This document is a Request for Proposal (RFP) from the University of Texas at Dallas seeking a new Learning Management System (LMS). It provides specifications and requirements for the LMS, including browser and mobile access, infrastructure requirements, multi-institution support, student information system integration, course migration, third party integrations, APIs, multimedia workflow, support services, sandbox environment, ease of use, accessibility, notifications, and cost proposals. Suppliers are asked to provide details about their company, market strategy, software enhancements, and vision for the future to demonstrate their viability and commitment to higher education. Responses will be evaluated based on the requirements in the RFP.
The document provides templates to guide the selection process for an LMS/LCMS, including a request for proposal template, evaluation tools, and comparison charts. It outlines the key sections of a proposal, such as requirements, pricing, support, and a company background section. Evaluation criteria include functionality, price, and company strength. The templates are intended to bring consistency to evaluating vendor responses.
The document summarizes the results of focus groups conducted with faculty, students, and back-end users regarding UT Dallas' current learning management system, Blackboard Vista, and needs for a new system. Key findings include:
- Faculty expressed a desire for easier usability and navigation, better communication and collaboration tools, and integrated third-party applications. Many were unaware of existing Vista features.
- Students wanted all faculty to utilize the LMS more consistently. They saw room for improved usability, communication tools, and system stability.
- Back-end users emphasized needs for tight integration with other systems, administrative controls, security, hosting and support requirements.
eFront is an all-in-one learning management system that can be used for online learning, training, communication, evaluation, certification, and file sharing. It provides tools for creating lessons, tests, organizing content, and tracking learner progress. eFront is offered as software that can be installed or as a service hosted online. It comes in different editions tailored for different learning needs, with the Community edition as the open-source base and additional commercial editions offering more advanced functionality.
eFront is an all-in-one learning management system that can be used for online training, communication, evaluation, certification, and file sharing. It has tools for building lessons, tests, and organizing content. eFront is offered both as software to install on your own infrastructure, or as a hosted service. It has different editions tailored for different user needs, from individuals and small businesses to large enterprises.
The document summarizes the various features available in different editions of the eFront learning management system. It describes features such as setting user limits per lesson, importing content from other file formats, supporting SCORM standards, creating surveys and notifications, ecommerce features like shopping carts and discounts, social integrations with Facebook, and tools for administration, reporting, skills gaps, and enterprise functions. The paid editions provide additional advanced functionality beyond the basic Community++ edition.
The document outlines the key steps to implementing a new LMS system which include: planning, configuration, systems integration, data migration, user acceptance testing, go live, training, helpdesk preparation, and post go live support. It describes each step in detail, highlighting important considerations like assembling an implementation team, establishing timelines, configuring user profiles and courses, integrating with other systems, migrating user, course, and transcript data, testing the system, training users, and providing post launch support.
The document discusses Metalearn Services, an e-learning solutions provider. It outlines their business focus, technology platform (Adventus LMS), custom content development services, case studies, and three proposed engagement options for outsourcing e-learning solutions and services. Option 1 is a complete outsourcing model, Option 2 is a build, manage, and transfer model, and Option 3 is a build, transfer, and support model.
The document provides templates to guide the selection process for an LMS/LCMS, including a request for proposal template, evaluation tools, and comparison charts. It outlines the key sections of a proposal, such as requirements, pricing, support, and a company background section. Evaluation criteria include functionality, price, and company strength. The templates are intended to bring consistency to evaluating vendor responses.
The document summarizes the results of focus groups conducted with faculty, students, and back-end users regarding UT Dallas' current learning management system, Blackboard Vista, and needs for a new system. Key findings include:
- Faculty expressed a desire for easier usability and navigation, better communication and collaboration tools, and integrated third-party applications. Many were unaware of existing Vista features.
- Students wanted all faculty to utilize the LMS more consistently. They saw room for improved usability, communication tools, and system stability.
- Back-end users emphasized needs for tight integration with other systems, administrative controls, security, hosting and support requirements.
eFront is an all-in-one learning management system that can be used for online learning, training, communication, evaluation, certification, and file sharing. It provides tools for creating lessons, tests, organizing content, and tracking learner progress. eFront is offered as software that can be installed or as a service hosted online. It comes in different editions tailored for different learning needs, with the Community edition as the open-source base and additional commercial editions offering more advanced functionality.
eFront is an all-in-one learning management system that can be used for online training, communication, evaluation, certification, and file sharing. It has tools for building lessons, tests, and organizing content. eFront is offered both as software to install on your own infrastructure, or as a hosted service. It has different editions tailored for different user needs, from individuals and small businesses to large enterprises.
The document summarizes the various features available in different editions of the eFront learning management system. It describes features such as setting user limits per lesson, importing content from other file formats, supporting SCORM standards, creating surveys and notifications, ecommerce features like shopping carts and discounts, social integrations with Facebook, and tools for administration, reporting, skills gaps, and enterprise functions. The paid editions provide additional advanced functionality beyond the basic Community++ edition.
The document outlines the key steps to implementing a new LMS system which include: planning, configuration, systems integration, data migration, user acceptance testing, go live, training, helpdesk preparation, and post go live support. It describes each step in detail, highlighting important considerations like assembling an implementation team, establishing timelines, configuring user profiles and courses, integrating with other systems, migrating user, course, and transcript data, testing the system, training users, and providing post launch support.
The document discusses Metalearn Services, an e-learning solutions provider. It outlines their business focus, technology platform (Adventus LMS), custom content development services, case studies, and three proposed engagement options for outsourcing e-learning solutions and services. Option 1 is a complete outsourcing model, Option 2 is a build, manage, and transfer model, and Option 3 is a build, transfer, and support model.
The document discusses learning management systems (LMS), including their key components like databases, servers, and applications as well as common e-learning standards. It then demonstrates different types of LMS including open source, commercial, and cloud-based options. Finally, it provides guidance on developing content for LMSs, deploying content to learners, and factors to consider when purchasing and deploying different LMS models.
eFront is an all-in-one, standards-certified eLearning platform designed for SMEs that need a cost-effective and easy-to-use solution. It covers the full eLearning process from content creation to deployment, communication, assessment, and analysis. eFront partners will receive lead generation, marketing resources, technical support, and commissions to sell eFront's modern LMS with rich enterprise and social features to the fast-growing SME market. Successful partners will need to commit sales and marketing resources to maintain a customer pipeline.
Unit 4 The Design and Layout of LMS Management Plan Connie Darr
The document outlines the management plan for Prosperity Bank's Learning Management System (LMS) provided by Blackboard. It details both internal and external operations and processes. Externally, Blackboard handles hosting and provides 24/7 support. Internally, instructional designers and IT staff will launch and manage the LMS, with defined roles and procedures. A task force will customize the LMS, import content, and test the system before its corporate rollout.
The document discusses extending the functionality of the eFront system through a new extensions architecture that allows third-party modules to hook into events in the system and modify or extend behavior without changing the core code, providing examples of how modules can map to various system events like user registration or content display and be triggered by them or by asynchronous time events.
Phased soa integration of people soft and 3rd party applicationsRandall Groncki
White Paper written for Northrop Grumman Presentation at Collaborate 10:
A challenge arises when creating a new integration between systems when one system is not able to communicate through Web Services due to technology and/or training and resources. Is the solution to create old style integrations using batch processes and flat files until both systems are able to implement Web Services? Worse yet, do we spend more money to redevelop the existing interface once we have the ability to do it better?
The document provides an overview of open-source learning management systems (LMS), focusing on Moodle and Sakai. It discusses that over 40% of U.S. training organizations have an LMS installed, but satisfaction and ROI vary. Open-source LMS solutions offer lower long-term costs than commercial options and provide feature-rich toolsets and flexibility. Moodle and Sakai originated in academia but have expanded to other markets. They differ in technologies used and approaches, with Moodle using PHP and focusing on ease-of-use, while Sakai uses Java and focuses on enterprise capabilities.
This document provides an overview of various types of architectural standards including conceptual standards like IEEE 1471 and DoDAF that define viewpoints and views, notational standards like UML and SysML, and process standards like TOGAF and RUP. It discusses the benefits of standards in promoting interoperability and network effects while also noting drawbacks like limiting flexibility. The document advises deciding when to adopt a standard based on whether in the early or late phase of a project.
This document provides an overview of a five-day course on architecting and designing J2EE applications. The course objectives are to understand the process of developing an architecture from requirements to implementation using the J2EE framework. It will cover business and technical architecture design, mapping components to J2EE, and include hands-on labs. The agenda includes sections on business architecture, applying component modeling, J2EE technical overview, and mapping to the technical architecture.
Intelligent learning management system startersIJERD Editor
learning management system (lms) is increasingly gaining popularity in the academic community as
a means of delivering e-learning contents. Simply placing lecture notes and videos among other contents on
lmss do not particularly train the best. This situation could be improved with intelligent tutoring systems (itss)
integration into preferred lms to make it more adaptive and effective, through enhanced student participation
and learning. This work aims, therefore, to create a starter model and a model java its integrated preferred lms.
