Stratford University was facing challenges with student engagement, collaborative learning, and syncing data between their learning management system (LMS) and student information system. Ballistic Learning helped upgrade Stratford's existing Moodle LMS by developing social networking features to encourage discussion, implementing new course formats and templates for consistent instruction, adding gamification for motivation, and integrating the LMS with their SIS to enable data sharing. Ballistic Learning was chosen for their experience with Moodle development and domain expertise to advise on features that would help Stratford achieve their objectives.

1. Key Challenges
STRATFORD UNIVERSITY
Ballistic Learning helped Stratford University upgrade its existing Moodle LMS
Overview
Stratford University is a private educational institution dedicated to preparing students for
the challenges of a rewarding career. Alumni pursue professions in high-demand fields like
information technology, hospitality, culinary arts, business administration, health sciences,
and nursing. Stratford University offers Associate, Bachelor's and Master's Degrees, as
well as many non-credit workshops and courses.
Stratford University was already using Moodle as their LMS when they contacted Ballistic
Learning.

2. CHALLENGE
As Stratford university was already using Moodle LMS, they understood the benefits of e-
learning and its unutilized potential. They were facing student engagement challenges,
collaborative learning challenges, LMS ease-of-use challenges, and challenges of syncing
data between Moodle and their SIS / ERP system.
The other issue Stratford was facing was of ensuring consistent quality of instructional
delivery across many of their education partners in other countries.
SOLUTION
Once Ballistic Learning came on board as the e-learning domain expert, BL undertook the
following work on Moodle:
• A Facebook-like social wall was developed and implemented within Moodle courses to
encourage active discussions and collaboration among students and faculty.
• New Moodle course formats with easy to use UIs were implemented to enable more
student-friendly structuring and navigation of instructional resources. This also enabled
course designers to design and populate courses in a manner that they become
templates for ensuring consistent teaching practices.
• Gamification was implemented in Moodle to increase learner motivation levels - an
exciting visual metaphor that changed according to a learner's performance of activities
in the LMS.
• Badges were implemented, these being awarded to learners and faculty whose
participation in online discussions was noteworthy.
• Moodle was integrated with Stratford's PowerCampus SIS / ERP system to enable
pulling learner enrollment related data from the SIS into Moodle and pushing graded
activities' results from Moodle to the SIS.
• Dedicated Moodle Apps were made for Android and iOS distribution to enable certain
LMS workflows to benefit from smartphone and tablet device features.
WHY BL WAS CHOSEN
• BL’s existing work portfolio gave a lot of comfort to Stratford in terms of Moodle
development capability.
• BL had the domain experience to suggest features that Stratford could implement to
achieve their objectives
• BL communication skills and project management processes also gave a lot of comfort
to Stratford as the project was to be completely implemented by us in New Delhi