Here - CAPDM.com

capture . author . publish . deliver . manage
Look.Book
Examples of designs and
features of CAPDM published
Moodle online learning
materials
CONTENTS
Introduction
Course Components
03 - 04
05
The Manifest
06 - 07
Study Guides
08
Assessments + Turnitin
09
Textbook Integration
10 - 11
The Digital Workbook
12 - 13
SCORM Components
14
PDF + Other Formats
15 - 16
Navigation
17 - 18
Search
19
Course Packager
20
Course Components + Design
21
Media Rich Contents
CAPDM Inline
Media Objects + Animations
22
23 - 24
25
Quizzes
26 - 27
Accessibility Features
28 - 29
Study Planner
Topic Object Tracker
31
Unit Status
32
Language Support
33 - 34
Learning Environment
Components
35
Ticket-Based HelpDesk
36
Personalised PDFs
37
Synchronous Discussion
Tools
38
Portfolio System
Integration
39
Purchasing Catalogue +
PayPal Payment Mechanism
40 - 41
Assessment + Feedback
42
Learning Objectives
43
Certificate of Completion
44
Integrated Course
Components
45
Adaptive Learning Feedback
46
Clients + Testimonials
47
Contact
48
30
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INTRODUCTION
CAPDM courses are being used every day to deliver learning effectively for tens of thousands of students around the world.
CAPDM offer custom learning environment modules and publishing tools. All CAPDM technologies are available to clients,
including CAPDM’s own Courseworker – our single-source course publishing toolkit. Courseworker is the Cloud service we
use ourselves and share with other course publishing teams.
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CAPDM only works with content standards – semantically-rich XML, MP4, JPG, SVG,
etc. This ensures that there is no proprietary lock-in, it provides a high degree of
future-proofing, and it enables delivery to any platform or format.
CAPDM develop a standards-based, digital repository (see the CAPDM model above)
for all clients. All content:
• Is revision controlled, maintained and developed as a single source.
• Can be delivered to a range of platforms and formats.
This brings a scalability and repeatability to the process of content management,
publishing and course delivery.
Our course designs are created to be fit-for-purpose, whether that’s an online short
CPD module or a three-year undergraduate Bachelors degree programme.
Our course designs can be:
1. Blended - capable of supporting both in-class and distance learning use.
2. Flexible - allowing custom courses with content, learning environment and people
components all combined into a single course manifest.
3. Multi-format - that work equally well in print, online and on electronic tablets.
4. Content rich - embedding and integrating publishers’ textbooks and interactive
course elements.
5. Maintainable - that can be easily changed and readily updated and maintained.
6. Moodle enhancing - that can turn Moodle into your large scale, institutional
distance learning platform for thousands of programmes and students.
Read on for examples of all of these design features.
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COURSE
COMPONENTS
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THE
MANIFEST
Introduction video
Study Guide
Assessment and Turnitin
Collapsible topic list
}
Topics
The Digital Workbook
Publishers’ textbook
PDF Version of study text
THE MANIFEST
WHAT
integration of all course content components in one place + provision of
top level links and navigation
WHY
high integration and functionality + high degree of standardisation across
courses within a programme + well-designed entry to course
The example above is from a Moodle course front page. The page is auto-generated from a
generic, XML-based description of the structure of the content, its linkages and its use of learning
environment components (e.g. forums, quizzes, etc).
All of this is described in the Manifest for the course, and interpreted for delivery into Moodle, in
this case. It could equally be used to deliver into other platforms and environments.
Use of a Manifest suggests an up-front, well-designed ‘engineering’ type approach, as opposed
to a make it up on the fly ‘bricolage’ approach. However both approaches are supported.
Collapsible Topic List
WHAT
carefully laid out and consistent design of course front pages enhanced
by using collapsible topic lists
WHY
avoiding long course front pages + consistency in design
Moodle, and other environments, support many course formats. Our designs explicitly try to
avoid the Moodle ‘scroll of death’, where very long lists of single page/screen activities are
added into a very long course front page.
In our designs the consistency results in each topic structure being the same or very similar. This
obviates the need to see the shape of the course as a whole.