The its integrated lms starter model was proposed through augmentation and a fluid iterative cycle of
awareness, suggestion, development, evaluation and conclusion. Known open/inexpensive, tried and tested
popular lmss were evaluated at cms matrix site, and complemented. Java its integrated moodle (preferred),
employing certain architectural framework of its integrated lms, was created following the spiral model of
software development
This document discusses integrating legacy applications with modern J2EE applications using a service-oriented architecture (SOA). It describes using IBM WebSphere Message Broker to connect and transform data between legacy and J2EE applications without modifying the applications. The document also discusses using IBM WebSphere Message Queue for asynchronous messaging between distributed applications, and IBM WebSphere Portal Server for providing a unified user interface and integrating application components.
The document discusses enterprise application integration (EAI) and enterprise service bus (ESB) architectures. It begins by explaining the challenges of integrating different IT systems, before defining EAI as an approach to interconnect disparate enterprise applications. Three common EAI approaches are then described: point-to-point integration, hub-and-spoke integration, and the ESB framework. The document dives deeper into each approach and their limitations. It then provides details on key ESB concepts like message-oriented middleware, core capabilities, patterns, and components. The relationship between ESB and service-oriented architecture (SOA) is also explained.
This document discusses qualifiers and qualifier groups in Oracle Advanced Pricing. It defines qualifiers as specific attributes that help determine price or benefit eligibility. Qualifier contexts group similar attributes, while qualifier values are the data associated with each attribute. The document outlines how to create qualifiers for price lists and modifiers in Oracle Advanced Pricing and provides examples of typical qualifier setup and terminology.
The document discusses content management systems (CMS), learning management systems (LMS), and their characteristics. A CMS is a software tool that allows users to create, edit, and publish content on the internet in an organized manner. An LMS is a digital system designed specifically for managing online courses and enabling collaborative work between teachers and students through automation of various aspects of the learning process. Examples of popular CMS and LMS platforms are provided.
This document provides an introduction to Enterprise Service Buses (ESBs). It discusses how ESBs evolved from earlier integration approaches like Message-Oriented Middleware and Service-Oriented Architecture. The document defines an ESB as an open standards, message-based integration infrastructure that provides routing, mediation and invocation services. It describes typical ESB features like invocation capabilities and messaging support using standards like JMS. The document uses examples to illustrate how an ESB can interconnect different services and applications in a service-oriented manner.
UAE University selected and deployed an ERP system called Integrated Business Information System (IBIS) while transforming its IT services culture and building an enterprise infrastructure. Key steps included creating a customer support center, selecting SunGard suite for ERP modules, and building a 'unified digital architecture' with segregated environments. The deployment involved addressing legacy systems issues and improving processes, security, and high availability of the new infrastructure.
1. The document presents the UML architecture of a Web-based Interactive Course Tool developed at West Virginia University.
2. The tool provides components to support interactions between instructors, administrators, and students through online courses.
3. The architecture is modeled using UML diagrams including use case diagrams, component diagrams, and class diagrams to design the software system.
Web Services-Enhanced Agile Modeling and Integrating Business ProcessesMustafa Salam
We propose a model-driven approach, based on Web services standards, for modeling and integrating agile business processes using Web services. The choice of focusing on Web services technology was not arbitrary. The large and broad adoption of this technology by enterprises will lead most business processes to be performed using Web services. Besides, the added value of Web services and their great interest to business process management are beyond doubt. Web services produce, on the one hand, loosely coupled applicative components.
On the other hand, they are the most widely used implementation technology of SOA (Service-Oriented Architecture), which is based on the large experiences of software and distributed component technologies. Being founded on the XML (eXtensible Markup Language) language, the SOAP (Simple Object Access Protocol) protocol and the UDDI (Universal Description Discovery and Integration) repository, this technology can be considered as an appropriate mean to ensure interoperability, data exchange and the publication and discovery of business processes when they can be implemented as Web services.
FusedLearning, in partnership with eFront Learning has provided an informative presentation on the benefits of the eFront LMS.
eFront enables functions such as community learning, supports the principle of collective knowledge and provides functionality towards personalized learning. eFront bridges the gap between Enterprise, Educational, Open-Source and Proprietary learning combining the best from all of them.
Our experience in providing successful launches of the eFront Learning platform educational and enterprise solutions helps us create an outstanding product. FusedLearning guarantees quality, competent and rapid execution of any projects from small business educational programs to enterprise level education integrations.
Public version of Sarah Currier's presentation reporting progress and suggesting items for discussion and further work. Includes results of use cases for requirements gathering exercise, and proposed domain model for Dublin Core Education Application Profile.
DevOps for dummies study sharing - part IIChen-Tien Tsai
This document summarizes chapters from a book on DevOps. Chapter 4 discusses how cloud computing accelerates DevOps by enabling fast environment provisioning and deployment automation. It also covers Infrastructure as a Service, Platform as a Service, and Software as a Service cloud models. Chapter 5 explores using DevOps for mobile applications, continuous integration/deployment challenges, and scaling agile frameworks. Chapter 6 shares IBM's experience transforming to DevOps through goals, team structure, and metrics. Chapter 7 debunks common DevOps myths such as it only applying to web companies or necessitating operations learning code.
The document discusses learning management systems (LMS), including their key components like databases, servers, and applications as well as common e-learning standards. It then demonstrates different types of LMS including open source, commercial, and cloud-based options. Finally, it provides guidance on developing content for LMSs, deploying content to learners, and factors to consider when purchasing and deploying different LMS models.
eFront is an all-in-one, standards-certified eLearning platform designed for SMEs that need a cost-effective and easy-to-use solution. It covers the full eLearning process from content creation to deployment, communication, assessment, and analysis. eFront partners will receive lead generation, marketing resources, technical support, and commissions to sell eFront's modern LMS with rich enterprise and social features to the fast-growing SME market. Successful partners will need to commit sales and marketing resources to maintain a customer pipeline.
Unit 4 The Design and Layout of LMS Management Plan Connie Darr
The document outlines the management plan for Prosperity Bank's Learning Management System (LMS) provided by Blackboard. It details both internal and external operations and processes. Externally, Blackboard handles hosting and provides 24/7 support. Internally, instructional designers and IT staff will launch and manage the LMS, with defined roles and procedures. A task force will customize the LMS, import content, and test the system before its corporate rollout.
The document discusses extending the functionality of the eFront system through a new extensions architecture that allows third-party modules to hook into events in the system and modify or extend behavior without changing the core code, providing examples of how modules can map to various system events like user registration or content display and be triggered by them or by asynchronous time events.
Phased soa integration of people soft and 3rd party applicationsRandall Groncki
White Paper written for Northrop Grumman Presentation at Collaborate 10:
A challenge arises when creating a new integration between systems when one system is not able to communicate through Web Services due to technology and/or training and resources. Is the solution to create old style integrations using batch processes and flat files until both systems are able to implement Web Services? Worse yet, do we spend more money to redevelop the existing interface once we have the ability to do it better?
The document provides an overview of open-source learning management systems (LMS), focusing on Moodle and Sakai. It discusses that over 40% of U.S. training organizations have an LMS installed, but satisfaction and ROI vary. Open-source LMS solutions offer lower long-term costs than commercial options and provide feature-rich toolsets and flexibility. Moodle and Sakai originated in academia but have expanded to other markets. They differ in technologies used and approaches, with Moodle using PHP and focusing on ease-of-use, while Sakai uses Java and focuses on enterprise capabilities.
This document provides an overview of various types of architectural standards including conceptual standards like IEEE 1471 and DoDAF that define viewpoints and views, notational standards like UML and SysML, and process standards like TOGAF and RUP. It discusses the benefits of standards in promoting interoperability and network effects while also noting drawbacks like limiting flexibility. The document advises deciding when to adopt a standard based on whether in the early or late phase of a project.
This document provides an overview of a five-day course on architecting and designing J2EE applications. The course objectives are to understand the process of developing an architecture from requirements to implementation using the J2EE framework. It will cover business and technical architecture design, mapping components to J2EE, and include hands-on labs. The agenda includes sections on business architecture, applying component modeling, J2EE technical overview, and mapping to the technical architecture.
Intelligent learning management system startersIJERD Editor
learning management system (lms) is increasingly gaining popularity in the academic community as
a means of delivering e-learning contents. Simply placing lecture notes and videos among other contents on
lmss do not particularly train the best. This situation could be improved with intelligent tutoring systems (itss)
integration into preferred lms to make it more adaptive and effective, through enhanced student participation
and learning. This work aims, therefore, to create a starter model and a model java its integrated preferred lms.
The its integrated lms starter model was proposed through augmentation and a fluid iterative cycle of
awareness, suggestion, development, evaluation and conclusion. Known open/inexpensive, tried and tested
popular lmss were evaluated at cms matrix site, and complemented. Java its integrated moodle (preferred),
employing certain architectural framework of its integrated lms, was created following the spiral model of
software development
This document discusses integrating legacy applications with modern J2EE applications using a service-oriented architecture (SOA). It describes using IBM WebSphere Message Broker to connect and transform data between legacy and J2EE applications without modifying the applications. The document also discusses using IBM WebSphere Message Queue for asynchronous messaging between distributed applications, and IBM WebSphere Portal Server for providing a unified user interface and integrating application components.
