DOCSLIB.ORG

Openolat 8.1 - User Manual

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Openolat 8.1 - User Manual OpenOLAT 8.1 - User Manual http://www.frentix.com - 4.2012 v8.1 @2012 Copyright Some rights reserved! This document is copyright protected by the owners and companies listed below under the Attribution-NonCommercial-ShareAlike Creative Commons license. For more information check: http://creativecommons.org/licenses/by-nc-sa/2.5/ch/ Responsible persons: • Sandra Arnold (Overall), University of Zurich, MELS, [email protected] • Renata Sevcikova (Overall), University of Zurich, MELS, [email protected] • Kristina Isacson (Overall), University of Zurich, MELS, [email protected] • Joël Fisler (Specials), University of Zurich, MELS, [email protected] • Sandra Hübner (Content), Hochschule Furtwangen, [email protected] • Christian Meier (Content), TU Dresden, [email protected] • Sven Morgner (Content), BPS, [email protected] • Kirsten Scherer Auberson (Content), frentix, [email protected] OpenOLAT 8.1 - User Manual Content Introduction.................................................................................................................................................4 What to Expect From this Manual.........................................................................................................4 Manual's Structure.................................................................................................................................. 4 Further Sources of Information..............................................................................................................5 General Information on this Learning Platform........................................................................................ 6 Information on OpenOLAT....................................................................................................................6 Requirements when Working with OpenOLAT.................................................................................... 6 The Idea of Open-Source Software....................................................................................................... 7 Technology and Navigation................................................................................................................... 7 Roles and Rights.....................................................................................................................................7 Registration, Login and Logout................................................................................................................. 8 Your First OpenOLAT Registration...................................................................................................... 8 Login Page..............................................................................................................................................8 Session Timeout and Logout..................................................................................................................8 Home (Your Personal Homepage), Full-Text Search and Chat.............................................................. 10 Settings and Menu Entries of Your Home.......................................................................................... 10 Full-Text Search................................................................................................................................... 14 Chat....................................................................................................................................................... 14 Groups.......................................................................................................................................................16 Project Groups...................................................................................................................................... 16 Learning Groups and Learning Areas..................................................................................................18 Right Groups.........................................................................................................................................21 Learning Resources.................................................................................................................................. 23 Various Types of Learning Resources.................................................................................................23 How to Find Learning Resources (OpenOLAT User without Author Rights).................................... 25 How to Find Learning Resources (OpenOLAT Users with Author Rights)........................................26 Actions in the Tab 'Learning Resources'............................................................................................. 26 Detailed View of Learning Resources................................................................................................. 27 Learning Activities in Courses.................................................................................................................30 Working With Course Elements.......................................................................................................... 30 Additional Course Features.................................................................................................................. 37 Course Problems and Error Messages................................................................................................. 38 Creating Courses.......................................................................................................................................40 General Information..............................................................................................................................40 Requirements.........................................................................................................................................40 Just a Few Clicks and the Course Wizard Will Create Your OpenOLAT Course.............................. 40 In Six Steps to Your Course With the Course Editor..........................................................................40 Additional Settings in the Detailed View............................................................................................ 43 Course Elements and Course Editor........................................................................................................ 46 General Configuration of Course Elements.........................................................................................46 Access Restrictions in the Expert Mode..............................................................................................48 Types of Course Elements................................................................................................................... 