The Collapsible Topic List is a relatively standard, and widely used, feature but it is made
particularly effective within a consistently structured approach.
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STUDY GUIDES
WHAT
concept map which guides student through study materials
and intent of the course
WHY
substituting F2F support traditionally received on campus
CAPDM places a great emphasis on the
potential role of a Study Guide. This is not
a summary of content that can be found in
more detail in the texts, but a true ‘guide’.
through quizzes, tutors can mark and give
feedback to essays and assignments, etc.
However there will be no person there to
give guidance.
It should layout the course structure
and intent, it should introduce and make
obvious the study concepts, and it should
work to ensure that the student identifies
and understands these concepts.
CAPDM views the Study Guide as a form
of concept map, and its role to guide the
students through the concepts but treating
each as a ‘gateway’. Students should be
guided through these ‘concept gateways’,
and should ideally demonstrate that they
have both recognised and understood
the underlying concepts.
In piecing together all the content
components required to build and deliver
an effective online/distance/blended
course there is an explicit requirement to
ensure that the student is properly guided
through the materials and the intent of
the course. On-campus, this is one of the
roles of the teacher, through lectures and
tutorials.
Much of the content for an online course
will be the same or similar to that used oncampus. For example, the texts will be the
same, tutorial questions will be delivered
CAPDM content can be extremely
interactive, and one mechanism used to
provide this evidence of understanding is
our Digital Work Book (pp. 12-13), a form
of personal reflective log. One summary
form of this is what we call the Topic Object
Tracker (p. 31). Our delivered courses are
rich in mechanisms to gather meaningful
learning analytics and mechanisms to
alert the tutors to potential need for
intervention.
ASSESSMENTS + TURNITIN
WHAT
assessments using Turnitin can be readily incorporated
WHY
ensuring high degree of integration and functionality
Turnitin
integration
Our Manifest-based,
‘engineering’ approach
includes any functionality
that the underlying
learning environment may
provide. We ensure a
high degree of integration
into the platform and that
all functionality is used
to the highest level consistently.
This Moodle example
shows that courses which
are auto-generated from
the content held in the
underlying repository
result in otherwise
standard Moodle course
structures. Activities,
such as Turnitin, can
be included explicitly
in the Manifest used to
generate the course.
Or if the details of the
assignment are not
known at that time, the
activities can be edited in
manually as normal.
This is true for all activities
and their integration.
TEXTBOOK INTEGRATION
WHAT
high quality content from publishers’ texts are delivered seamlessly within online course materials
WHY
students get full package of necessary learning materials one-stop readily delivered through their online course
CAPDM’s aim is to be able to provide ‘content-full’ courses, very
consistently structured, and with a wide range of support and
progress tracking features. We do believe that ‘content is king’,
but also that this content should be of high quality.
On-campus, students will study from recommended publisher
texts. Online students should be able to do the same, and from
the same content. These texts are of a known quality, relevance
and detail.
However online students may be studying on an oil rig, in
any country around the world, and in a very wide range of
circumstances.
To ensure that all students have equal access to the necessary
learning materials CAPDM works with clients and publishers to
stream the raw, electronic content through exactly the same
publishing processes that are used for the client’s own content,
to produce a seamless delivery of a content-full course.
This consistency increases the student experience, eliminates
the unexpected, and provides the same materials and support
for all learners.
It also enhances the brand of the university or other educational
provider, and naturally inherits the quality of the underlying
content base.
See the next page for publishers’ textbooks integration examples
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Publisher’s text
as a directly
integrated course
component
THE DIGITAL WORKBOOK
WHAT
mechanism for recording students’ input at various parts of the online content
WHY
summary of the students’ work in form of a personal portfolio + progress tracking
tool for both students and tutors
The screen above shows a summary of how many
reflective points are contained within the topics
of the overall content. Those that have not been
completed are highlighted.
This opening summary screen tab is useful to
both the student and tutor as a means of tracking
progress. Each reflection can be drilled down into
to see the detail of the student response - their
evidence of understanding.
It is an ideal mechanism for providing evidence to
the tutor of competent or critical thinking, and it is
a mechanism used heavily with the Study Guides
(p. 08) described above.