The document discusses enterprise application integration (EAI) and enterprise service bus (ESB) architectures. It begins by explaining the challenges of integrating different IT systems, before defining EAI as an approach to interconnect disparate enterprise applications. Three common EAI approaches are then described: point-to-point integration, hub-and-spoke integration, and the ESB framework. The document dives deeper into each approach and their limitations. It then provides details on key ESB concepts like message-oriented middleware, core capabilities, patterns, and components. The relationship between ESB and service-oriented architecture (SOA) is also explained.
This document discusses qualifiers and qualifier groups in Oracle Advanced Pricing. It defines qualifiers as specific attributes that help determine price or benefit eligibility. Qualifier contexts group similar attributes, while qualifier values are the data associated with each attribute. The document outlines how to create qualifiers for price lists and modifiers in Oracle Advanced Pricing and provides examples of typical qualifier setup and terminology.
The document discusses content management systems (CMS), learning management systems (LMS), and their characteristics. A CMS is a software tool that allows users to create, edit, and publish content on the internet in an organized manner. An LMS is a digital system designed specifically for managing online courses and enabling collaborative work between teachers and students through automation of various aspects of the learning process. Examples of popular CMS and LMS platforms are provided.
This document provides an introduction to Enterprise Service Buses (ESBs). It discusses how ESBs evolved from earlier integration approaches like Message-Oriented Middleware and Service-Oriented Architecture. The document defines an ESB as an open standards, message-based integration infrastructure that provides routing, mediation and invocation services. It describes typical ESB features like invocation capabilities and messaging support using standards like JMS. The document uses examples to illustrate how an ESB can interconnect different services and applications in a service-oriented manner.
UAE University selected and deployed an ERP system called Integrated Business Information System (IBIS) while transforming its IT services culture and building an enterprise infrastructure. Key steps included creating a customer support center, selecting SunGard suite for ERP modules, and building a 'unified digital architecture' with segregated environments. The deployment involved addressing legacy systems issues and improving processes, security, and high availability of the new infrastructure.
1. The document presents the UML architecture of a Web-based Interactive Course Tool developed at West Virginia University.
2. The tool provides components to support interactions between instructors, administrators, and students through online courses.
3. The architecture is modeled using UML diagrams including use case diagrams, component diagrams, and class diagrams to design the software system.
Web Services-Enhanced Agile Modeling and Integrating Business ProcessesMustafa Salam
We propose a model-driven approach, based on Web services standards, for modeling and integrating agile business processes using Web services. The choice of focusing on Web services technology was not arbitrary. The large and broad adoption of this technology by enterprises will lead most business processes to be performed using Web services. Besides, the added value of Web services and their great interest to business process management are beyond doubt. Web services produce, on the one hand, loosely coupled applicative components.
On the other hand, they are the most widely used implementation technology of SOA (Service-Oriented Architecture), which is based on the large experiences of software and distributed component technologies. Being founded on the XML (eXtensible Markup Language) language, the SOAP (Simple Object Access Protocol) protocol and the UDDI (Universal Description Discovery and Integration) repository, this technology can be considered as an appropriate mean to ensure interoperability, data exchange and the publication and discovery of business processes when they can be implemented as Web services.
FusedLearning, in partnership with eFront Learning has provided an informative presentation on the benefits of the eFront LMS.
eFront enables functions such as community learning, supports the principle of collective knowledge and provides functionality towards personalized learning. eFront bridges the gap between Enterprise, Educational, Open-Source and Proprietary learning combining the best from all of them.
Our experience in providing successful launches of the eFront Learning platform educational and enterprise solutions helps us create an outstanding product. FusedLearning guarantees quality, competent and rapid execution of any projects from small business educational programs to enterprise level education integrations.
Public version of Sarah Currier's presentation reporting progress and suggesting items for discussion and further work. Includes results of use cases for requirements gathering exercise, and proposed domain model for Dublin Core Education Application Profile.
DevOps for dummies study sharing - part IIChen-Tien Tsai
This document summarizes chapters from a book on DevOps. Chapter 4 discusses how cloud computing accelerates DevOps by enabling fast environment provisioning and deployment automation. It also covers Infrastructure as a Service, Platform as a Service, and Software as a Service cloud models. Chapter 5 explores using DevOps for mobile applications, continuous integration/deployment challenges, and scaling agile frameworks. Chapter 6 shares IBM's experience transforming to DevOps through goals, team structure, and metrics. Chapter 7 debunks common DevOps myths such as it only applying to web companies or necessitating operations learning code.
This document discusses three options to consider when choosing a learning management system (LMS): 1) WordPress options which are cost-effective but only suitable for entry-level needs, 2) Moodle, an open source option that is cost-effective but requires hardware configuration, and 3) enterprise systems that are developed by experts, integrated with ERP systems, and offer comprehensive support but are more expensive. It outlines key features to evaluate and compares the capabilities of each option.
KB Seminars: Working with Technology - Platforms; 10/13MDIF
This document provides an overview and agenda for a technology seminar discussing technology platforms and decision criteria. It will cover the purpose of platforms, the planning and decision making process, and do a comparison of major open source platforms. The document defines technology platforms and outlines various decision criteria to consider, including technical requirements, business factors like costs, and open source versus proprietary software pros and cons. Useful links are also provided.
The document describes the need for and objectives of developing a paperless SQL-based examination system. Currently, paperless exam systems mainly focus on objective questions and cannot adequately evaluate subjective questions involving SQL programming. The proposed system aims to analyze SQL queries and programming questions in real-time to provide prompt feedback to students. It will use a dynamic algorithm to interpret queries and compare student responses to standard outputs. The system will be developed using J2EE and follow the MVC pattern, with a practice test facility and functions for query analysis, reporting, and administration. Its goals are to reduce grading workload, promote learning, and comprehensively evaluate students' SQL skills.
The document discusses the development of a student database information system to efficiently store and retrieve student data. It describes how the system will integrate various components like forms and reports to improve operations. The system uses tools like the .NET framework and designs the database using conceptual, logical and physical models to structure the data logically. It aims to manage key aspects of student administration like admissions, fees, results, attendance and faculty information through various modules.
The document discusses the development of a student database information system using .NET framework and C# coding language. It describes the objectives of managing student data like admissions, fees, results, and subjects. Tools used include ASP.NET for web interfaces, SQL Server 2008 for the database, and master pages for layout consistency across pages. The system provides a way to efficiently store and retrieve student information.
Challenges of Learning Management Systems and Current TrendsIJAEMSJORNAL
Information and communication technologies (ICT) and Learning Management Systems (LMSs) are important multifunctional tools developed for higher education institutions, but in fact, the success of these systems largely depends on a detailed understanding of the challenges and factors that influence the e-learning of their users. During the quarantine period due to Covid-19 in the world, Learning Management Systems were used worldwide in Higher Education as software or method to promote the course delivery. Since it was the first experience of many Egyptian higher education institutions with the use of the learning management systems during the pandemic, challenges were expected. This research aims to examine the challenges faced by LMS use and the factors influencing its use among teachers and students. The results of this research could help researchers, policy-makers, and practitioners from public and private universities to gather insights on the successful application and use of LMS during and after Covid19.
Appliance Warehouse Service Plan.The discussion focuses on the.docxfestockton
Appliance Warehouse Service Plan.
The discussion focuses on the appliance Warehouse Service Plan that is made up of the testing plan, an implementation plan and the training plan for the sake of the bettering of services in a warehouse. The testing plan is meant to manage the systems through QA standards meeting the needs of the customers. The implementation plan elaborates and indicates whether one should use parallel, direct, phased, or pilot changeover strategies. The training plan, on the other hand, indicates what a training plan would include for affected employees, such as appointment setters, technicians, management, and the parts department.
Testing Plan
The main reason for the testing plan is to validate and verify the information from the main source or the end to end target warehouse. The two major testing plans for include program testing and acceptance testing (Lewis, 2017). The plan should verify the following, the business required documents, ETL design for the documents, sources to target on the mapping process and the data model for the source and the target schemas. The documents that are considered are meant for the ETL development process in the testing plan. The testing plan is meant further for the supervisors or the quality analysis team to confirm that the work is concerning the objective of the organization. The process of testing might also include the configuration management system and the data quality validation and verification process.
Implementation Plan
The plan for the implementation of the systems is the same as the process that is considered during the development process of the entire system to meet the goals of the organization. The steps to consider for the whole plan of the implementation include the analysis and the enhancement requests, the writing of very simplified and new programs, restructuring of the database, analysis of the program library and its cost, and the reengineering of the test program. The first phase parallels the analysis phase as the parallel strategy is considered for the entire process, which entails the analysis phase of the SDLC. The steps two to four process entails the combining and the construction activities that are done on a new system majorly on a small scale. The last step is meant to parallel the testing that is commonly done during the implementation process. The testing process ensures that the process is free of risk as a quality assurance process (Liang & Hui, 2016).
