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Evolution of VLEs at DCU: A Moodle Case Study

Explore the journey of DCU's VLE development, from TopClass to WebCT and finally Moodle. Learn why Moodle was chosen, its technical implications, and current usage at DCU. Discover the advantages of using a VLE over in-house solutions and the risks associated with the transition. Understand the integration of Moodle with DCU systems and the training and support provided. This case study provides insights into the decision-making process and lessons learned in implementing a VLE at DCU.

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Evolution of VLEs at DCU: A Moodle Case Study

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  1. DCU and Moodle: The story so far … Denis Cahalane Barry McMullin Morag Munro UCD, 21 July 2005

  2. Outline • Background:VLEs/e-learning at DCU • Why DCU decided to choose a new VLE • What we wanted from a VLE platform • How we went about selecting a platform • Why we chose the platform we did (Moodle) • Current Moodle use at DCU • Demo • Technical implications • What we have learned

  3. VLEs/e-learning at DCU Pilot initiatives prior to Moodle deployment in 2003 : • 1999 - 2001: TopClass VLE • 2001 - 2003: WebCT VLE • Custom VLE-like systems: RACeE • Portal pages, mailing lists, web pages: static, interactive

  4. Options • Commitment to a commercial, closed source VLE (WebCT) • Customise in-house tools to provide VLE functionality • Open source VLE

  5. Closed vs. Open Source • Commercial software is “closed source”: the source code is generally unavailable to the users of the product. • Open source software is developed as a public collaboration: the source code is freely available for users to modify and improve (Under the terms of the GNU General Public License). http://www.opensource.org/

  6. What did we want from a VLE? • Aligned with strategic aspirations • Technically viable, scalable • Support various pedagogical models • Intuitive • Functionality • Accessible

  7. Customise in-house tools? Advantages of a VLE over in-house solutions: • Avoid reinventing the wheel • Wider functionality • Integrated, secure access • Collaboration

  8. Open or closed source? • Strategic aspirations: development platform • Avoid vendor “lock-in” • Integration with other systems • Open source not a cost saving device (but perhaps would allow us to apply limited resources in more strategic ways)

  9. Evaluation: Open source candidates

  10. ?

  11. Evaluation process (1) Evaluated candidates according to: • Functionality • Usability • Pedagogy • Accessibility • Technical viability and scalability • Existing user community • Projected longevity

  12. Evaluation process (1) Evaluated candidates according to: • Functionality • Usability • Pedagogy • Accessibility • Technical viability and scalability • Existing user community • Projected longevity

  13. Evaluation process (2) • VLE users group: • WebCT users • Staff using custom solutions • Those interested in using a VLE • Forum • Individual consultations • Demo installations

  14. Why Moodle? • Intuitive and user-friendly • Feature rich • Social constructivist underpinning • Supports various delivery models • Large user community • Technically robust • Technical development framework

  15. Risks • Some functional limitations • Scalability: No large-scale deployments • Only room for 1-2 real open source contenders: would Moodle survive? • Migration of existing users • Limited technical support

  16. Moodle use in DCU: 2004/5 • 14000 users • 3400 courses • 560 active modular courses • 50 active non-modular courses • 4000 logged in each week • 800 - 1200 discussion posts per week

  17. Moodle use in DCU • Programme/module delivery and support: • Distance courses: Oscail, Physics, Mechanical Engineering, SALIS • Blended learning • Supplementary materials • Thesis support, group projects • Support units: Careers service, Library etc.

  18. Moodle use in DCU • Staff: • School/Unit discussions/resource sharing • Committees • Working groups • External collaborations

  19. Moodle use in DCU • Second-level students: • CTYI • Science Olympiad • ComputeTY

  20. Moodle use in DCU • Some developmental projects: • European Language Portfolio (ELP) • Student study planner • Giving a voice to Moodle • Groups extension • Gaeilge translation

  21. Usage by activity type

  22. Training and support • Face-to-face: • Introductory workshops • Advanced workshops • Specialist workshops: Groups, quizzes, Wiki etc • Online training: • Self-paced online course • Four week online tutoring course • Telephone/email/face-to-face support

  23. Demo http://moodle.dcu.ie

  24. Platform • Dell Poweredge 2650, 2*2.8GHz CPU, 2GB ram, 350 GB disk • Redhat Linux AS 3.0, Mysql, Php • Raid 5 disk • Second identical server

  25. Backup • Nightly zip of all courses • Nightly Mysql dump of database • Nightly tape dump to Veritas NetBackup • Nightly copy to second server

  26. Instances on server two • Copy of last night’s database • Testsite – e.g. groups • Latest version – nightly download • 2004/2005 Modules

  27. Support • www.moodle.org • Bug Tracker • Paid support - $2000 per annum

  28. Integration with DCU systems (1) • Ldap authentication to Novell eDirectory • Single sign-on?

  29. Integration with DCU systems (2) • Autocreated 3000 courses • Auto-assign teachers

  30. Integration with DCU systems (3) • Nightly registration of students • Nightly enrolment of students in modules

  31. Risks revisited • Some functional limitations • Scalability: No large-scale deployments • Only room for 1-2 real open source contenders: would Moodle survive? • Migration of existing users • Limited technical support

  32. What have we learned? • Select the VLE that suits your institution • Engage end users in the decision-making process • Flexibility of open source has advantages and disadvantages • Employing an open source VLE as a development platform requires a support framework

  33. Questions? ?

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