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Subsequent screen shots show how DWB input points are generally used to solicit input to specific questions
asked to gather this evidence of understanding. Though these examples are of text input boxes, the DWB
supports MCQ/MRQs, Drop-down selects, Fill-in blanks, etc.
Response is
automatically saved in
Workbook and can be
altered anytime
SCORM COMPONENTS
WHAT
SCORM packages can be easily integrated into the course environment
WHY
allows other standard content packages to be included as part of your own
courses
CAPDM wholly embrace rich content standards,
and always develop single-sourced, XML-based
digital content repositories for its clients. This
ensures a rich and long-lifetime content base,
independent of specific technologies, and able
to be delivered to a range of current and future
platforms.
However some clients do want content delivered
into ‘packaging’ standards, such as SCORM. Just
as we deliver to Moodle, PDF, ePub, etc, we can
also include SCORM packaging as an output
format. We can include SCORM packages within
a course Manifest, and hence a delivered course.
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PDF + OTHER FORMATS
WHAT
whole course contents professionally typeset as high-quality print and PDF publications
WHY
widens choice of delivery formats for preferred study modes
While online delivery
through a learning
environment is crucial,
most clients - and their
students - also want other
formats, in particular PDF.
Not all students want
to study online only.
CAPDM only publish from
a single content source,
generating all output
formats from that same
source. A generated PDF
is therefore guaranteed
to be the same content
as online, though it will
potentially lack some
interactive features.
However it does allow a
student to study as he/she
wants.
Note that CAPDM
professionally typesets
its PDF (and other)
formats, maintaining the
quality of delivery that we
continually seek.
Other formats are equally
possible.
NAVIGATION
WHAT
consistent interfaces to content + consistent navigation through content
WHY
large volumes of learning materials can be easily navigated through hyper-linked table of contents
‘Content-full’ courses, particularly large university courses, usually
contain large volumes of learning materials. It is essential, then,
that students are presented with consistent interfaces to this
content, and consistent navigation and other features to help
them through this.
All CAPDM course content is generated to include local and
global Tables of Content (TOC), very high degrees of hyperlinking within and between course components, and extensive
search indexes.
Students are only ever one click away from a highly functional
TOC, and a search interface. However navigation begins with
the simple and consistent layouts used within the course home
page.
Our belief is that students should not be surprised, and should
be able to see what they are about to be involved in.
For example, ‘War and Peace’ may be a large book, but a reader
can see its size immediately and through the TOC understand
how it is structured. Following links on Wikipedia, however, is
completely open-ended. Better to be able to judge what you are
getting involved in before your start.
See the next page for navigation examples
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Full-text search
of the course
Complete table
of contents
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SEARCH
WHAT
all content, including publisher content, carries a search index with it
WHY
powerful, flexible (wild-card matching) and easy to use search option enhances
overall learning experience
Open the
search page
Add your
search term
Browse the
search results
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COURSE PACKAGER
WHAT
courses are carefully designed, produced and packaged to meet exacting
delivery specifications
WHY
courses are scalable, repeatable, consistent and high in quality
A typical
Manifest in
XML format
CAPDM do not expect clients to hand-build what
can be extremely complex, highly-integrated, and
highly-functional courses. That would take forever
for a typical content-full masters level course.
What this means though is that we employ a contentpush approach. Any change to course content
should be done in the content repository, and then
pushed into the delivery environment.
We manage the XML-based content for each
component, and assemble them into a course
as dictated by a Manifest (pp. 06-07). Therefore,
CAPDM can auto-build learning environment course
packages, which are then restored into the learning
environment. These course packages are generally
no different from a package that would result from a
course back-up.
Content in the repository is single-master sourced,
so all changes should be made there. This way all
output formats and course instances (of which there
can be many) are guaranteed to be in step.
Such a principled approach makes it possible to
employ update, revision and release strategies to
suit the needs of any institution.
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NOTES ON COURSE COMPONENT
CAPDM, the company, is named after a more important information flow model (p. 3) that highlights five key
steps in taking raw content through to polished publications and courses.
Supporting this model is the all important ‘asset repository’, which we develop with and for every client. It forms
a key component of their overall digital strategy and coupled with the discipline of the CAPDM model, the basis
of a consistent and coherent approach to the management and use of their high-value, long-life content.