Training Plan
The training plan should be made up of a training matrix in which it will guide them to know who needs the training what they need from the training and why they want the training not forgetting when they need the training(Kwak,2016). The matrix will allow for the planning and the preparation for the training avoiding scrambling when the due date for the training comes around. The requirements are automatically updated when the employees get done with the first training before transferri ...
Appliance Warehouse Service Plan.The discussion focuses on the.docxRAHUL126667
Appliance Warehouse Service Plan.
The discussion focuses on the appliance Warehouse Service Plan that is made up of the testing plan, an implementation plan and the training plan for the sake of the bettering of services in a warehouse. The testing plan is meant to manage the systems through QA standards meeting the needs of the customers. The implementation plan elaborates and indicates whether one should use parallel, direct, phased, or pilot changeover strategies. The training plan, on the other hand, indicates what a training plan would include for affected employees, such as appointment setters, technicians, management, and the parts department.
Testing Plan
The main reason for the testing plan is to validate and verify the information from the main source or the end to end target warehouse. The two major testing plans for include program testing and acceptance testing (Lewis, 2017). The plan should verify the following, the business required documents, ETL design for the documents, sources to target on the mapping process and the data model for the source and the target schemas. The documents that are considered are meant for the ETL development process in the testing plan. The testing plan is meant further for the supervisors or the quality analysis team to confirm that the work is concerning the objective of the organization. The process of testing might also include the configuration management system and the data quality validation and verification process.
Implementation Plan
The plan for the implementation of the systems is the same as the process that is considered during the development process of the entire system to meet the goals of the organization. The steps to consider for the whole plan of the implementation include the analysis and the enhancement requests, the writing of very simplified and new programs, restructuring of the database, analysis of the program library and its cost, and the reengineering of the test program. The first phase parallels the analysis phase as the parallel strategy is considered for the entire process, which entails the analysis phase of the SDLC. The steps two to four process entails the combining and the construction activities that are done on a new system majorly on a small scale. The last step is meant to parallel the testing that is commonly done during the implementation process. The testing process ensures that the process is free of risk as a quality assurance process (Liang & Hui, 2016).
Training Plan
The training plan should be made up of a training matrix in which it will guide them to know who needs the training what they need from the training and why they want the training not forgetting when they need the training(Kwak,2016). The matrix will allow for the planning and the preparation for the training avoiding scrambling when the due date for the training comes around. The requirements are automatically updated when the employees get done with the first training before transferri.
How Can The Extensibility Of A Platform Benefit A Business.pdfPellet Stove Inserts
In the rapidly evolving world of business today, the ability to quickly adapt and scale is essential for achieving success. A crucial strategy that businesses employ to accomplish this is harnessing the power of extensible platforms.
How Can The Extensibility Of A Platform Benefit A Business.pdfPellet Stove Inserts
In the rapidly evolving world of business today, the ability to quickly adapt and scale is essential for achieving success. A crucial strategy that businesses employ to accomplish this is harnessing the power of extensible platforms.
The document discusses key concepts in enterprise architecture including enterprise structure, value and risk, and components. It describes how enterprise architecture provides an abstract description of an organization's essential elements to maximize shareholder value over time and supports businesses in achieving strategic goals and competitive advantage. The document also summarizes enterprise integration patterns for designing scalable and maintainable integration solutions between systems.
This document provides a summary of SUDHA MURALI's professional experience and qualifications. It outlines her over 11 years of experience in B2B integration solutions using standards like EDI, XML, and web services. Key projects included implementing integration solutions for multiple customers at Flextronics and migrating legacy gateways to WebMethods. She has expertise in requirements gathering, design, development, testing and support of integration projects.
The document proposes a learning framework that provides required learning services or features on demand using microservices. The framework allows continuous evolution of learning systems to meet changing user needs. It does this through semantic description of components and services, allowing sound configuration and adaptation of learning applications. Future work includes deploying and testing the system in real settings, extending it to support collaborative requirements, and investigating automated semantic description of new components.
Question 11.1 You are working on a DevOps project that involves .pdffarhanafurniture
Question 1
1.1 You are working on a DevOps project that involves multiple teams working on different
components of a web
application. How can you configure effective communication channels between these teams to
ensure smooth
collaboration, and motivate your answer with software applications that could be used?
1.2 Your team is adopting Agile methodologies for software development, and you want to
ensure that daily
stand-up meetings are conducted efficiently. How can you configure a process to facilitate these
meetings?
1.3 You're responsible for managing a large-scale cloud infrastructure. How can you configure
automated
notifications and alerts to keep your team informed about any critical issues or downtime?
1.4 You're tasked with configuring a Continuous Integration (CI) process for a software project.
How can you
ensure that code changes trigger automated builds and tests whenever they are committed to the
repository?
1.5 Your organization is transitioning to a microservices architecture, and you need to ensure
smooth
communication between different microservices. How can you configure a process to enable
effective
communication between microservices?
1.6 You're working on a project where you need to deploy infrastructure as code (IAC) using
Azure Resource
Manager (ARM) templates. How can you configure a process to manage and deploy these
templates
efficiently?
1.7 In a microservices-based architecture, how can you establish effective communication
between individual
microservices while maintaining scalability and fault tolerance?
Question 2
Study the scenario and complete the question(s) that follow:
Design and implement a release strategy
You are the lead DevOps engineer for a software development company that specializes in
building e-commerce
applications. The company is working on a major update for its flagship product, which includes
new features,
performance improvements, and bug fixes. The project involves multiple development teams
located in different
countries. As the release date approaches, you need to design and implement a release strategy
that ensures
smooth deployment, minimal downtime, and quick rollback options in case of any issues.
2.1 What factors should you consider when designing a release strategy for the e-commerce
application?
2.2 How would you implement blue-green deployments as part of the release strategy for the e-
commerce
application?
2.3 What is the purpose of feature toggles, and how can they enhance the release strategy?
2.4 Describe how you would implement canary releases in the release strategy for the e-
commerce application.
2.5 In the context of a release strategy, what are the benefits of utilizing automated testing and
validation?
2.6 How would you handle rollbacks in case of a failed deployment during the release process?
2.7 Explain how continuous monitoring and feedback play a crucial role in the release strategy
for the e-commerce
application.
Question 3
Study the scenario and complete the .
The document discusses major design issues in cloud computing operating systems and techniques to mitigate them. It outlines issues like providing sufficient APIs, security, trust, confidentiality and privacy. To address these, a cloud OS needs to design abstract interfaces following open standards for interoperability. It also needs mechanisms like trusted third parties to establish trust dynamically between systems. The OS must allow for multitenancy while preventing confidentiality breaches through techniques like limiting residual data.
Mobile Responsive Social Corporate Intranet Portal ApplicationMike Taylor
Mobile Responsive Social Corporate Intranet Portal Application to enhance employee productivity and with Forums, Chat, Leave Status, Groups, Knowledge Base
Switching learning management systems (LMS) requires a different approach than initially selecting one. Key reasons for switching like scalability issues or outdated features should be documented. A thorough evaluation of new systems should consider vendor history and support. Demos and trials should comprehensively cover standards compliance, technical capabilities, the user interface, and support commitments. Detailed data, content, and customer migration plans are necessary to transition to the new system.
Similar to RFP Learning Management System - Evaluation Process and Criteria (20)
This document outlines guidelines for a focus group discussion on eLearning. It states that the focus group is not meant for debate, conflict resolution, or problem solving. The purpose is to gather information from participants to guide the creation of a request for proposal for a new learning management system. The discussion will focus on current usage of the existing system, its usability, and available tools.
This survey collects information from faculty about their use of eLearning tools. It asks for the respondent's role and department at the university, how long they have been using eLearning, and their comfort level with eLearning tools. It then lists various eLearning tools and asks the respondent to select all tools they currently use, including announcements, assessments, assignments, discussions, and calendars. It concludes by inviting additional comments.
Deciding on a New LMS-An Inclusive RFP and Decision-Making ProcessChristine Salmon
The document outlines the process undertaken by the University of Texas at Dallas to select a new learning management system (LMS). It describes forming an LMS committee and conducting an instructional technology survey and focus groups with faculty and students. An RFP was issued in March 2011 and the top three vendor responses were brought to campus. The timeline details implementation from 2011-2013, including running the new and old systems simultaneously during transition. Focus group feedback emphasized usability, integrated tools, and additional functionality needs. The outcomes note vendor presentations were made but the decision process and future training are unknown due to office support downsizing.
Depth and Breadth: Moving Students beyond Basic CoverageChristine Salmon
This document discusses strategies for moving students beyond surface-level learning to deeper learning experiences in college courses. It describes observations of traditional lecture-based college classrooms where both students and instructors seemed disengaged. In contrast, examples of active learning approaches like small group work and problem-based learning were provided that engaged both students and instructors. The document advocates designing courses and assessments around significant and deep learning experiences, such as projects that require judgment, innovation, and applying knowledge to complex real-world tasks. Specific techniques discussed include clickers, journals, interviews, hands-on labs, collaborative problem-solving, and context-rich problems that mirror real-life challenges.
presented at the Promoting Pedagogical Approaches to Robust Learning in Undergraduate STEM Workshop
A Mountain View College Workshop in Collaboration with PKAL
April 7-9, 2011
Mountain View College
Dallas, TX
The document describes various group activities that can be used for online education, including informal activities like Think-Pair-Share, Roundrobins, and Buzz Groups, as well as formal activities like Jigsaw and Three Before Me. It also provides instructions for implementing the activities and discusses how they can be used to engage students, encourage discussion, and improve skills like editing and providing feedback to others. Finally, it includes a template for planning online group activities that considers topics, goals, descriptions, groups, assessments, and tools.
