Course Management Systems: Past, Present and Future Scott Leslie May 11, 2005

Goals for the Presentation Discuss the state of CMS from the perspective of maximizing flexibility while preserving/increasing quality and services (and at least maintaining costs)

Discuss the state of CMS from the perspective of

maximizing flexibility

while

preserving/increasing quality and services

(and at least maintaining costs)

Outline History/Context Enterprise and ‘Standalone’ CMS Service Oriented Architectures & the E-Learning Framework Sakai, Open Source Other Alternatives

History/Context

Enterprise and ‘Standalone’ CMS

Service Oriented Architectures & the E-Learning Framework

Sakai, Open Source

Other Alternatives

What do I mean when I use the term “Enterprise” BUT FIRST…

Enterprise Systems…. too often has meant “large monolithic systems” should mean “systems that are core to your business” in CMS world, is under pressure to transform Enterprise Services…. system level services which provide a coherent level of functionality across all applications and tie in with core administrative systems Enterprise Service…. The levels and kinds of real “services” you wish to provide to users

too often has meant “large monolithic systems”

should mean “systems that are core to your business”

in CMS world, is under pressure to transform

Enterprise Services….

system level services which provide a coherent level of functionality across all applications and tie in with core administrative systems

Enterprise Service….

The levels and kinds of real “services” you wish to provide to users

Pre- & Early CMS Phase 1 st Wiki developed IU’s OnCourse 1993 1995 1994 1996 ToolBook (Common Object Request Broker Arch.) 2.0 early explosion of the WWW

‘Standalone’ CMS Mature 2000 1998 1997 1999 “ Landonline” WSDL 1.0 Published 1 st Implementation of XML-RPC XML W3C Recommendation IMS Enterprise 1.0 WebCT 3 released BB 3 Released Rapid growth of interest and adoption of initial CMS

‘Enterprise’ CMS Phase 2001 2005 2003 2002 2004 ‘ Blogs’ explode as a phenomenon Wikipaedia launched Carnegie Mellon ‘elearning services stack’ diagram The ‘E-Learning Framework’ released 2.0 1 st OKI OSIDS 1.0

Pre-CMS Model Course 1 Course 2 Course 3 Creates new instance each time - People and Software don’t scale - No control by instructor

Creates new instance each time

- People and Software don’t scale

- No control by instructor

Early Generation CMS CMS ‘Wrapper’ Interact with set of tools on course by course instance Scales better Promotes silo’d model Restricts tool choices

Scales better

Promotes silo’d model

Restricts tool choices

‘ Enterprise’ CMS Dept 1 Dept 2 Provides: portal level services content reuse across courses, depts, institution multi-unit branding, logic Distributed Unit Administration Enterprise-wide Administration

Provides:

portal level services

content reuse across courses, depts, institution

multi-unit branding, logic

Current Adoption Rates from Hawkins, Rudy and Madsen, “2003 Educause Core Data Survey,” http://www.educause.edu/ir/library/pdf/pub8001e.pdf roughly 90% overall

Current Situation in B.C. 19 of 27 institutions currently using WebCT 5+ homegrown systems 6-8 smaller institutions experimenting with Moodle SFU signed up as SEPP ‘partner’ on Sakai

19 of 27 institutions currently using WebCT

5+ homegrown systems

6-8 smaller institutions experimenting with Moodle

SFU signed up as SEPP ‘partner’ on Sakai

How are Enterprise CMS different? Typically re-developed, re-designed and re-architected Database-driven (and database-dependant) Improved ‘out of the box’ integration with other major enterprise systems (SIS, Library) ‘ Portal’ Functionality; extending into new parts of organization; prospect of increased vertical integration Multi-unit role, authorization and administration capabilities Content sharing and reuse across course, department and institutional boundaries Mature APIs to allow integration of 3 rd party products

Typically re-developed, re-designed and re-architected

Database-driven (and database-dependant)

Improved ‘out of the box’ integration with other major enterprise systems (SIS, Library)

‘ Portal’ Functionality; extending into new parts of organization; prospect of increased vertical integration

Multi-unit role, authorization and administration capabilities

Content sharing and reuse across course, department and institutional boundaries

Mature APIs to allow integration of 3 rd party products

BUT…

Choices and Cost CMS, even ‘enterprise CMS,’ are often criticized for lacking flexibility, requiring a ‘one-sized fits all’ approach Even though they have APIs, these have not spawned an explosion of 3 rd party or discipline-specific tools Whose API do you build to? APIs only allow so much integration and oh yeah…they’ve gotten pretty expensive

CMS, even ‘enterprise CMS,’ are often criticized for lacking flexibility, requiring a ‘one-sized fits all’ approach

Even though they have APIs, these have not spawned an explosion of 3 rd party or discipline-specific tools

Whose API do you build to?