CAPDM is a standards oriented company. All content in this repository is held in standards, but specifically a
semantically rich XML for all text.
NOTES ON COURSE DESIGN
CAPDM is not an e-learning company; we are an information management company specialising in the
development of online courses and their support. We strongly believe in the formal designs and merits of
developing for distance learning. This opens up enhanced support for, and improved student experiences in,
blended and even on-campus delivery.
CAPDM also tries to play down the technology, and orients designs around widely understood course
components, see below. All are understood by practitioners, but only a few will be relevant to any design.
Management Components
Course Components
Assessment Components
Hard Defined
Learning Objectives
Learning Outcomes
Competency Framework
Reference Text
Workbook
Glossary
Reference List
Unit Quiz
eQuiz
Self Assessment
Mock Exam
Past Papers & Answers
Custom Defined
Style Guide
Concept Gateways
Soft Defined
Programme Specification
Course Specification
Authors’ Guidelines
Student Handbook Teaching
Guide
Course Guide
Study Plan
Discussion Papers
Resource Bank
Learning Activities
VLE Components
Tutor Marked Assignments
Certificate of Achievement
Learner Profiles
Digital Workbook
Portfolio
We combine the appropriate selection to arrive at a simple, layered design for the structure, with each layer
being scoped out for scale, functionality, etc. See above.
CAPDM strongly advises that all courses should be developed around clear Learning Objectives (p. 43). Welldesigned courses with highly relevant content can result in a clarity for students that is a first step towards the
problem of retention. It is also a mechanism for sending clear messages to content providers and authors
as to what is required of them. Further, it enables a consistency to the build and presentation of the courses
themselves.
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MEDIA RICH
CONTENT
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CAPDM INLINE
WHAT
inline content display module interprets the core content in highly functional ways
WHY
ensuring full functionality of interactive features
CAPDM develop custom modules for various
learning platforms, though Moodle in particular. All
are freely available to whoever wants them.
Key amongst these is our CAPDM content module,
which is an inline content display module that is able
to exploit the rich semantics of the core content and
interpret it in a number of highly functional ways. For
example, the Digital Work Book (pp. 12-13) exploits
the interactive nature, and input capabilities, of
this inline display module. This module can also
take standard content components, such as inline
multiple choice questions and other question types
and ensure that they fully function as intended.
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Our content display modules
are highly functional, yet readily
extended if required. They
are not visual gimmicks. The
intent is to ensure that if there
is an educational feature of
proven value that should be in
the content then, while it may
be an engineering challenge
for us to provide it, it should be
a capability offered within the
content. Our standards-based,
generic approach to all content
and its use ensures that once we
develop any specific feature for
one client, it becomes available
to all.
Checked Version
CAPDM content also supports a
dynamically-resolved, XLL-based
linking feature. This very simple
mechanism allows authors to
link to features, from within
their authored content, that will
be available on delivery. For
example they can say “Post to
the Forum”, or “take the Quiz”
knowing that any course loaded
up into Moodle (or whatever)
will dynamically resolve the link
when the course is restored
(loaded) into the learning
environment.
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MEDIA OBJECTS + ANIMATION
WHAT
all media can be included as a natural component of the content, and matched with any required functionality
WHY
objects and their functionality are consistently managed, included and delivered to enrich the quality of the learning materials
Graph responds
and changes
accordingly to the
numbers which
are supplied
Animations can also be driven by suitable interpretation of the XML master content. Here is a ‘spider’ graph being dynamically driven from a task with
numerical input areas. The mark-up is generic, but the interpretation highly functional. Many chart types are readily supported.
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QUIZZES
WHAT
support for a wide range of quizzes, activities and features
WHY
rich learning materials and assessments
Essay questions
Multiple-choice
question - dropdown menu
Working from a single-master sourced content
repository might lead one to imagine that there
are restrictions on what type of activity and feature
can be supported.
marked-up content that maps to any functionality
within the learning environment, and sometimes
to functionality that we customise within the
environment.