Can I Really Do That Online: Students Interaction with GroupsChristine Salmon
This document summarizes a workshop about designing effective student interaction with groups in online learning. The workshop covers why group work is important for learning, challenges with collaborative learning online, types of groups, and best practices for designing group activities and assessing student collaboration. Participants brainstorm group activities and learn how to structure discussion groups, projects, and team-based learning approaches in their online courses.
This document provides an overview of copyright law and fair use guidelines for educational settings. It defines copyright as intellectual property protection for original works, outlines exclusive rights of copyright holders, and notes that copyright exists as soon as a work is fixed in a tangible form. The document summarizes key aspects of copyright law including duration of protection, limitations on fair use, and recent lawsuits related to educational copying and distribution of copyrighted materials. It concludes with guidance on evaluating uses of copyrighted works for classroom activities under fair use and the TEACH Act.
The document defines copyright and identifies copyright infringement. It provides an overview of copyright law, what is and is not protected by copyright, how long copyright lasts, and examples of copyright infringement. It also discusses the fair use doctrine and its four factors (purpose, nature, amount, and effect), and provides guidance on using copyrighted materials in classroom settings for purposes like copying printed materials, music, television programs, digital images, and multimedia works.
1) The document defines copyright and discusses copyright law and fair use guidelines for educational use of copyrighted materials. It provides examples of what would constitute copyright infringement and what uses may be allowed under fair use.
2) Specific guidance is given for using printed works, music, television programs, digital images, and multimedia works for classroom instruction. Restrictions are outlined regarding amount and portion of a work that can be used without permission.
3) Resources on copyright and fair use for education are provided at the end.
The document discusses copyright issues related to using materials in online education. It provides 20 situations and indicates whether each would constitute copyright infringement or not. Some key issues covered include: scanning textbook chapters and using them repeatedly is infringement; recording TV shows or movies and uploading them is infringement; and using materials beyond allowed timeframes or altering the purpose they were intended for can also be infringement. The document is meant to help educate about copyright compliance when teaching online.
This document summarizes copyright guidelines for using copyrighted materials in online education. It outlines the fair use factors and exceptions for distance education under the TEACH Act, including allowing the performance and display of copyrighted works that are an integral part of a class if done under instructor supervision analogous to a live classroom. It provides specific limits for copying printed works for classroom use, recording television programs, using digital images, and incorporating copyrighted materials into multimedia works for educational purposes, noting restrictions on the amount and portions that can be used without permission.
This document summarizes copyright guidelines for using copyrighted materials in online education. It outlines the fair use factors and exceptions for distance education under the TEACH Act, including allowing the performance and display of copyrighted works that are an integral part of a class and under the instructor's supervision. It provides specific limits for classroom copying of printed works, recording television programs, using digital images, and incorporating multimedia in educational presentations according to tests for brevity, spontaneity, and cumulative effect to avoid copyright infringement.
The document discusses copyright issues related to using materials in online education. It provides 20 situations and indicates whether each would constitute copyright infringement or not. Some key issues covered include: scanning textbook chapters and using them repeatedly is infringement; recording TV shows or movies and uploading them is infringement; and using materials beyond allowed timeframes or altering the purpose they were intended for can also be infringement. The document is meant to help educate about copyright compliance when teaching online.
Teaching Academy Certification discusses copyright, plagiarism, and academic integrity policies. It defines copyright and identifies types of copyright infringement. It also defines plagiarism and discusses characteristics of plagiarized work. The document outlines UT-Dallas policies on copyright and maintaining academic integrity. It provides examples of academic dishonesty and potential penalties. It also discusses strategies to educate students and prevent plagiarism through assignment design and use of educational resources.
The document discusses promoting civility in classrooms. It defines civility and incivility, exploring perceptions and causes of student incivility. Strategies are provided for fostering civility, including setting expectations, encouraging participation, and responding appropriately to uncivil behaviors ranging from annoyances to threats. Instructors are advised to document issues factually and seek assistance from the department chair when needed.
Changing Tides In Instruction Design In Driver EducationChristine Salmon
This document discusses changing instructional design approaches in driver education. It notes different modes of instruction such as face-to-face, correspondence, television, internet, and phone. Critical issues include whether the delivery system is recognized by state authorities and if instruction can transfer between states. The document also discusses curriculum types, using technology like video streaming and course management systems, the instructional design process, design considerations like storyboarding and interaction, and examples of student-instructor and student-content interaction.
This document provides guidance on designing effective classroom discussions. It outlines the benefits of discussion, such as exploring diverse perspectives and developing skills like clear communication. Key elements of discussion are identified, such as ensuring equal access to materials and establishing ground rules. Techniques for preparing students and beginning discussions are discussed, such as using prereading questions and starting with a student experience. The document also covers how to engage students and maintain discussion momentum through questioning, listening, and responding strategies.
The document discusses accessibility and legal compliance for individuals with disabilities in education. It introduces the Vocational Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, both of which require educational institutions to provide equal access. It also references Section 508, which mandates accessibility of instructional technologies and distance learning, and Section 504, relating to general requirements for accessibility. The presentation provides an overview of compliance approaches, universal design principles, and examples of accessible online resources and references.
From Piles to Pixels: Nursing Improvement using WebCT for Program EvaluationChristine Salmon
The document discusses using WebCT to evaluate nursing programs across multiple campuses. It describes the challenges of collecting data across different programs and sites using paper surveys. WebCT provided a solution to move the surveys online, making data collection and analysis more efficient. An initial single-site version encountered usability issues. Subsequent versions separated the sites by college and gave each program more control over their own surveys. The use of WebCT improved the evaluation of nursing programs across a large college district.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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RFP Learning Management System - Evaluation Process and Criteria
1. REQUEST FOR PROPOSAL
SECTION 5
SPECIFICATIONS AND ADDITIONAL QUESTIONS
5.1 Requirements
Note: Suppliers must respond to all sections of this RFP, including sections 1 and 2.
When a section does not request specific information and you agree to what it
contains, you may use language such as “Sections1.1 through 1.05, Understood and
Agreed” in your response. Refer to section 2.1 for instructions onhow to compile your
response.
Following are the preferred requirements. These requirements will be judged on a
pass/fail basis during the preliminary evaluation. Preference may be given to those
Suppliers considered capable of meeting all the requirements as specified.
Incomplete proposals will be deemed unacceptable and will be eliminated from
further consideration.
It is encouraged to submit multiple proposals for different infrastructures. For
example, a hosted solution and an institutionally hosted solution requires separate
proposals. Make sure the information security form is filled out for both solutions.
You will also want to include any additional enhancements or options that would
make your LMS stand out. In addition, show any modules that could be integrated
into your system to expand the functionality that is either free or for an additional
cost.
5.1.1 Browser and Mobile Access
Functionality for learners and instructors must be compatible with a wide variety of
common web browsers on Windows and Macintosh computers, as well as accessible
from mobile devices via major carriers. Identify which browsers and browser versions
are supported. What is the process for validating new browsers? The LMS must
support mobile devices, either within mobile browsers or with mobile applications
(iPhone/iPod Touch/iPad, Android, Blackberry). Does the LMS or any components of
it rely on any additional plug-ins such as Java or Flash? If any third-party plugins fail
to function properly for a user, are there any fall-back alternatives to achieve the
necessary functionality? The Information Security application must be completed
online at
http://www.utdallas.edu/infosecurity/documents/UTDVendorSurvey.docx
.
5.1.2 Infrastructure
The LMS shall be able to be installed and maintain core functionality in UT Dallas or
UT System own data center on the University of Texas at Dallas campus or the
data center in Arlington (ARDC), or else be provided by the supplier as a hosted
service. You must provide demonstrated proof of the ability to reliably support the
user load that the university currently experiences and anticipates in the future.
REQUEST FOR PROPOSAL
Page 21 of 18
2. REQUEST FOR PROPOSAL
Describe the server hosting requirements for the LMS, including hardware, software,
and any other services that are required for the core installation. The system should
support SSL encryption, either within the application or via the load balancer. Also
indicate any third-party licensing, such as databases, to be considered for the core
installation. Briefly discuss the system architecture and how the architecture provides
for reliability, scalability and redundancy. If you are proposing a hosted solution, what
is the uptime of the hosted solution and how is that measured? How are software
updates managed? Can routine hardware maintenance be done without disrupting
availability to end users? Provide information on different environments (Test,
Development, QA, and Production) for UT Dallas to use best practices when
upgrading or implementing services. Must send service level agreement for all
company hosted proposals.
Please address the ability for an individual campus to host their own LMS instance
on their campus and how this might affect pricing.