49 http://www.frentix.com - 10.4.2012 1 OpenOLAT 8.1 - User Manual Using Editor Tools............................................................................................................................... 61 Collecting function............................................................................................................................... 62 Deleting, Moving and Copying Course Elements............................................................................... 62 Creating CP Learning Content.................................................................................................................63 General Information..............................................................................................................................63 In Five Steps to Your Content Package...............................................................................................63 Creating Wikis..........................................................................................................................................66 General Information..............................................................................................................................66 Four Steps to Your Wiki......................................................................................................................66 Further Configurations..........................................................................................................................68 Creating Podcasts......................................................................................................................................69 General Information..............................................................................................................................69 Requirements.........................................................................................................................................69 Four Steps to Your Podcast................................................................................................................. 69 Further Configurations..........................................................................................................................71 Creating Blogs.......................................................................................................................................... 72 General Information..............................................................................................................................72 Four Steps to Your Blog......................................................................................................................72 Further Configurations..........................................................................................................................74
Load more

Recommended publications
  • A Review of Distance Learning and Learning Management Systems
    Chapter 1 A Review of Distance Learning and Learning Management Systems Mümine Kaya Keleş and Selma Ayşe Özel Additional information is available at the end of the chapter http://dx.doi.org/10.5772/65222 Abstract In recent years, rapid developments in technology and the web have led to many changes in education. One of the most important changes in education is in the form of distance learning. Distance learning, which is used to define education where educators and learners are physically separated, is not a new concept; however, emerging technologies and the web allow web‐based distance learning and therefore increase its popularity. As a result of these developments, many universities have started to use web‐based distance learning systems to provide flexible education that is independent of time and place. In this chapter, we review all popular, widely used, and well‐known learning management systems and include detailed comparison of some of these systems to allow institutions to choose the right system for their distance education activities. Keywords: distance learning, literature review, educational research, learning manage- ment systems, Moodle 1. Introduction Distance education, which is now also referred to as distance learning or e‐learning, has existed for centuries. Although as Keegan says “the ideas surrounding the educational endeavor are somewhat similar” [1], it is not easy to find a single definition of distance education. While according to North [2], a few definitions even look to define it in terms of a single technology, according to long‐distance teaching [3], others display distance education simply as a recent development of the class into a remote location [4].
    [Show full text]
  • Learning Management System Technologies and Software Solutions for Online Teaching: Tools and Applications
    Learning Management System Technologies and Software Solutions for Online Teaching: Tools and Applications Yefim Kats Ellis University, USA & Rivier College, USA InformatIon scIence reference Hershey • New York Director of Editorial Content: Kristin Klinger Director of Book Publications: Julia Mosemann Acquisitions Editor: Lindsay Johnston Development Editor: Elizabeth Ardner Typesetter: Gregory Snader Production Editor: Jamie Snavely Cover Design: Lisa Tosheff Printed at: Yurchak Printing Inc. Published in the United States of America by Information Science Reference (an imprint of IGI Global) 701 E. Chocolate Avenue Hershey PA 17033 Tel: 717-533-8845 Fax: 717-533-8661 E-mail: [email protected] Web site: http://www.igi-global.com/reference Copyright © 2010 by IGI Global. All rights reserved. No part of this publication may be reproduced, stored or distributed in any form or by any means, electronic or mechanical, including photocopying, without written permission from the publisher. Product or company names used in this set are for identification purposes only. Inclusion of the names of the products or companies does not indicate a claim of ownership by IGI Global of the trademark or registered trademark. Library of Congress Cataloging-in-Publication Data Learning management system technologies and software solutions for online teaching : tools and applications / Yefim Kats, editor. p. cm. Includes bibliographical references and index. Summary: "This book gives a general coverage of learning management systems followed by a comparative analysis of the particular LMS products, review of technologies supporting different aspect of educational process, and, the best practices and methodologies for LMS-supported course delivery"--Provided by publisher. ISBN 978-1-61520-853-1 (hardcover) -- ISBN 978-1-61520-854-8 (ebook) 1.