APIs only allow so much integration

and oh yeah…they’ve gotten pretty expensive

Service-oriented architecture (SOA) definition “ A service-oriented architecture is essentially a collection of services. These services communicate with each other. The communication can involve either simple data passing or it could involve two or more services coordinating some activity. Some means of connecting services to each other is needed. “ Service-oriented architectures are not a new thing. The first service-oriented architecture for many people in the past was with the use DCOM or Object Request Brokers (ORBs) based on the CORBA [Common Object Request Broker: Architecture] specification.” from “Web Services and Service-Oriented Architectures,” http://www.service-architecture.com/web-services/articles/service-oriented_architecture_soa_definition.html

“ A service-oriented architecture is essentially a collection of services. These services communicate with each other. The communication can involve either simple data passing or it could involve two or more services coordinating some activity. Some means of connecting services to each other is needed.

“ Service-oriented architectures are not a new thing. The first service-oriented architecture for many people in the past was with the use DCOM or Object Request Brokers (ORBs) based on the CORBA [Common Object Request Broker: Architecture] specification.”

from “Web Services and Service-Oriented Architectures,” http://www.service-architecture.com/web-services/articles/service-oriented_architecture_soa_definition.html

E-learning frameworks Emerging high level frameworks that outline ‘services’ needed to provide comprehensive e-learning architecture (larger than just CMS) Early instances found in Carnegie Mellon’s ‘E-learning Stack” Evolved into IMS Abstract Framework which inspired JISC/Industry Canada E-learning Framework (ELF)

Emerging high level frameworks that outline ‘services’ needed to provide comprehensive e-learning architecture (larger than just CMS)

Early instances found in Carnegie Mellon’s ‘E-learning Stack”

Evolved into

IMS Abstract Framework which inspired

JISC/Industry Canada E-learning Framework (ELF)

Carnegie Mellon’s Original Elearning Services Stack Diagram

IMS “Abstract Framework”

JISC’s “E-Learning Framework” (cf. www. elframework.org/)

OKI Open Service Interface Definitions (OSIDs) “ The OSIDs are an abstraction layer between the programmer and the enterprise infrastructure systems of his or her campus. “ This approach offers a number of important benefits to applications designed to the OSIDs: Simple integration with existing infrastructure Local innovations can be shared across campuses or universities Adaptation to new technology without destabilizing the overall environment” from “OKI: About Specifications,” http://www.okiproject.org/specs/index.html

“ The OSIDs are an abstraction layer between the programmer and the enterprise infrastructure systems of his or her campus.

“ This approach offers a number of important benefits to applications designed to the OSIDs:

Simple integration with existing infrastructure

Local innovations can be shared across campuses or universities

Adaptation to new technology without destabilizing the overall environment”

from “OKI: About Specifications,” http://www.okiproject.org/specs/index.html

OKI OSID diagram

So what are the typical “Common Services?”

Common Services across Frameworks and Systems Identifier Identifier Roles Types Search Search Workflow Workflow Scheduling and Calendar Scheduling Filing and Resources Filing Filing Messaging Messaging Messaging Logging Logging Logging Authorization Authorization Authorization Authentication Authentication Authentication CHEF (Sakai 1.0) Services OKI Common Services JISC Common Services

Put another way… When I access any e-learning tool, I should be automatically logged in with the appropriate permissions If the tool is a part of a larger ‘workflow’ it should be able to contact me in my desired locations I should be able to schedule activities with the tool and by the tool If it’s searchable I should be able to search it from wherever I want it should report my usage back to a useful location in an actionable way

When I access any e-learning tool,

I should be automatically logged in with the appropriate permissions

If the tool is a part of a larger ‘workflow’ it should be able to contact me in my desired locations