5.1.3 Multi-institution Support
The LMS system must support multiple institutions with a customizable, branded
interface for each institution/school using the system. Explain how the LMS can serve
multiple institutions and allow for sharing of course content and centralized reporting
and administration capabilities. What setup is required to have multiple campuses
utilize one system? Describe how your system supports separate populations and
user and administrative reporting specific to each system. This also needs to include
multi-institution on the same campus (example: Academic and Training) and how this
will be handled by your LMS.
5. 1.4 Student Information System Interoperability
The LMS system must allow for automatically enrolling students via integration with
campus student information systems (PeopleSoft Campus Solutions (v9.0 and
greater). Explain how student enrollment information can pass from the registrar’s
system to the course management system (example – live connection, batch XML
uploads, etc…) and how grades can be passed back to the SIS. The system must
have existing integration capabilities with PeopleSoft Campus Solutions (v9.0 and
greater). Describe support services and tools for enrollment and grade pass-back
batch and live integration options with SIS systems (PeopleSoft Campus Solutions
(v9.0 and greater). What support is provided with a middleware integration application
that has been developed on campus.
5. 1.5 Crosslisting Support
The system must support crosslisted courses. Describe how the LMS provides a
way for courses to be combined as one, through the SIS integration and by
manually combining courses together. This can be accomplished through our
eLearning Tools application if not provided by the LMS, but integration would need
to be explained.
5. 1.6 Course Migration Path
One of the important considerations in choosing a new LMS is how course content
will be migrated from Blackboard Vista and Blackboard 9.1 to the new system. Please
REQUEST FOR PROPOSAL
Page 22 of 18
3. REQUEST FOR PROPOSAL
describe the migration path for moving course content into the new LMS. Can you
provide examples of migrating Blackboard Vista 8 and Blackboard 9.1 courses to your
LMS? What migration tools and utilities are available to move from your LMS to a
standard format (i.e, IMS formats)? How reliable and practical are the tools or utilities
to export ANY and/or ALL data within your system at any time? What services and
support resources are included or optional to assist with implementation and
training?
5.1.7 Integration with Third Party Tools
Describe the process of integrating the LMS with other third-party tools. What third
party integrations are currently available? By summer 2012, the system must support
integrations that we have today: including Respondus (for quiz authoring), Respondus
Lockdown Browser, Study Mate, Turnitin, and eInstruction (audience response
clicker). List other third party integrations that you currently support.
5. 1.8 Open APIs
The LMS must be able to extend the features of the system via APIs (Ap plication
Program Interfaces) or some other customizations that follow a set of industry
standards. What methods and/or tools are available to extend the system? What are
the functions that can be performed via a web API? Can user accounts be created
and deleted via an API? Can enrollment adds and drops be performed via the API?
Can grades be imported, exported or updated? Can single sign-on from other campus
systems (portals, legacy systems)
be implemented? What other functions can be performed via a web API? What
professional services areavailable to sup port and train developers to use the APIs?
5.1.9 Multimedia Workflow
Describe the workflow for course designers to get multimedia into the system. Where
is media stored (database or file system) and how can it be discovered or shared
with other courses? Can it be accessed outside of the LMS? Address how the
system supports sharing media files between courses from a single file store.
5. 1.10 Support and Services
You must provide 24/7 support for administrators. Describe your product support
and other services. Which services are included in this RFP and which are optional?
What service levels are available and what level is proposed for the University of Texas
at Dallas? How do support requests get tracked and escalated? What is the
turnaround time for issues to be resolved? Is there a central knowledgebase and/or
issue tracker available for customer use? How do support/enhancement requests
influence product development?
Provide onsite implementation services package to transition from Blackboard Vista 8
or Blackboard 9.1 to your LMS. How will this be accomplished?
REQUEST FOR PROPOSAL
Page 23 of 18
4. REQUEST FOR PROPOSAL
5. 1.11 Sandbox
A hosted sandbox for your product is required for evaluation purposes. Proposers
must provide the URL and login information (typical administrator, faculty and student
roles) for the university at the time of RFP response.
5.1.12 Ease of Use
How was the interface designed to be intuitive and user-friendly? How do you
determine ease of use? How are these tools designed for higher education’s teaching
and learning environment? Do you support drag & drop authoring and Cascading Style
Sheets to control presentation? Does the system include context- sensitive help?
What has been done to reduce the number of mouse clicks and server calls? What
usability testing have you conducted?
5.1.13 Accessibility
The LMS must be accessible for all users, regardless of age, ability, or situation. The
system should comply with section 508 accessibility standards and the Web
Accessibility Initiative (WAI) issued by the World Wide Web Consortium (W3C).
Preference will be given to accessibility certifications, such as the National Federation
of the Blind. The system should also comply with the Texas Administrative Code,
Chapters 206 and 213, for electronic and information resource accessibility:
http://info.sos.state.tx.us/pls/pub/readtac$ext.ViewTAC?tac_view=4&ti=1&pt=10&ch=
206
http://info.sos.state.tx.us/pls/pub/readtac$ext.ViewTAC?tac_view=4&ti=1&pt=10&ch=2
13
5.1.14 Push or Subscriber Messaging
The LMS should be capable of sending e-mail (SMTP) and SMS messages
(configurable by the user) either within the LMS itself, or by an integration with a
companion product. An example might be that a student could configure the LMS to
notify him via text message when his instructor posts an announcement or grades an
assignment, and e-mail him when someone posts a new discussion message.
Describe the options available for messages sent via e-mail and SMS. Costs for SMS
messaging must be included in section 3.03.1. In addition, the LMS should provide the
ability to both subscribe to RSS feeds within a course and also provide subscription
feeds that can be used outside of the LMS (such as for new discussion postings or
calendar events).
5.2 RFP Response Tables
How to use these tables: Each section contains a list of abilities, features, or
integrations that your system may have. You will be asked to rate the level of
functionality, provide version numbers for software integrations, and show
whether the features have passed accessibility testing.
Rating:
For each item, enter a value for the level of support that the item has. The
possible values are described below
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5. REQUEST FOR PROPOSAL
Value Definition
5 System has full support for the item and it has been implemented on
production
3 systems.
Development or testing of this item is in progress, or development is
complete
but it has never been implemented in a production system.
0 (indicate if customization is required)
The item does not exist or is not supported.
(Note: If the vendor solution provides the functionality through means other than an
implementation in their own software and the solution has been implemented and
integrated on a “live” system that does not require extra login procedures, then the
item can be given a score of “5”. You will also need to list any third-party software
requirements in section 2.5.3 “Describe any additional hardware and software
needed or recommended to complete implementing and managing the product.)
Version:
Enter the version or range of versions that your system supports/integrates with.
Accessibility:
Some sections also require that you list the accessibility of each feature.
For the "Accessible" column, simply enter a Y or an N regarding whether the
product (feature) passes Section 508Software Applications and Operating
System Criteria 1194.21 (a) - (l) and / or Web Criteria 1194.22
(a) - (p) and provides equally effective access for individuals using a robust
range of assistive technologies.
Example 1: Rate your software’s browser support. In this example,
Internet Explorer and Firefox are fully supported, Netscape is in
development, Opera is not supported, and Safari and Google Chrome
are in testing.
Note: If a browser is only supported for certain operating systems, list the
operating systems next to the browser name.
Browsers Supported Versions Rating
Internet Explorer (Mac and PC) 7.x+ 5
Mozilla Firefox 3.x 5
Netscape Navigator 7.2 and earlier 3
Opera N/A 0
Safari (Mac) 5.x 3
Google Chrome 6.0.x 3
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6. REQUEST FOR PROPOSAL
EXAMPLE 2:
In this example, all features exist except there is no way to manage courses by term
and the WYSIWYG content editor is still in development.
Features Accessible Rating
1. Teaching and Learning
a. Course Management Y 5
i. by Term N/A 0
ii. by Department Y 5
iii. by College Y 5
b. File Management System Y 5
i. WYSIWYG Content/HTML Editor Y 3
ii. File Manager Y 5
RFP Response tables are located in Appendix A
5.3 Cost Proposal
5.3.1 Cost for Recommended Additional Features/Interfaces
Identify costs for any components that are not part of the core license that would be
needed to meet the conditions of this RFP. List any proposed third-party software
with the vendor name, product and version number.
5.3.2 Innovative Pricing Alternatives
Propose any pricing alternatives that might fit this RFP but may not follow
standard licensing models. Explain the alternative in detail including any special
conditions.
5.4 Supplier Information
5.4.1 History of the Company/Supplier
Suppliers shall describe the history of the company/Supplier and the history of its specific
involvement with Learning Management Systems (LMS). Introduce the supplier’s organization
(e.g., parent company, age, size, number of customers, offices, number of employees, etc.).
Suppliers must demonstrate product long-term viability and future development with a description of
the Supplier's long-term development strategy and plans to ensure that both the proposed learning
management system and the Supplier as a business company remain viable in the market. In
addition, Suppliers must describe the process by which UT Dallas requests for learning management
systems enhancements would be considered and prioritized by the Supplier in formulating its future
research and development strategy.