    [Show full text]
  • Open Source Learning Management Systems
    Open Source Learning Management Systems Emerging open source LMS markets Recommended LMS for each market Getting off on the right foot By Mark Aberdour Epic Technical Producer, Epic 52 Old Steine Brighton, BN1 1NH United Kingdom [email protected] www.epic.co.uk t: +44 (0) 1273 728686 f: +44 (0) 1273 821567 All rights reserved. You agree that by downloading and accessing this publication that no part of it maybe reproduced, stored in a retrieval system or transmitted in any form or by any means without the prior written permission of Epic. Full acknowledgement of author and source must be given. ©2007 Epic Reproduction without written permission is strictly forbidden - 2 - An Epic White Paper Contents Executive summary 4 A changing market 4 The oppor tunity for Open Source 5 Emerging open source LMS markets 6 Large enterprise 6 Small and medium sized business (SMB) 6 Government and public sector 7 Primary and secondary education 7 Rapid rollout 8 Market feature matrix 8 The open source landscape 10 Benefits of Open Source 10 Risks of Open Source 11 Myths of Open Source 12 Selecting an open source LMS 13 Market recommendations 15 Large enterprise 15 Small and medium sized business 17 Government and public sector 19 Primary and secondary education 21 Rapid rollout 23 A detailed look at each LMS 24 Atutor 24 DotLRN 25 Ilias 26 Moodle 27 Sakai 28 Getting off on the right foot 30 Appendix A: Active open source LMS projects 32 References 33 Other Epic e-learning white papers 35 Epic Thinking 37 Epic Arena 38 ©2007 Epic Reproduction without written permission is strictly forbidden - 3 - An Epic White Paper Executive summary If you thought that “Open source learning management system (LMS) equals Moodle”, then think again.
    [Show full text]
  • A Comparison and Evaluation of Open Source Learning Managment Systems
    Itmazi, Jamil, Gea, M. M., Paderewski, P. and Gutiérrez, F.L. 2005. A Comparison and evaluation OF Open source learning managment systems. IADIS International Conference - Applied Computing 2005. Algarve, Portugal. 22-25 Feb. http://www.iadis.net/dl/Search_list_open.asp?code=1189 http://www-etsi2.ugr.es/usuarios/jamil/Prest_IADIS.pdf A COMPARISON AND EVALUATION OF OPEN SOURCE LEARNING MANAGMENT SYSTEMS Jamil Ahmad Itmazi PhD. Student Computer Science Department, Granada University, Spain [email protected] Gea, M. M., Paderewski, P. and Gutiérrez, F.L Computer Science Department ETSI, Granada University, Spain [email protected] ABSTRACT The eLearning is a new modern tool of current learning system; it is becoming so important of the learning of the universities. The core of eLearning solutions is LMS or CMS (learning/course management systems), which help the university to automates the managing of learning events. Some of LMS are commercial Software, while others are free Open-Source LMS. The universities give more attention to OS-LMS, which are becoming very interesting of the eLearning landscape, even it are competing other proprietary software. In fact, studying and analyzing LMS´s is not easy; because the serious studies that made evaluation and comparison of the LMS are not sufficient, especially the open-source LMS, which did not take a good attention in those studies, so we emphasis the necessity of more analysis and study of LMS´s which involve OS-LMS and we try to contribute with this article. In this article, we make an introduction of LMS, listing some of them, choosing two OS-LMS (Moodle and Ilias) to study and evaluate then we start the comparison and evaluation to every package with introduction, features, different views and weaknesses (suggests to improve it).