Quite the opposite. All client learning materials
are as semantically rich as is possible. This means
that we can apply a ‘semantic interpretation’ to this
With quizzes, as in the screen shots for example,
we can support any question type within extremely
rich assessments.
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Multiple-choice
question
Fill-in Blank
Fill-in Blank
Various,
including
graphical,
Drag and
Drop
ACCESSIBILITY FEATURES
WHAT
accessibility toolbar with wide range of features to meet all the WCAG
accessibility guidelines
WHY
making course content accessible to a wider range of people with disabilities
Features include
• Increase/decrease font size
• Readability
• Page font settings
• Word prediction
• Spellchecker
• Change styles
• Dictionary
• Colour overlay
• Text to speech
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Accessibility use of
alternative text descriptions
All content can be rendered to meet all
WCAG (Web Content Accessibility Guidelines)
accessibility guidelines, and courses can include
an accessibility toolbar as shown above.
Authors and institutions have to be aware of the
need to write textual descriptions, provide video
transcripts, etc. This obligation should always be
factored in to any development plan.
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STUDY PLANNER
WHAT
interactive content feature that tracks how well students achieve their own-set goals
WHY
simplifying progress monitoring for students and tutors
User can
then check if
the planned
progression
was fully,
partly or not
completed.
User can fill in
the expected
progression and
completion dates
CAPDM encourage content and course authors to
include many support features into their designs
and content.
One simple mechanism is the Study Planner. It
animates students to fill in details of a Study Planner
which is done quickly with only a few mouse clicks.
The Study Planner tracks how well they think they
have achieved outcomes by a particular date.
This is typical of simple mechanisms that can then
be tracked by tutors who might be looking for a
need to intervene and support a student.
Another variant of this is the Topic Object Tracker
(p. 31).
TOPIC OBJECT TRACKER
WHAT
interactive content feature in which the students rate their level of understanding
of the topic learning objectives
WHY
student tracking at very detailed level provides rich summary for student and
tutor + enables quick and effective look at progress of a large number of students
Stars system shows if
the user is ‘confident’,
‘somewhat confident’
or ‘not confident’ in
any of the topics.
To track students at a finer level than in the Study
Planner (p. 30), the Topic Object Tracker (TOT)
uses similar interactive content features. These
are placed at the end of each Topic and list local
topic learning objectives. Students are asked to
rate their level of understanding of each.
and student. In addtion, tutors can see ‘helicopter’
views of all students over all topics or within a
single topic.
It provides a quick and effective look at the
progress of a large number of students, focusing
possible intervention to where it is most needed.
This results in a very rich summary for both tutor
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UNIT STATUS
WHAT auto-generating certificate module based on student achievement in certain
criteria
WHY
allowing students and tutors to track completion status of units
CAPDM provide a certificate generating module similar to badges - that can be auto-generated once
a student achieves certain criteria, or approved by
tutors looking at that achievement.
Either way students need to know how they are
performing. The Unit Status module allows a
student (and tutor) to track the status of completion
of a unit.
In the example above the student can see how they
have done in specific quizzes and with their Digital
Workbook (pp. 12-13). A student can link back to
exactly these activities if they require further work.
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LANGUAGE SUPPORT
WHAT
content can be offered in any language or script
WHY
to meet the global education market courses can be published in any number of
languages - all consistent with the original course design and structure
A number of clients offer their courses and
published materials in more than one language.
They also tend to be cost sensitive, particularly
when it comes to revisions and the management
of that process.
CAPDM have great experience of managing this
for clients, though we are certainly not translators.
At the heart of our management is the single
source, XML content masters. Generally what is
required is that the content should be changed
(translated), but that all structures and metadata
should be preserved. This is tailor-made for
an XML-based approach, particularly as most
translator aids and tools are now XML-aware.
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Course completely
translated into
Devanagari script
Most platforms (the example here is Moodle) also
have all their templating content managed in
language-based resources.
CAPDM doesn’t have to be able to read and
understand the content, but we can assemble
the content structured within a suitably languageconfigured learning environment.
A tip: CAPDM always ensures that its clients
retain the translation memories built up during
these translations. They are potentially extremely
valuable in the long term.
