eLearning_system_based_on_Odoo

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Rad sa 8. međunarodne konferencije o eLearningu, 28-29. septembar 2017, BMU - Beograd

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4. I m age 6 : Web s i te m an a g e m e n t W eb s i te is v i s u a ll y d i v i d e d i n t o s e v e r a l se c t i o n s: ● To p h o ri z o n t al area with co n t a c t i n f o an d s oc i a l m e d i a l i n k s ● H o ri z o n t al m en u area with l o g o ● Ce n tra l sec t i o n f o r s how i n g p a g e con t e n t ● F o o ter are a A n o t h e r i mp o rt a n t i n f o r m a t i ve p a ge is t h e l i st o f a v ai l a b l e c o u r ses, w here v isi t o r can se l e c t a d esir e d co u r se a nd se e a l l a v a i l a b le i n f o r m ation r e g a r d ing th e p r o gr a m . A t y pica l c o u r se d et a i l s p a g e h as the f o l l o w i n g a r e a s: I m age 7 : C o u r se d etails p a g e L i n k s to T e s ts, C o m m e n t s, B l o g s a n d F o ru m are e n a ble d o n l y f o r en r ol l e d s t ud e n ts. For the content d e li v e r y of t h e P T & S CHE p r o gr a m t h e p o rtal f o r s tu d e n t s u s e s th e c ha n nel c o n c e p t . T h e I m a g e 8 d ep i c ts th i s c o ncep t i n m o re d e t ai l s. I m a g e 8 : Th e C ha n n el co n c e pt I n o r d er t his co n c e p t c ould de l i ve r m a x i m u m effects , th e c o n t e n t s o f t h e P T & S C H E pro g r am s hou l d b e pr e p are d a nd structur e d i n a n a p p ro p ria t e w a y . The r ules f o r c o n t e n t o r g a n iz a t i o n a r e as f o ll o ws : 1 . On e P T &S C HE p r o gra m c o n s i sts o f th e f ol l ow i ng c o m p o nent s : a.One o r m o r e c o urs e s, s om e o f w h ich a r e m a n d a t o r y a n d s o m e ele c ti v e b.T w o o r m o r e s u r v e y s . O ne be f o r e , and t h e o t h e r at t h e end o f t h e cours e c.One o r m o re a s s i g n m e n t s d.On e or m o r e e x a m s . 2 . E a ch c o urse c onsist s o f o n e o r m o r e Le a r nin g O b j ects i n t h e f o r m o f le ss o n s , wh i c h c a n be p r epare d a s v i d e o m a t eria l , a st a ti c d o c u m e n t ( P df o r PP T ) o r a D y na m i c X HT M L docu m en t ( L A MS s e q .) w h i c h c a n c o n t a i n l inks t o other m u lt i m edia c o n t e n t ge n erated b y m D I T A a u t h o r i n g To o l. 3 . E a ch c o u r s e has i t s o w n F o ru m f o r c o ll a b o r a t i o n wit h o t h er stud e n ts on t h at c o u r s e a n d t ea c h i n g s t af f . 4 . E a ch co u r se h a s i t s ow n C h a t R o om f o r sch e d u l ed o nli n e c o ns u l t atio n w i t h t h e t e ac h ing s t af f . T h e s c r e e n shot s below s how t h e f r on t- e nd scre e n s o f t h e l earn i n g c o n t e n t d e live r y : I m age 9 : V ide o conte n t d elive ry I m a g e 10 : m D i ta c o n tent del i v e r y

