful content with the world.
Blackboard xpLor provides the ability to:
Discover global or specific content with an easy, robust search
engine
Create modern content-rich course materials for flexibility and
collaborative authoring
Fully-supported in the cloud to limit your costs to host and
manage
Simple and straightforward interface
Share content cross-platform inside the cloud with no importing
or exporting
Tie content to federal and state standards and/or competencies
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Find content shared globally or in specific channels
(Go Back)
Competency Based Education
Systems to create and
track competency based
learning including any
capabilities relating to
customized creation of
learning tracks from
existing modules or
assets
Moodlerooms has a few methods to accomplish this including our
Personalized Learning Designer and our Outcomes feature.
Personalized Learning Designer
Its like having a personal assistant
Re-mediate or accelerate learning paths based on an
individual student's performance within a course.
Give every student the attention the need within your course.
Whether students need extra help or are ahead of the curve,
they will be able to get the most out of every course.
Allows instructors to quickly identify key behaviors, then to
take action.
All students are unique and deserve specialized learning paths that
cater to their needs. With our Personalized Learning Designer,
instructors can automate elements of their course so that
participants have different experiences based on their interaction
with the course. This allows instructors to quickly identify key
behaviors, then to take action to remediate or accelerate learning.
This feature is great for automating feedback, reminders or follow-
up processes, and recommending training based on a user's
specific performance within the course.
The Personalized Learning Designer offers instructors the ability to
create and modify one or more "rules" within a course. Rules
trigger events in the course, and Joule automatically performs
specific actions.
These actions include:
Presenting a pop-up message
Sending an e-mail
Routing the user to a specified course activity or URL
Locking or unlocking certain activities or groups of activities
Adding or removing users from a group within the course
In this way, actions are similar to Conditional Release (a
component of core Moodle). However, rather than just hiding and
revealing individual course activities, rules can apply to multiple
course activities (e.g. use a release code to hide or reveal
numerous activities at the same time). Moreover, rules provide
more actions than just hiding or revealing content.
Outcomes
Joule includes an Outcomes feature that allows the manual
creation or import of learning outcomes to the site and/or to a
specific course. Instructors can decide which site outcomes to use
in their course and can add new outcomes specific to that course,
as well. Each outcome can then be mapped to course and/or site.
At any time, administrators can see for each outcome which
courses are using it and the number of course activities to which it
is mapped.
For example, the Outcomes feature can be used to create
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assignment-specific grading criteria for each assignment. An
activity might have more than one outcome, and each may have a
grade against it (usually on a scale). Instructors have the ability to
assess student performance with an overall grade as well as using
individual learning outcomes. Grade information and outcome
grades are automatically passed through to Joules grade book.
Using the Learner Outcome Report, administrators, instructors and
students (depending on their role-based access) can quickly see
which courses are using which outcomes. Using Joules ability to
thin slice data created in the learning management platform,
outcome information can be filtered by:
Individual user
Specific outcomes
Specific learning activities
Single or multiple course
(Go Back)