Suppliers shall provide company information on their background, long-term viability, and
experience with similar projects with particular emphasis on local, state, and federal government
work. Suppliers shall include any affiliations to other corporate or organization entities, as well as
information on general organization and staffing, scale of operations, and the Supplier’s proven
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7. REQUEST FOR PROPOSAL
market for learning management systems. Identify staffing levels (as full time equivalencies, if
necessary) in the following areas: sales and marketing, financial, research and development,
technical support, training, conversion of current products, and interface with other systems.
5.4.2 Market Strategy
Suppliers should describe the software product(s) and services strategy, including markets
served. UT Dallas is particularly interested in knowing if products are designed for the higher
education, technical education, K - 12, or corporate training market. Identify if there is a specific
unit dedicated to support the higher education market and where it is located within the
organization.
Describe the Supplier’s commitment to the higher education market and provide a document such
as a statement of commitment, press releases, and white papers. Include an organization chart
that shows how the higher education sector fits within the organization and how it is supported.
5.4.3 Software Enhancements and Upcoming Releases
Describe the number, chronology, and nature of major software releases in each of the past five
years, along with the anticipated schedule (or roadmap) for the next three years. How does
customer feedback influence product development?
5.4.4 Vision for the Future
Describe the Supplier’s plan for further development of its software/services during the next five
years. Include information about the Supplier’s commitment to standards such as SCORM 1.2
and 2004, IMS QTI, I MS Enterprise, and IMS LIP.
5.4.5 Strategic Partnerships
Does the Supplier have strategic partnerships or alliances with other technology or educational
entities? If so, how might these benefit the university?
5.4.6 Third Party Software
Describe any relationships with other software providers that are relevant to this proposal.
5. 4.7 Supplier Capabilities
Describe the Supplier’s experience and capabilities in providing similar services to those required.
Suppliers must include in their RFP response a current list of all organizations with whom the
Supplier has done business, similar to that described in this solicitation, within the last three years.
Suppliers must identify specific projects, dates, and results.
5.4.8 Project Management
Supplier shall identify personnel to conduct the project, with details on training and work
experience. No change in personnel assigned to the project will be permitted without the approval
of the institutional project director/manager. Provide resumes describing the educational and work
experiences for each of the key staff that would be assigned to the project.
5.4.9 Technical Support
Does the Supplier provide help desk and technical support or work with a partner to provide this
support? If so, list the options for these services. Who is entitled to technical and administrative
support? Does this support extend to LMS administrators, faculty, and students? List any Web
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8. REQUEST FOR PROPOSAL
sites used for support purposes.
5.4.10 User Groups
Describe any official (Supplier sponsored) user groups that are in existence and the nature of the
relationship with the Supplier. What mechanisms exist for proposing and prioritizing
enhancements? Is there an electronic discussion group? List all relevant official user group
forums, including group name, contacts, addresses, and phone numbers or URLs. Include a
description of the process used to prioritize requests for added functionality and enhancements
specific to the higher education market.
5.4.11 Potential Conflict of Interest
Suppliers must provide a list of all entities with which it has relationships that might create, or
appear to create, a conflict of interest with the work that is contemplated in this RFP. The list
should indicate the name of the entity, the relationship, and a discussion of the conflict.
5.5 References
At least three (3) references for customers that have used services similar to those required by the
University are to be provided. Include business name, address, phone number and contact person
for each reference. The University reserves the right to contact or visit any of the supplier’s
current and/or past customers to evaluate the level of performance and customer satisfaction.
5.6 PROPOSAL EVALUATION
5.6.1 Proposal Evaluation Criteria. The criteria to be used to evaluate proposals, listed
in their relative order of importance, are as follows:
• Total cost for software licensing, support, and services, including potential cost
savings with bundling other services or products
• Demonstrated stability, reliability, and scalability of the system to support multiple
institutions
• Intuitive user interface that follows standard conventions
• Comprehensiveness of feature set
• Accessibility for all users
• Proven course content migration path from Blackboard Vista
• Integrations with SIS and portal systems and crosslisting support
• Open APIs for integrating other web applications and support for open standards for
import/export of content (LTI, SCORM, Common Cartridge, QTI, etc.), and existing
integrations with third party tools
• Mobile access from a wide variety of mobile devices (phones, mobile apps,
iPad, etc.) and providers
• Push or subscriber messaging services and services for implementation,
integrations, training, and support
• Integrating multimedia into LMS (workflow & process)
• Potential cost savings with bundling of other services or products
• References
• Company history/stability/innovation and strategic partnerships
• Ability to meet all other terms, conditions, and specifications in this RFP.
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9. REQUEST FOR PROPOSAL
NOTE: In addition to addressing the specific criteria listed, each supplier should
provide a detailed response to each requirement in this RFP.
5.6.2 Evaluation Process. All proposals in response to this RFP will be evaluated in a manner
consistent with the UT System Procurement Code and all applicable rules and policies.
In the initial phase of the proposal evaluation process, the evaluation committee will review
all proposals timely received. First, nonresponsive proposals (those not conforming to RFP
requirements) will be eliminated. Second, the remaining proposals will be evaluated in a
cursory manner to eliminate from further consideration those proposals which in the
judgement of the evaluation committee fail to offer sufficient and substantive provisions to
warrant further consideration. Each supplier bears sole responsibility for the items included
or not included in the response submitted by that supplier. The University reserves the
right to disqualify any proposal that includes significant deviations or exceptions to the
terms, conditions and/or specifications in this RFP.
At the conclusion of this initial evaluation phase, finalist supplier proposals will be selected
for detailed review and evaluation, including oral presentations. The University reserves the
right to be the sole judge as to the overall acceptability of any proposal or to judge the
individual merits of specific provisions within competing offers.
Appendix A: RFP Response Tables
NOTE: Do not change the order of items or add additional items to a list unless
you are specifically instructed to do so. Unexpected changes may cause a
miscalculation of the overall score.
Features Accessible Rating
1. Teaching and Learning
a. Course Management
i. by Term
ii. by Department
iii. by College
iv. Role-based course visibility by start/end date
v. Create custom roles and assign permissions
vi. Provide guest access
vii. Option to enable self-enrolled or unauthenticated
guest access to courses
b. File Management System
i. WebDAV
ii. WYSIWYG Content/HTML Editor
iii. File Manager
c. Gradebook
i. Customizable weighted categories
ii. Output of grades to PeopleSoft Campus Solutions
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10. REQUEST FOR PROPOSAL
iii. Customizable Rubrics
iv. Running grade total
v. Student progress/ early warning indicators
d. Import publisher content
e. Assignment drop box
i. Drop box per course
ii. Drop box per assignment
iii. File Upload
iv. Instructor Feedback
f. Search within course or courses for learning content
g. Selective release of assignments, grades, learning modules
h. Sequenced lesson builder
i. Exam/Quiz creation
i. Multiple Question Types (T/F, Essay, Short
Answer, Multiple Choice, etc)
ii. Import quizzes
iii. Able to randomize question and/or answer order
j. Peer Review for assignment submissions
k. Tool for adding inline comments for grading and peer
review of assignments
l. Student view of the course accessible to the instructor
m. Customizable user interface
2. Communication
a. Calendar
b. Announcements
c. Email
d. Text messaging
e. Discussion/forums
i. Anonymous posting option
ii. Grading
iii. Sorting
iv. Journaling (private between student/instructor)
f. Chat
g. Voice recording tools (live and recorded)
h. Virtual Classroom
i. Chat
ii. Whiteboard
iii. Multimedia (video, graphics, images, audio)
iv. Archiving capability
3. Users
a. Student/Faculty profiles
i. Bio
ii. Pictures
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11. REQUEST FOR PROPOSAL
iii. Non-LMS contact info ( e.g., email addresses,
Instant Messenger nick names, and other
contact information for tools that exist outside of
the
LMS)
b. Course-level groups w/ private content areas, forums, etc
c. Customizable account-specific portal/dashboard with role
pertinent data (student versus faculty/staff)
4. Content
a. Blogs
b. Course-level Glossary
c. Foreign Language Support
d. Linking to internal LMS tools/content and external web
e. Multi-level wikis (course, user group, university)
f. Podcasts - streaming and file download
g. RSS Feeds
h. File sharing for students
i. Multimedia resources
5. Assessment
a. Student Activity Tracking
b. LMS system-wide survey
c. Documenting and assessing learning outcomes
6. Help
a. Documentation
i. Contextual
ii. Customizable by the university
iii. Online
iv. Printed
7. Other Features—List any features not included above.
a.
b.
Administration Tools Accessible Rating
1. Ability to create ad-hoc communities by email invitation (ex. –
student clubs, alumni organization)?
