Posts Tagged ‘Moodle’

April 21st, 2009 By Jeremy Lundberg Comments Off

User Roles in EthosCE: Built on the Power of Drupal and Moodle

Since we launched the EthosCE learning management platform, we’ve found that people are very interested in learning more about securing permissions and roles for users in EthosCE. Because EthosCE is built on the leading open-source content management system, Drupal, and the leading open-source learning management system, Moodle, we’ve been able to take advantage of a very powerful set of features for secure permissions and roles.

Configurable

Roles are a key part of any web application and EthosCE is no different. We’ve built roles to work specifically to work with e-learning but also made them configurable. EthosCE roles can work with the business requirements of any organization.

Ease of Use

We didn’t want you to have to get a programmer involved every time a client needed a role configured. Instead we put the control in your hands. You can log in with an administrator account and see a detailed list of permissions associated with each role. It’s simple to check or uncheck a permission to modify settings for every user with that role.

Built-in roles

At DLC Solutions, we’ve delivered hundreds of e-learning and continuing medical education programs over the years, so we have a pretty good idea of the most common roles required. As such, we’ve preconfigured these roles as part of the EthosCE system.

  • Site Aministrator
    The site administrator role is for your superusers. This role can do it all — create and delete new roles, users, and learning activities, set permissions, view reports, moderate user content, and more. If it can be done in the site, the site administrator can do it.
  • Course Administrator
    The course administator role is used for the administrative work of setting up new courses. From uploading SCORM 1.2 packages, to adding pre- and post-tests and assessments, surveys, and certificates, this is the role for users that will do most of the work around creating an e-learning activity.
  • Report Viewer
    The report viewer role is for those users that just need to see the results. Typically this role can be used by an accrediting body to pull reports, or by an employee to pull data for delivering outcomes reports to grant funders.
  • Marketing Administrator
    For those e-learning sites that contain content other than educational materials, we set up users with the marketing administrator role. Users with this role can update the front page, post news releases, calendar items and more.
  • Learner
    The learner role is for those users who have created an account and completed a user profile. We know enough about them to issue a certificate, so they are ready to take courses and earn credits.
  • Authenticated User
    A user with an authenticated user role has created an account, but doesn’t have a complete profile. Such a user can come into the site and look around, but won’t be able to enroll in an activity or earn credits.
  • Anonymous User
    This role is for a user that has not registered and is treated as such. If you prefer not to make content public, than this user can be completely locked out.
  • Custom
    We know this list of roles doesn’t capture every possible case our users can come up with, so we’ve made it easy to create new roles. If you are logged in as the site administator, just type the name of the role, click submit and starting configuring permissions. It’s that easy.

Consistant Across Drupal and Moodle

Because we use both the Drupal content management system and the Moodle learning management system as the basis for the EthosCE application, we made roles seamless from one application to the next. In fact, we think the entire experience is so seamless most users won’t even know we’re using the two leading open source tools for web publishing and e-learning. Roles in Drupal are mapped to roles in Moodle. That’s all there is to it.

April 14th, 2009 By Jeremy Lundberg Comments Off

EthosCE: Continuing Medical Education (CME) Meets Drupal and Moodle

After months of development (and dedication by our team), we are pleased to announce the release of EthosCE, an open source Web 2.0 platform for the management and delivery of continuing medical education (CME).

EthosCE is a full-featured, open source Web platform that has been specifically designed by healthcare clinicians and technologists to streamline and enhance the administration of continuing medical education activities. The platform seamlessly integrates two industry-leading software applications: Drupal™ Content Management System (CMS) and Moodle™ Learning Management System (LMS).

EthosCE enables organizations to produce and manage robust CME Websites that offer peer-to-peer networking, communities of practice, online and offline CME activities, performance improvement programs, and outcomes analyses. EthosCE can be fully customized and managed by your staff to reflect your organization’s branding, content navigation, data collection, and integration with third-party applications. As an open-source application, you are not subject to annual licensing fees or restrictions on the number of users.

