Virtual Learning Tools System development and outline

Virtual Learning Tools System development and outline

The VLT user base It can be estimated that the users of the VLT, would consist of two main user groups: • Non registered users interested in Arctic education, that are not connected to courses within the Virtual classroom, but would like to utilize a number of the VLT open learning tools. • Students and educators directly involved with the system, requiring significantly more access to adding and editing material. Increased interactivity among other users and more elaborate educational tools.

Delivery page “My VLT” • • • Based on the varying user groups of the VLT one of the key focuses would be flexibility and therefore the notion of “My VLT” would be ideal. Non registered users would be able to customize their page- to a degree based on their interest in the system. A user interested in Arctic Atlas, Community square and Job opportunities in the Arctic would be able to receive directly information on these features, on their “My VLT” with less focus on Course Catalogue and the VC. This customization includes arranging components, and adding a number of supplementary tools such as dictionary, clock, currency converter, Translation tools, RSS from relevant organizations and more options that users find to be relevant to their personal studies. Registered users would get significantly more options after logging in such as a live chat feature, messaging within the delivery site and direct access to the VC tools. Based on user access registered users could edit and ad material- as educators and administrators with wide access to content both within the VC and within the learning tools. Students would have access to their VC, as is normal within regular CMS systems.

Non registered users demo screen

Non registered users demo screen

Non registered users demo screen

Non registered users • Future students, that need easy access to the Course Catalogue, and information on how to enroll into courses and an introduction to the VC. • Users that are interested about Arctic education and educational material, with little interest or possibility to enroll into courses. But interested in using the educational tools freely available within the VLT. • Users would be able to decide by themselves what information they consider important to them and get considerable flexibility on how to manage this information. For example get news about job opportunities only within specific countries in the Arctic- Open textbooks documents based on certain keywords. • Participate in features mainly identified with VC if the manager of the content would want to publish it openly. Such as a lecture on a specific topic

Registered users • • The Virtual Classroom interface intergraded into the delivery page with access to courses and material based on access level. Live Chat with associated parties; course members would be added to each individuals contact group, with the possibility to add other users from within the system if both parties agree. Notifications when educator adds or updates material within the VC Messaging within the delivery page and notifications when a new message arrives. More customizations on the delivery page in form of adjustable boxes, which would allow students to receive material directly on the delivery page from chosen sections within the VC. For example following an interesting Forum in a box on the delivery page. Customized boxes within the delivery page that could abide to a certain search criteria. For example publications within the Open Textbooks associated with a number of keywords. Opening parts of the delivery page as new window would offer an extensive environment for users using two screens. In some cases this would be necessary to enjoy all the available features; such as in the conferencing system. Educators would further receive a set of extra options on how to ad and manage content within the system. Such as uploading a Power. Point to a dedicated course or time period within a course, and send out a message simultaneously within the messaging system or in the form of notifications on course participants logged into the system.

Students enrolled to the Virtual Classroom One of the key features identified in the VC survey is the fact that what students miss the most with distance education is the social factor of local studies. This is a challenge that technology may never be fully able to deal with. Increasing interaction between students and to some level educators is therefore one of they key goals within the “My VLT”. This includes: • Live classrooms were appropriate with an educator and course participants • Group work conducted to the same distance learning solutions without the presence of educators • Live chat among students sharing courses- within the delivery page. Users may be allowed to ad other registered users, not sharing courses, if both parties agree. • Easy an convenient messaging system within the delivery page. After login into the system students get the opportunity to be directly connected to other students, they have affiliations with through live chat within the work environment. In future scenarios this could include a face to face video call directly through the front-page. Access to their messages from within their work environment, and access to live conferencing features.

Student logged into the classroom: Screen

Educators logged into the system • Educators/administrators • Would be able to utilize all the same features as students • Will receive additional features to manage material within courses, in a simple but effective environment within the delivery page • Given the right access level, they could also edit content within the VLT tools were appropriate

Educators logged into the system

First steps in the VLT development • The functionality of the delivery page consists of a number of technologies and connections among available open source software, with a varying level of complexity. The basic functionality of the delivery page is technologically quite possible but requires more time than regular web-design. • Sub-functions such as chat between students, delivery of the VC on the front-page, complex categorization of material within user boxes; such as categorizing material based on region are more complex and will probably not be ready for pilot courses fall 2010. • Varying status of VLT learning tools will limit the amount of information that will be presented in the first phase of development.

Suggested next steps • Customizable delivery page programmed and launched. • Virtual Classroom application as a sub-page of the delivery page, publishing material from Moodle. Largely students would be able to use only the web-page to access course material, but when this is not possible the switch over to Moodle would consist of a very minimal environment change and not require additional login. • A customized Moodle interface would temporarily service the project well, with a number of cosmetic and functional changes. The environment would be similar to the delivery page as well as chat functions among students could be made available with little effort, until the original development page would be fully operational. • Educators would need to manage data and content delivery from within Moodle. Eventually it is likely that Moodle would be the chosen database used in the final form of the system with no visible linkage to the Moodle environment. • Live courses would similarly be managed through Moodle were students would receive a link to enter into a conference at a given time