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LEARNING
ENVIRONMENT
COMPONENTS
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TICKET-BASED HELPDESK
WHAT
ticket-based support module for students query
handling and resolution
WHY
easy solution to student-tutor communication
within the learning environment, avoiding the
involvement of potentially chaotic personal
emailing
With HelpDesk students raise a ‘ticket’ (their query) and this has to
be closed off or intentionally deleted by the tutor. Tutors can build
up stock replies to make replying efficient, but all correspondence
is formally tracked within the system.
Each Helpdesk enquiry gets
unique ‘ticket number’ issued
}
General details
about enquiry
Student’s original
message
CAPDM is happy to offer this module (and others) to anyone
wishing to use it.
Reply from
student advisor
Option to reply
to student
PERSONALISED PDFS
WHAT
identity stamp on PDF downloads
WHY
often a legal requirement when publisher texts are used
Personalised
Header with
student’s first
and last name +
email address
Option to have
watermarks or
personalised
stamps on each
page
PDF marking
for “Copyright
Material”
CAPDM have the
option of replacing
the standard resource
download capability
with a module that
does similar but
which dynamically
stamps every page
with a pre-specified
identity and possible
watermark, e.g. with
student name and
email, plus date and
institutional logo.
SYNCHRONOUS DISCUSSION TOOLS
WHAT any other module can be included into Moodle, like in this case the Big Blue
Button
WHY
support of a more synchronous blended learning approach
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PORTFOLIO SYSTEM INTEGRATION
WHAT integration of e-portfolio tools like Marhara into single sign-on arrangement with
Moodle
WHY
very high level of integration of third-party tools and functionalities that are
provided by the learning delivery system
Course designs can include any tools that are
supported by, or can be integrated with, the learning
environment.
CAPDM’s core content module supported an
dynamically resolved linking mechanism. Grand
though this sounds, it is extremely simple in
implementation. But it allows links to be made, for
example, from pre-prepared marked-up content to
pages or other features in tools such as Mahara,
but where the actual landing web address is not
known until later.
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PURCHASING CATALOGUE + PAYPAL
PAYMENT MECHANISM
WHAT
simple registration module which is linked to PayPal payment clearance module
WHY
students who purchase from the integrated catalogue can see their payment
cleared in real-time and immediately access their course to start studying
Purchasing
Catalogue
CAPDM make full use of Moodle as a portal. For
wholly student driven administration, we have a
simple registration module, linked to a payment
clearance module. We currently use PayPal but in
theory other systems could be included.
CAPDM’s goal is to be able to offer clients a ‘Three
Minute Sign-up’, being an extremely light-weight
administration to help them decide and start. Any
more formal administration needs can take place
at a later time point.
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Purchasing Basket
PayPal Mechanism
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ASSESSMENT +
FEEDBACK
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LEARNING OBJECTIVES
WHAT
learning objectives are used to clearly map out and design courses
WHY
ensuring relevancy + providing enhanced feedback on student progress
In addition to established course components
(texts, quizzes, study guides, etc.) CAPDM always
advocate that all courses be developed around a
set of key Learning Objectives (LO).
The specification and use of LOs is a very minimal
activity, but the rewards are significant. For
example the Learning Objective Profiler above
shows how well a student is doing against quizzes
and questions that have been weighted against a
set of LOs. This profile builds up to show tutor and
student alike where they are strong and where
they seem weak.
In 2016 CAPDM will release a fully Adaptive
Learning Feedback (p. 46) capability, generically
developed around LOs. It is initially offered in
Moodle, though it will be able to be implemented
on other popular platforms.
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CERTIFICATE OF COMPLETION
WHAT
managing the issue and generation of personalised certificates
WHY
administrative task that may be wholly automated, or tutor managed + acting as a
status indicator of progress against certain criteria
Certificates can be generated in scenarios like
all quizzes passed, all Digital Workbook entries
completed, or all forums posted to.
A Certificate can either be auto-generated, which
is useful for a MOOC site, or completion and
consideration can be flagged to a tutor. The tutor
can then approve the download of a Certificate.