    [Show full text]
  • Implementación De Un Sistema De Gestión Del Aprendizaje Basado En Arquitectura Sin Servidor
    TFG: Implementación de un Sistema de Gestión del Aprendizaje basado en arquitectura sin servidor. Oscar Sanz Llopis Grau de Tecnologies de Telecomunicació Aplicacions multimèdia per e-learning Consultor: Aleix López Antón Profesor responsable: José Antonio Morán Moreno 12/06/2019 i A mi familia por su apoyo, a mi compañera Eva por su paciencia, y a mi hijo, Pol, que algún día lo entenderá. Esta obra está sujeta a una licencia de: Reconocimiento 3.0 España de Creative Commons ii FICHA DEL TRABAJO FINAL Implementación de un Sistema de Gestión del Título del trabajo: Aprendizaje basado en arquitectura sin servidor. Nombre del autor: Oscar Sanz Llopis Nombre del consultor: Aleix López Antón Nombre del PRA: José Antonio Morán Moreno Fecha de entrega (mm/aaaa): 06/2019 Titulación o programa: Grau de Tecnologies de Telecomunicació Área del Trabajo Final: Aplicacions multimèdia per e-learning Idioma del trabajo: Castellano Palabras clave: serverless, Node.js, LMS Resumen del Trabajo (máximo 250 palabras): Los Sistemas de Gestión del Aprendizaje, también conocidos como LMS (del acrónimo en inglés de Learning Management System), representan ya desde hace tiempo una alternativa plenamente viable a los métodos tradicionales de enseñanza presencial, en muchos tipos de materias y conocimientos, cuya evolución ha ido de la mano del avance de las tecnologías de la información y la comunicación y el desarrollo informático sobre el que se fundamentan. No obstante, su desarrollo y en especial muchas de las arquitecturas que encontramos en la categoría de sistemas de código abierto, presentan una uniformidad en cuanto a las tecnologías empleadas que se basan, en su mayoría, en un conjunto de aplicaciones y servicios bien conocidos que se ejecutan en un servidor estándar ya sea físico o virtualizado, como es el caso de las populares implementaciones basadas en LAMP.
    [Show full text]
  • Overview of Available Elearning Platforms (Focusing on Freeware)
    Overview of available eLearning Platforms (focusing on freeware) Work Package 4 of the Project Blended Learning Quality-Concepts Optimized for Adult Education Compiled and edited by Multilateral Grundtvig Project 539717-LLP-1-2013-1-IT-GRUNDTVIG-GMP This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein. Content 1. What is open source? ............................................................................................. 3 1.1. Free Redistribution .......................................................................................... 3 1.2. Source Code..................................................................................................... 3 1.3. Derived Works ................................................................................................. 3 1.4. Integrity of The Author's Source Code ............................................................ 3 1.5. No Discrimination Against Persons or Groups ................................................ 3 1.6. No Discrimination Against Fields of Endeavor ................................................ 3 1.7. Distribution of License..................................................................................... 3 1.8. License Must Not Be Specific to a Product ..................................................... 4 1.9. License Must Not Restrict Other Software ....................................................
    [Show full text]
  • Free Applications
    1 Free Applications Hundreds of Apps with Potential to Enhance Professional Development, Technical Assistance, and Dissemination Activities and Results By Larry Edelman [email protected] Note: This document (v. 9 – 2/28/11) is updated frequently. Updates and related discussions are posted at: http://exploringtech.wordpress.com/ Why should we use technology for PD, TA, and Dissemination? • In particular, technology can help us to efficiently, effectively, and creatively: 1. Create content; 2. Share knowledge; and 3. Build and support relationships. We should consider ALL applications that are available to us. This includes applications that are expensive, moderately priced, inexpensive (shareware), and free (freeware). This includes software that we download to our computers and software that runs on the web. Some expensive applications enable us to us to communicate in very unique and effective ways, while the functions of other expensive applications can be easily replicated, or even improved upon, by the use of freeware. Likewise, some free applications are all we need to get the job done, while other free applications have significant limitations or involve the use of paid advertisements that detract from our purposes. I use some relatively expensive applications for tasks such as video editing and authoring online learning modules. But I also use many free applications for things such as document sharing, web conferencing, video conferencing, media transcoding, audio editing, screen capturing, media posting, and building and hosting wikis, blogs, and web sites. Why, in particular, should we explore free applications? • Sometimes, free applications are all that we need. Why purchase or license expensive software when there are free solutions? • The budgets in PD and TA programs are being dramatically reduced.