1. The 8 th Int e r n a t i o n a l C o n fe r e n c e o n eL e a r ni n g (eLe a r n i ng- 2 0 1 7 ), 2 8 - 29 S ep t e mbe r 2 01 7 , Belg r a d e , S e r bia E L EARNING SY S T E M B A S E D O N O DO O L J U B I ŠA J O V E V I R VA S I n te r n ational d . o . o . l j u b isa.jov e v @ i r vas.rs DR AG AN M I TI Ć IR V AS I nt e r n a t i ona l d.o . o . d r a g a n . m i t ic@i r v as.rs Abst r a ct: Dev e l o p m e n t o f a n eLea r n i ng p l a tform f o r t h e P T & S C HE p r o j e ct, whic h is a p a r t o f t he E U p ro g r a m me. The p a p e r f o cuse s o n t he fea t u r e s o f the L M S syst e m, i t s f u n c t ion a l i t ie s t h a t m e e t t h e de m ands o f a m o d e r n s t ude n t. F u r t h e r m ore, it d e scribe s t h e a r c h i t ec t u re and m a i n ch a ract e r i stics o f t h e eL e a r n i n g s o l u t i o n f r o m t h e p e r s pe c ti v e of t h e use r s o f the s y stem. K e y w o r ds: eL e a r ni n g , O d o o, LM S 1. IN T R O D UC T I O N T h is paper p r esent s a n i m p lem e n t atio n of t h e e L e a r n in g p la t f o r m b as e d o n t h e O D OO [ 1 ] o pe n - s ou r c e p l at f o r m . I m ple m e n t ation i s do n e f o r t he “I n t r o d u ction o f p a r t - t i m e a n d sh o r t c y cl e s t ud i es in S e r b ia ” ( P T & S C H E) p r o j e c t [ 2 ] , wh i ch is a par t o f t he E U p r ogr a m m e C a p a ci t y B u i l di n g i n the f i eld o f h i g her e du c ation. In t h e i n t r o d u c t o r y p art o f t h e pa p er, th e fe a t ures an d c h arac t e r i stics o f the L M S s y s t em a r e d iscuss e d w i t h a n e m ph a s i s on e s se n t i a l f u nctio n al i ties t h at m e e t t h e d e m an d s of a mo d e r n s t udent . T he r e st o f t he p a p e r p r esen t s t h e ar c h i te c t u r e a n d m a i n c h aract e r i stics o f t h e s o lu t i o n f r om t h e p e r sp e c t i v e o f t h e u s e r s o f t h e s y s t e m , studen t s a n d the a u t h o r o f t h e c on t e n t. 1.1 LMS T h e t er m L M S i s no t c o mp l e t e l y c l ear l y d ef i n ed. S e v era l slig h t l y diffe r e nt terms are u s e d f o r t h e s a m e conce p t . Th e mos t common l y us e d a r e : CMS - c o u r se man a g e m e n t s y s t e m ), V L E - Vir t u al Le a r ning E n v i r on m en t , L C M S - l e arning c o n tent manag e m e n t s y s tem), V L S - v irt u a l l e arning s y s t e m , l ear n i n g p o r t a l , o r e - l earni n g p la t f o r m ( e- l e arning p o r t al). Eac h o f t h e se t e r ms h a s a slight l y d if f e r e n t m eani n g d e p ending o n th e s pec i fi c i n t e r p r e tat i o n. M a y be th i s s y s t e m s ho u l d be call e d " i nst r u c tional m a na g e m ent s y ste m ", s i n ce instruc t o r s a n d n o t stu d e nts d e t e r m ine t h e p ara m eters f or l earni n g . H o w e v e r , f o r th e pur p o s e s o f th i s d o cumen t , t he t e r m L M S wi l l b e used i n th e co n t e x t o f c o m p lex inte g r a t e d s o f t w are tha t s u p por t s the d e v e l o p m e n t, d elive r y , t e s t in g k n o w l ed g e a n d a nd ad m i nistratio n of t r adi t i o n a l F 2F c o u r ses, "ble n d ed" or o n l i n e l e arning s y s tem s . E d uc a ti o n a l instit u t io n s use LMS s o f t w a r e f o r p l a n n i ng , o r g a n i za t i o n, e v a l u a t i o n a n d m o nitor i n g of t h e l ea r ni n g p r o c e ss. Wit h t h is s o f t w a r e th e y c e n tral i ze : t h e p r e p aratio n o f c o urses, con t e n t and r e s o u r ces; co n t e n t a d mi n i strat o r s and e d u cators fr om v a r io u s p e rs p ec t i v e s . T o d a y