Key Features

Content Management

  • Centralized, browser-based content authoring.
  • Template-driven, permission-based publishing.
  • Support for multiple Websites and languages.
  • Document management and tagging.
  • Customizable forms.
  • Google Search and Analytics.
  • Personal preferences and profiles.
  • Geolocalization of content.
  • Web-based site administration.
  • Version control.
  • Caching to maximize performance and scalability.

Web 2.0, Social Networking, and Online Communities

  • Moderated discussion forums (eg, communities of practice, support groups).
  • Peer-to-peer social networking.
  • Content rating system.
  • Calendars.
  • Public and private blogs.
  • Multimedia and e-learning support.
  • Polling.
  • Content syndication (e.g., RSS).
  • User-generated media sharing (eg, YouTube, Facebook, MySpace)

Learning Management

  • Centralized curriculum, test, and assessment administration.
  • Secure, customized user registration process.
  • Support for 50,000+ learners.
  • Integration with SCORM 1.2-compliant multimedia courseware.
  • Automated CME assessment scoring and certificate generation.
  • Surveys and evaluations.
  • Multiple question formats and test bank.
  • Real-time online reports on program participation and impact.
  • Data export to other outcomes measurement platforms and databases.
  • Collaboration learning via discussion forums and calendars.

November 13th, 2008 By Jeremy Lundberg Comments Off

Moodle Learning Management System

Watch how DLC Solutions is leveraging and customizing Moodle, the industry-leading, open source learning management system, for continuing medical education. This brief video shows how easy it is for learners to register, select and review a course, complete a scored assessment, and receive a certificate. In addition, we highlight some of the core reporting functionality. Moodle can be completely customized and integrated with other robust application such as Drupal CMS.

September 15th, 2008 By Jeremy Lundberg Comments Off

3-D Healthcare Learning Environments

I have written before on the vast potential of 3-D platforms as a natural extension of the Web for medical education and there is a wonderful new JMIR article by Margaret Hansen entitled, “Versatile, Immersive, Creative and Dynamic Virtual 3-D Healthcare Learning Environments: A Review of the Literature” that is worth checking out. The author provides an overview of the different environments, weighs their pros and cons, and calls for more research in this emerging area of elearning.

Here are some of my thoughts on three of the platforms discussed in the article:

  • Second Life: Probably the most well-known of the immersive platforms, Second Life (SL) enables authors to create their own content, supports various types of interactive media (eg, VoIP, audio, video), and can integrate with Web APIs and backend learning management systems, such as Moodle, for outcomes analysis and CME administration. Academic centers and government agencies, including the Centers for Disease Control have setup shop in SL with various projects and IBM has invested millions of dollars in SL development. The primary limitation I see hindering the broader use of SL in medical education is the requirement to download and install a separate client application to participate “in-world.” This practice is usually frowned upon or prohibited by network administrators (for legitimate reasons) at large organizations, such as medical centers and pharmaceutical companies, unless their is an internal commitment to SL as a training platform. The open source nature of the SL client application may lessen of those security concerns.
  • Lively by Google: This is Google’s much anticipated move into the 3-D Web. The newly released service lets authors create avatars and rooms from pre-canned templates and embed them into Web pages. Lively supports chat and YouTube video streaming into your room. I can see this app as a low cost way to conduct patient support groups or video presentations as you can restrict access to the room with usernames and passwords. However, the template and avatar design are clearly aimed at teens and, in the current version, there is no support for external LMS support or for Mac. But its Google and I am sure that they will have many new enhancements in the near future, including user-generated content, Mac support, and API integration.
  • ALIVE: ALIVE: Advanced Learning and Immersive Virtual Environments is an initiative by the University of Southern Queensland designed to create an easy-to-use, drag and drop tool for producing Web-based learning tools. Out of the gate, I will admit that I was unable to install the DXviewer (despite meeting the stated system requirements) required to view the learning objects. I did watch a number of YouTube tutorials the group has published and it looks interesting. I cannot comment anymore in this post without successfully installing their components and giving them a fair shake. I will say that any efforts to make 3-D publishing directly to the Web has my support!

Overall, I agree with the author on many of her conclusions and believe that 3-D immersive environments hold great promise for health education.