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INTEGRATED COURSE COMPONENTS
WHAT
coherent and complete domain of leaning content - highly linked, integrated and
delivered within a seamless package
WHY
easy and enhanced student navigation with seamless flow from use of one
component to another
Automatic creation
of Moodle course
packages
CAPDM manage all client content within a revision
controlled, single-source, digital repository. We
look this up as a coherent client ‘domain’ of content,
not just a loose collection of pages, notes, etc.
This content can contain anything - text, video,
audio, animation, or whatever. When interpreted
and delivered this content can be dumb (as in a
PDF) or highly interactive (as displayed via the
CAPDM content module).
It can also be cleanly separated out, or integrated
with other components. However key to this
is what will be effective for the student. This is
different for all courses or programmes.
The flexibility of expressing the assembly and
structure of a course through the Manifest (pp. 0607) makes it easy to try various alternatives, but
without necessarily having to continually re-jig the
content.
The content is held in XML, and style is only
added at the publishing step. Therefore, there
is an absolute consistency to the final look and
interactions within the delivery.
ADAPTIVE LEARNING FEEDBACK
WHAT
set of modules providing progress profiling to student/tutor + presents targeted exercises and offers suggested study pathways
WHY
highly sophisticated feedback to student, indicating when tutor intervention is necessary
Random quiz with
questions related to
selected Learning
Objectives only
Random quiz with
questions from Learning
Objectives where
mastery is below cut-off
level
There is an industry belief that it is “incredibly expensive” to create adaptive
engines, and that they have to “be gigantic to work well.” (Jose Ferreira, founder
and CEO of Knewton)
In 2016 CAPDM will launch ‘Adaptive Learning For All’ (ALFA), an approach different
from all other providers. ALFA is not a proprietary system but a methodology that
builds on a higher level layer of semantically-rich content marked-up in XML. As
a methodology it can be implemented on a range of platforms, and CAPDM can
offer a Moodle implementation for guidance. It is also an option, not a mandatory
part of a course within the learning environment.
ALFA is open and extensible, and we supply a basic rules set to interpret the level
of learning (mastery) achieved by an individual. This rules set can be replaced with
a custom client-produced set if required, and the adaptive behaviour abstracted
Table of Contents
indicates links to
chapters, sections
and other topics
but showing three,
in this case, levels
of mastery - poor,
average and
good. These levels
indicate suggested
reading and
revision paths.
from the data of the individual only or from data aggregated from all students.
ALFA is demonstrably inexpensive. There is no great financial hit with ALFA, but
it can only be as good as the content and its metadata. The extra bit of design
and authoring effort required is not necessarily a huge task, and it is one that is
capable of being completed by any subject matter expert.
Finally, it is not all or nothing. Progressing up the content layers to adaptive
learning can be done in stages, with each extra layer building on the earlier
layers, if and when the benefits can be clearly identified. ALFA can be layered
to provide:
•
•
•
simple Learning Objective feedback and Profiling
random, targeted quiz generation
full adaptive pathway construction.
CLIENTS INCLUDE
TESTIMONIALS
CAPDM are trusted partners delivering
leadingeedge online learning solutions.
They also provide extensive staff
development options, and delivery of a
complete package for our needs.
Tom Duff, Educational Development,
University of West of Scotland
CAPDM tools and expertise complement
the knowledge and experience of the
learning technology and IT teams I
manage, and provide a solution to get
high quality online distance learning
programmes to market in a tight
timescale.
Michael Kerrison, Director of Academic Development,
University of London International Programmes
CAPDM have been a vital part of our
tuition programmes and their support
is key in delivering a stable and user
friendly product to our customers. Our
online programme would not have been
this successful without their support and
advice.
Jan Olivier, Learning Manager,
Chartered Institute of Internal Auditors
CAPDM have been a key partner to
Taxbriefs for over five years. They
have enabled us not only to manage
production costs and workflow, but also
to deliver seamlessly into new publishing
formats, and to re-purpose our content
assets in multiple ways for our customers.
Alexandra Citron, Head of Editorial,
Taxbriefs Ltd.
CONTACT
We would love to hear from you!
Website
www.capdm.co.uk
Email [email protected]
Telephone
+44 (0)131 477 8620
Address
22 Forth Street
Edinburgh
EH1 3LH
United Kingdom