I should be able to schedule activities with the tool and by the tool

If it’s searchable I should be able to search it from wherever I want

it should report my usage back to a useful location in an actionable way

Sakai Sakai 2.0 released June 2005 Promise of Sakai: To deliver both an “application framework and associated CMS tools” Current ‘Reality’ Starting with a number of homegrown products (Coursework, OnCourse, Stellar …) and are trying to bring these into a new framework Early releases (1 & 1.5) look mostly like just another CMS Upcoming 2.0 release, along with proof-of-concept demos with Navigo assessment tool, Sakai and Vista, will be a major milestone

Sakai 2.0 released June 2005

Promise of Sakai: To deliver both an “application framework and associated CMS tools”

Current ‘Reality’

Starting with a number of homegrown products (Coursework, OnCourse, Stellar …) and are trying to bring these into a new framework

Early releases (1 & 1.5) look mostly like just another CMS

Upcoming 2.0 release, along with proof-of-concept demos with Navigo assessment tool, Sakai and Vista, will be a major milestone

Tool Portability Profile “ The ultimate goals of the Sakai Tool Portability Profile and the Sakai Java Framework is to provide an environment where tools and the services to support those tools can be dropped in as "units of expansion" or "building blocks" as to allow an organization to assemble the componentized units of functionality together to solve their particular application problem.” In theory, a profile of the OKI OSIDS would an OPEN standard for tool integration, not just with Sakai, but with other OSID implementers In practice, early releases have relied on internal Sakai API for much of the integration

“ The ultimate goals of the Sakai Tool Portability Profile and the Sakai Java Framework is to provide an environment where tools and the services to support those tools can be dropped in as "units of expansion" or "building blocks" as to allow an organization to assemble the componentized units of functionality together to solve their particular application problem.”

In theory, a profile of the OKI OSIDS would an OPEN standard for tool integration, not just with Sakai, but with other OSID implementers

In practice, early releases have relied on internal Sakai API for much of the integration

Other Open Source http://www.edtechpost.ca/pmwiki/pmwiki.php/EdTechPost/OpenSourceCourseManagementSystems currently lists at least 46 known OS options ATutor developed out of U of T SCORM and IMS CP support; integration with TILE repository PHP-based currently “watching” OKI but hesitant about adopting before benefits are clear

http://www.edtechpost.ca/pmwiki/pmwiki.php/EdTechPost/OpenSourceCourseManagementSystems currently lists at least 46 known OS options

ATutor

developed out of U of T

SCORM and IMS CP support; integration with TILE repository

PHP-based

currently “watching” OKI but hesitant about adopting before benefits are clear

Other Open Source II Moodle originated as PhD project by Australian aimed at a CMS to support more constructivist style education currently “many hundreds” of adoptions SCORM and IMS CP support; repository in development; supports Shibboleth and CAS authentication PHP-based currently “watching” OKI and TPP/TIP but hesitant about adopting before benefits are clear .LRN developed at MIT on top of existing OpenACS Portal technology recently acknowledged by ADL as SCORM capable supports Unix PAM and LDAP authentication written in TCL

Moodle

originated as PhD project by Australian aimed at a CMS to support more constructivist style education

currently “many hundreds” of adoptions

SCORM and IMS CP support; repository in development; supports Shibboleth and CAS authentication

PHP-based

currently “watching” OKI and TPP/TIP but hesitant about adopting before benefits are clear

.LRN

developed at MIT on top of existing OpenACS Portal technology

recently acknowledged by ADL as SCORM capable

supports Unix PAM and LDAP authentication

written in TCL

Loosely coupled or alternative approaches

Important Recent Announcements WebCT chairing IMS Tools Interop group ( http://www.webct.com/service/viewcontentframe?contentID=25561480 ) IMS to partner with OKI on next OSIDS ( http://www.imsglobal.org/pressreleases/pr050413.cfm ) IBM partners on Sakai project ( http://www.umich.edu/news/?Releases/2005/Apr05/r042605a ) WebCT Campus Edition 6 Public Beta Commences ( http://home.businesswire.com/portal/site/google/index.jsp?ndmViewId=news_view&newsId=20050425005245&newsLang=en )

WebCT chairing IMS Tools Interop group ( http://www.webct.com/service/viewcontentframe?contentID=25561480 )

IMS to partner with OKI on next OSIDS ( http://www.imsglobal.org/pressreleases/pr050413.cfm )

IBM partners on Sakai project ( http://www.umich.edu/news/?Releases/2005/Apr05/r042605a )