    [Show full text]
  • Open Source Software in Education
    OPEN SOURCE SOFTWARE 32 EDUCAUSE QUARTERLY • Number 2 2008 IN EDUCATION Academia has adopted open source software for some online learning initiatives because it addresses persistent technical challenges By Shaheen E. Lakhan and Kavita Jhunjhunwala ducational institutions have rushed to put their academic resources and services online, bringing the global community onto a common platform and awakening the interest of investors. Despite continuing technical challenges, online education shows great promise. Open source software offers one approach to address- ing the technical problems in providing optimal delivery of online learning. EOpen source refers to both the concept and practice of making program source code openly available. Users and developers have access to the core designing functionalities that enable them to modify or add features to the source code and redistribute it. Extensive collaboration and circulation are central to the open source movement. Many features distinguish open source software from closed or proprietary software. The Open Source Initiative (OSI) has set a standard—the “open source definition”—by which software qualifies for an open source license.1 The software must meet the following criteria: ■ Unrestricted distribution. Users can distribute or sell the software without paying royalties. ■ Source code distribution. The source code of the entire open source product must be easily modifiable. In the absence of the source code, the product must cite a low-cost resource where users can obtain it. ■ Modifications. The license allows modifications, and its terms remain unchanged for distribution of improved versions. ■ Author’s source code integrity. If the license allows patch file distribution along with the original source code, a user cannot modify the code and distribute it2 except by giving the new version a new name.
    [Show full text]
  • Flexible Generation of E-Learning Exams in R: Moodle Quizzes, OLAT Assessments, and Beyond
    JSS Journal of Statistical Software June 2014, Volume 58, Issue 1. http://www.jstatsoft.org/ Flexible Generation of E-Learning Exams in R: Moodle Quizzes, OLAT Assessments, and Beyond Achim Zeileis Nikolaus Umlauf Friedrich Leisch Universit¨at Innsbruck Universit¨at Innsbruck Universit¨at fur¨ Bodenkultur Wien Abstract The capabilities of the package exams for automatic generation of (statistical) exams in R are extended by adding support for learning management systems: As in earlier versions of the package exam generation is still based on separate Sweave files for each exercise { but rather than just producing different types of PDF output files, the package can now render the same exercises into a wide variety of output formats. These include HTML (with various options for displaying mathematical content) and XML specifications for online exams in learning management systems such as Moodle or OLAT. This flexibility is accomplished by a new modular and extensible design of the package that allows for reading all weaved exercises into R and managing associated supplementary files (such as graphics or data files). The manuscript discusses the readily available user interfaces, the design of the underlying infrastructure, and how new functionality can be built on top of the existing tools. Keywords: exams, e-learning, multiple choice, arithmetic problems, Sweave, R,LATEX, HTML, XML, IMS QTI, Moodle, OLAT. 1. Introduction The design for version 1 of the exams package was conceived eight years ago (in 2006) when the original authors (Grun¨ and Zeileis 2009) were involved in a redesign of the introductory statistics lecture at WU Wirtschaftsuniversit¨at Wien. Back then the main goal was to be able to produce exams along with associated self-study materials as PDF (portable document format) files.
    [Show full text]
  • Web App AAI Integration How to Integrate Web Applications with AAI in General?