2. Reporting including:
a. Course Statistics
b. Course Statistics (across all courses)
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12. REQUEST FOR PROPOSAL
c. Standard Reporting
(To include:
1) General reports showing the number of faculty,
students, courses using the system with subtotals
by departments and colleges based on hierarchy;
2) Reports on how many courses are using what tools—
gradebook, discussions, assignment tool, etc.;
3) Statistics about usage of the system—peak
times, number of logins, avg. course size, etc.)
d. Active courses (available and with user activity)
e. Number of students (by unique login)
i. In one or more active courses
ii. In a given term
f. Number of instructors (by unique login)
i. In one or more active courses
ii. In a given term
g. Tool usage per course
h. Tool usage across all courses
i. Tool usage per instructor
j. Tool usage across the institution
k. Batch Activities
i. Import/Export Courses
ii. Import/Export Users
iii. Import/Export Enrollments
iv. Delete Courses and Users
3. University logo and text branding
4. Crosslisting Courses
[“Crosslisting” is a process for manually sharing course content
withoutrecreating multiple instances of the same course that has
different enrollments. Example 1) One course has two names
because a student can get credit for either social studies or
multicultural studies. Hence the same content, with enrollments
from BOTH classes are merged and the students all end up in
the same course. Example 2) One faculty member teaches 2
sections of Health 101. He wants all students in one course with
the same content, but students from the different sections do not
see each other in forums, etc.]
5. Secure exam administration (browser lockdown)
6. Ability to identify students who have been inactive for X number
of months and disable their access/remove them from the system.
7. Ability to identify sections that have been inactive for X number
of months, archive those sections, and remove them from the
system.
8. Enhanced exam/section auditing so instructors can see concurrent
sign on access from different IP addresses.
9. Ability to make courses available for guest access.
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13. REQUEST FOR PROPOSAL
10. Ability for administrators to quickly access a course as an
instructor or a student without having to enroll in the course.
Server Support
Operating Systems Versions Rating
Red Hat Linux
Solaris
Windows (specify each software platform)
List additional supported operating systems
Database Management Systems Versions Rating
Microsoft SQL Server
MySQL
Oracle
Other?
Database Reporting Tools Versions Rating
Brio
Crystal Reports
Other?
Web/Application Server Versions Rating
Apache
IIS
Tomcat
WebLogic
Other?
Client Support
Browsers Supported Versions Rating
Internet Explorer
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14. REQUEST FOR PROPOSAL
Mozilla Firefox
Netscape Navigator
Opera
Safari
Google Chrome
Other?
Operating Systems Supported Versions Rating
Linux
Mac
OS X - Leopard
Windows Vista
Windows XP
Windows 7
Other?
Web Plug-ins Versions Rating
.Net
Java
Flash
Other?
Mobile Access Versions Rating
iPhone/iPod Touch App
iPad App
Android App
Blackberry App
Generic mobile browser support
AT&T
T-Mobile
Verizon
Sprint
Other?
Standards Versions (if applicable) Rating
1. IMS
a. IMS Enterprise
b. Common Cartridge
c. QTI (Question Test
Interoperability)
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15. REQUEST FOR PROPOSAL
d. LTI (Learning Tools
Interoperability)
(Example: LMS #1 builds a
gradebook that uses the LTI
standard. Our campus uses LMS
#2 that allows other tools to be
plugged in that are LTI standard.
This would allow us to plug the
gradebook of LMS #1 into LMS
#2. Gradebook is just one
example. In the future, there will
be many tools that are LTI
standard allowing universities to
mix and match the best of the
tools.)
2. Metadata
a. Dublin Core
3. OSID (Open Service Interface
Definition)
4. LDAP Authentication
5. CAS Authentication
6. OSPI (Open Source Portfolio Initiative)
7. SCORM
8. XML
9. Web Services (i.e. SOA – Service
Oriented Architecture)
10. LIS
11. HTML 5
Please add any additional integration items to this list. For example, if another
exam creation software can be integrated, add an additional row for it below
ExamView.
Certified Integrations Rating
1. Student Information Systems
a. PeopleSoft Campus Solutions (v9.0 and
greater) Real-time Add/Drops
i.
ii. Grade Exchange
iii. Crosslisting
2. Assessment
a. Direct Database Access
3. Exam Creation
a. Respondus
b. ExamView
4. Plagiarism Detection/Prevention
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16. REQUEST FOR PROPOSAL
a. TurnItIn.com
b. Other
5. Content Management Systems
a. Equella
b. Sharepoint
c. Kaltura
d. Other
6. Audience Response Systems
a. eInstruction
b. Other
7. Identity Management Systems
a. Active Directory
b. CAS
c. LDAP
8. Online Library/Journal Software
a. E-Library
b. E-Reserve
9. ePortfolio
a. TaskStream
b. OSPI
10. Live Classroom
a. Adobe Connect
b. Other
11. Portal
a. PeopleSoft Campus Solutions
vv.(v9.0hihgreater)
b. Other
12. Digital Marketplace
MERLOT
13. Extensibility
a. SDK Available
b. API Available
14. Reporting Tools
a. Crystal Reports
Certified Integrations Rating
b. Custom reporting API
15. Wiki
a. PBWiki
b. Wikispaces
b. Confluence
16. Blog
a. Blogger
b. Wordpress
c. RSS
17. Warning Systems (ex. In case of hardware failure)
18. Other
a. Google Tools/Apps
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17. REQUEST FOR PROPOSAL
b. YouTube
c. Flickr
d. Facebook
e. Twitter
f. Other
For each service enter a 5 if the service is provided, a 3 if it is provided at an additional cost or a
0 if it is not provided at all.
Service Provided?
1. Support
a. 24x7x365 Support
b. Dedicated contacts within the company for this
account
c. Follow-up protocol in place
d. Online bug and support call tracking viewable by
customer
e. Tiered escalation path
2. Implementation Assistance
a. Migration Services
b. Performance Tuning
c. Professional Services
d. Project Manager
e. Project Timeline
f. Regular (Weekly, Monthly, etc) Planning
Meetings
3. ASP
a. Hosting
b. Disaster Recovery
i. Recovery from Catastrophic Failure
ii. Recovery of a single course section
c. Offsite backup
d. Security (including FERPA and HIPAA)
e. Uptime Monitoring
f. Virus scanning support for attachments/content
g. Encrypted communication
4. Community
a. Conferences (A conference would be a
gathering in a certain geographical location of
the vendor
and user community, providing services such
as workshops, training, Q & A sessions, and/or
demonstrations of upcoming products.)
b. User Groups
c. Webinars
d. Website/Forums
5. Training
a. Administrators
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18. REQUEST FOR PROPOSAL
b. Existing materials (video, tutorials) available
c. Train-the-Trainer
6. Documentation
a. User Documentation (Administrator, faculty, etc)
b. Hosting guidelines
c. Server configuration specifications provided
d. Standard service profile/process for license types
For the following accessibility requirements, enter a 5 if your company meets the requirement, a
3 if the item is in progress, or a 0 if your company does not plan to meet the requirement.
Provide link for software
accessibility information, if
Requirement Rating one is available
1. Accessibility Documentation
a. A Voluntary Product Evaluation
Template (VPAT) exists for each
unique electronic and information
technology product (rather than a
single VPAT for an entire line of
products).
b. A VPAT is completed by a person (or
group) that had sufficient technical
knowledge of the product to be able to
accurately and credibly complete the
document
c. All VPATs are available in an
accessible, electronic format such as
XHTML, Tagged PDF, DOC (MS
Word), or RTF.
d. All VPATs are available on the
vendor's website.
e. All VPATs are completely filled out
(indicating which subsections are
applicable for the product as well as
addressing every point of that
subsection)
f. All VPATs are descriptive (indicating
not just whether a particular subpoint
is met/not met but also providing
specific examples and describing
how this was determined)
g. All VPATs contain versioning
information (including the document
version number - if applicable - as well
as the date completed, and
identification of the department that
authored the document.)
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19. REQUEST FOR PROPOSAL
2. General Product Documentation
a. All production documentation is
available in an accessible,
electronic
format
For the following accessibility requirements, enter a 5 if your company meets the requirement, a
3 if the item is in progress, or a 0 if your company does not plan to meet the requirement.
Provide link for software
accessibility information, if
Requirement Rating one
b. All product documentation includes is available
information regarding known
accessibility features, limitations and
workarounds of the product (e.g.
keyboard equivalent, display
modification options, etc.)
c. Priority should be given to ensuring
that product documentation is
accessible in its native (default)
format. If the native format does not
provide adequate support for
accessibility, then the vendor may
elect to provide separate,
alternative- format version of the
product documentation.
d. Any alternative-format version should
provide access to the same
information
contained within the native format in
its entirety as well as retain the
same
3. Company Accessibility Commitment (to
functionality as the native format
a. Website contains possible).
the fullest extent an aggregated list of
all accessibility documentation
including product VPATs
b. A company accessibility policy
c. Any additional accessibility-oriented
documentation (e.g. White Papers,
Case Studies, Tutorials, FAQs,
Best Practices, links to external
info)
d. An indication that the company has
dedicated specific employees to
handling accessibility
questions/concerns (including
contact info)
e. Information regarding support for
accessible communications channels
(e.g. TTY, Relay services)
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20. REQUEST FOR PROPOSAL
f. Any forward-looking statements
regarding anticipated improvements to
the accessibility of company products
For the following accessibility requirements, enter a 5 if your company meets the requirement, a
3 if the item is in progress, or a 0 if your company does not plan to meet the requirement.
Provide link for software
accessibility information, if
Requirement Rating one is available
g. An intuitive URL for accessibility
information examples:
(http//www.company.com/accessibility
or http://access.company.com)
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