WebCT Campus Edition 6 Public Beta Commences ( http://home.businesswire.com/portal/site/google/index.jsp?ndmViewId=news_view&newsId=20050425005245&newsLang=en )

Important Upcoming Milestones Sakai 2.0 release Mid-June 2005 Alt-i Lab 2005 Tools Interop Demo between WebCT, Sakai, QuestionMark June 20-22 in Sheffield, UK Sakai 3.0 release end of 2005

Sakai 2.0 release

Mid-June 2005

Alt-i Lab 2005 Tools Interop Demo between WebCT, Sakai, QuestionMark

June 20-22 in Sheffield, UK

Sakai 3.0 release

end of 2005

Recent ‘Relevant Read’ Rebecca Sausner, “Course Management: Ready for Prime Time,” in University Buisness , May, 2005. http://www.universitybusiness.com/page.cfm?p=791 Compares 4 large institutions with 4 different CMS implementations Marshall U. – WebCT Vista U of Cincinnati – Blackboard Enterprise U Michigan – Sakai Berry College - Jenzabar

Rebecca Sausner, “Course Management: Ready for Prime Time,” in University Buisness , May, 2005. http://www.universitybusiness.com/page.cfm?p=791

Compares 4 large institutions with 4 different CMS implementations

Marshall U. – WebCT Vista

U of Cincinnati – Blackboard Enterprise

U Michigan – Sakai

Berry College - Jenzabar

SOAs and Workflow http://www.e-framework.org/SOAandWorkflow2.pdf “ This does, however, raise one potential issue around workflow for web services: the need for service specifications to be written with workflow in mind... This means that anyone thinking of deploying a web service that may be used within an automated workflow really needs to consider, in advance, the needs of the workflow system when designing the service interface. Because workflow, like security, is heavily dependent on the deployment choices made in an implementation environment, generalization and standardization of “workflow-aware” services may prove problematic. “ cf. also OKI Workflow OSID, at maturity level 1 - http://www.okiproject.org/specs/osid_17.html

http://www.e-framework.org/SOAandWorkflow2.pdf

“ This does, however, raise one potential issue around workflow for web services: the need for service specifications to be written with workflow in mind... This means that anyone thinking of deploying a web service that may be used within an automated workflow really needs to consider, in advance, the needs of the workflow system when designing the service interface. Because workflow, like security, is heavily dependent on the deployment choices made in an implementation environment, generalization and standardization of “workflow-aware” services may prove problematic. “

cf. also OKI Workflow OSID, at maturity level 1 - http://www.okiproject.org/specs/osid_17.html

Food for Thought Is it possible to achieve “enterprise quality service” without imposing or assuming a well-defined, hierarchical structure? What are the other pieces of the envisioned learning environment, in addition to a CMS, and how should these interact with the CMS? What level is the appropriate level to standardize at? Course? Instructor? Program? Department or Faculty? Institution? And WHAT , specifically, is it important to standardize on?

Is it possible to achieve “enterprise quality service” without imposing or assuming a well-defined, hierarchical structure?

What are the other pieces of the envisioned learning environment, in addition to a CMS, and how should these interact with the CMS?

What level is the appropriate level to standardize at?

Course?

Instructor?

Program?

Department or Faculty?

Institution?

And WHAT , specifically, is it important to standardize on?

Discipline specific tools cf. Mark Notess, “Discipline-Specific Online Learning Tools for Humanities Students: Exploring the Tool Gap,” http://www.iub.edu/~gist/conf05/Documents/research_example.doc cf. Oliver, K. (2001). “Recommendations for student tools in online course management systems.” Journal of Computing in Higher Education, 13 (1), 47-70 (http://web.archive.org/web/20040415113117/www.fdi.vt.edu/Archive/PDFs/2002/Webinstruction/oliver1.pdf)

cf. Mark Notess, “Discipline-Specific Online Learning Tools for Humanities Students: Exploring the Tool Gap,” http://www.iub.edu/~gist/conf05/Documents/research_example.doc

cf. Oliver, K. (2001). “Recommendations for student tools in online course management systems.” Journal of Computing in Higher Education, 13 (1), 47-70 (http://web.archive.org/web/20040415113117/www.fdi.vt.edu/Archive/PDFs/2002/Webinstruction/oliver1.pdf)

JISC E-Learning Framework IMS Abstract Framework WebCT PowerLinks BlackBoard BuildingBlocks OKI OSIDs