    Web app AAI Integration How to integrate web applications with AAI in general? Lukas Hämmerle [email protected] Zurich, 8. February 2009 Montag, 8. Februar 2010 6 Goal of this presentation 1. List the general requirements for integrating AAI into a general web application (not SAP-specific) 2. Out-line what “AAI Integration” means and involves 3. Describe some technical aspects of the integration © 2010 SWITCH 7 Montag, 8. Februar 2010 7 Some Terminology Home Organisation Home Organisation Operates an Identity Provider that IdP authenticates a user and asserts identity information about this user in form of SAML assertions Resource Consists of Service Provider that Resource protects one or more web-applications SP Application by enforcing authentication. Provides SAML identity assertions in form of attributes to the application(s). © 2010 SWITCH 8 Montag, 8. Februar 2010 8 The Advantages of AAI University A AAI • No user registration and user data maintenance at Student Adm resource needed Web Portal • Single login process e-Learning for the users • Many new resources Library B available for the users e-Journals • Authorization independent of location Literature DB • Efficient implementation of inter-institutional access University C Research DB e-Learning User Administration Authorization Resource Credentials Authentication © 2010 SWITCH 9 Montag, 8. Februar 2010 9 Shibboleth - The Software Behind AAI • Open Source developed by • Word Shibboleth was used to identify members of a group • Based on Security Assertion Markup Language (SAML) • Internationally used (mostly in academic sector) http://shibboleth.internet2.edu © 2010 SWITCH 10 Montag, 8. Februar 2010 10 AAI - Authentication and Authorization Infrastructure Service Federation Identity Provider Provider Users SP SP IdP SP IdP SP SP SP IdP SP SP SP © 2010 SWITCH 11 Montag, 8.
    [Show full text]
  • Quality Content in Distance Education
    Universal Journal of Educational Research 4(12): 2857-2862, 2016 http://www.hrpub.org DOI: 10.13189/ujer.2016.041220 Quality Content in Distance Education Ezgi Pelin Yildiz*, Aytekin İşman Institute of Educational Sciences, Sakarya University, Sakarya, Turkey Copyright©2016 by authors, all rights reserved. Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution License 4.0 International License Abstract In parallel with technological advances in quality approval and presented to a person, group or people today's world of education activities can be conducted who needs education. Accreditation is a concept developed without the constraints of time and space. One of the most in education to agree on certain standards. One of the most important of these activities is distance education. The important institutions providing the accreditation of distance success of the distance education is possible with content education institutions is the Distance Education and Training quality. The proliferation of e-learning environment has Council (DETC). According to the organization's 1998 data brought a need for content production. In educational the average age of Internet-based distance education students process one of the most important subjects is learning contest. participating in the programme was 31 and the most Learning contest represents an entire course, subject important problem in the frequently asked questions section materials, content modules, learning objects about courses, is the validity level of the diplomas or certificates in the other information resources and periodicals. Quality of the content countries that they take this education in another institutions. in distance education systems come before the factors that While the studies of accreditation are still going on these determine the quality of education.
    [Show full text]
  • Game Changer for Online Learning Driven by Advances in Web Technology
    International Conference e-Learning 2017 GAME CHANGER FOR ONLINE LEARNING DRIVEN BY ADVANCES IN WEB TECHNOLOGY Manfred Kaul, André Kless, Thorsten Bonne and Almut Rieke Hochschule Bonn-Rhein-Sieg, University of Applied Sciences, 53757 Sankt Augustin, Germany ABSTRACT Almost unnoticed by the e-learning community, the underlying technology of the WWW is undergoing massive technological changes on all levels these days. In this paper we draw the attention to the emerging game changer and discuss the consequences for online learning. In our e-learning project "Work & Study", funded by the German Federal Ministry of Education and Research, we have experimented with several new technological approaches such as Mobile First, Responsive Design, Mobile Apps, Web Components, Client-side Components, Progressive Web Apps, Course Apps, e-books, and web sockets for real time collaboration and report about the results and consequences for online learning practice. The modular web is emerging where e-learning units are composed from and delivered by universally embeddable web components. KEYWORDS web technology, modular web, web components, client-side component model, mobile web, embedded collaborative learning 1. INTRODUCTION The initial development of the big e-learning platforms such as Moodle, Blackboard or the German open-source platform ILIAS started over 20 years ago. The underlying web technology is the LAMP architecture (Linux, Apache, MySQL and PHP) or Java or similar server-centric architectures. Since then many technological revolutions have taken place on all levels: Even on the lowest level, the underlying Internet communication protocol HTTP has changed into SPDY, becoming HTTP/2. HTTP/1 being client pull only, with HTTP/2 server push enters the stage.
    [Show full text]