t h ere a r e ove r 5 0 0 d if f e r e nt L M S 's t h a t a r e i n us e [ 3 ] . Each L M S i s uniq u e. S o m e o f t h em a l l ow u se rs t o i mple m en t d iffe r e n t sc e nar i os a n d app r o a c h e s, s u c h a s p r e d o minan t o r i e nt a t ion t o t he c o n t e n t ( co n t e n t-ce n tric) , t o th e c o n n ec t i o n ( n et w o r k - c e n t r i c), t o acti v iti e s (ac t i v i t y- c en t r i c), o r t o a l i near o r bra n c h e d a p p r o a c h . S o m e s y s t e m s are be t ter at de l i v erin g a s y n c h r o n o u s instruc t i o n, wh i le others a r e better a t s y n ch r onous mode o f i n s tru c t i o n d eliv e r y . S o m e L M S s y s t e m s d e l i v er c o n tent t o s t u den ts a nd a l l o w t h e a ss e s s m e n t using mobi l e d e v ic e s , w h i l e o t h e r s do no t h a v e t h a t o p t i o n . Th ere f o re, i n s t r u c t o rs shoul d ident i f y a v a ilab l e po s s i b i li t i e s and us e the m a dequa t e l y in th e ir i n st r u c t i o n s . I t is ne c e s sa r y to caref u l l y a na l y ze ava i lable t o o l s a n d t h e ir f u n c t i o na l i t y in o r d er t o b e impl e men t e d adequ a te l y . S e lec t i n g t he r ight L M S d epe n d s o n m a n y f a c t o r s , i n c l u d i n g t h e a ge of s t udents , t he t y p e o f t ea c h i n g a nd le a r n ing m e t hods, experienc e o f l ec t urers, as well a s t h e o b j ec t i v e s o f th e e d u catio n a l i nstitutio n s . 1.2 LMS SEL E CT I ON A ND C H AR A C T ERI S T I CS A m o der n a p p r o a ch t o t h e L M S se l ectio n s houl d b e b as ed o n t h e ans w er t o th e f ollowin g q u e stion : W h a t are the re a l c h a n c es f or i t s a p p l i catio n i n t h e rea l l earn i n g p r o ce s s ? A posit i v e answer t o t hi s q u e s tio n h a s t h e g rea t e st w e ig h t . B ut t h e answer t o th i s q u e sti o n c a n n o t be g i v en w i t h o u t a s y s t e m a t ic app r o a c h in t h e e v alu a t ion o f indivi d u a l c r i teri a . C r i ter i o n 1 : Th e tim e re q u ired f o r i m ple m ent a ti o n. C r i ter i o n 2 : Is i t p o s s i b l e t o a d ap t to t h e s p ec i f i c n e e d s o f t he institu t i o n ? C r i ter i o n 3 : H o w r e liab l e a n d s e cure is i t ? C r i ter i o n 4 : F u n c t i o n a l i ty LMS is a m i ss i o n crit i cal A P P . I ts r e liab l e and safe o p e r a t i o n is a p rerequisi t e f o r s u cc e ssful u se. Wh a t do e s t h i s a ct u al l y m ean?

3. 3. eLe a r n i ng a r chitect u r e f o r PT&SCHE I m a ge 3 r e pres e n t s a g l oba l v ision o f t h e a r c hi t e c t ure o f t h e e L e a r ning p l at f o r m of a n o n e H E ins t i tut i o n . T h e p la t f o r m c onsis t s o f 3 i n ter c o n n ec t ed u n it s : ● O d o o p l a t f o r m itself ● B e c k e n d app l ic a t i o n f o r P T @SCHE p r o gr a m a d mi n i stra t i on ● Students P o rtal T h e s t u d e n t p o rt a l is real i z e d as a s t a n d a r d w ebs i t e, a n d i t e n ab l e s ea s y c o n n e c t i o n t o t he ex i sti n g w e b s i t e o f a H E i n s t i tut i o n . T h i s e n s u r e s c o nsist e n t e x p a nsion o f t h e e x isti n g w e b s i te s o f HE i n s ti t u t i o n s w hich wi l l o r g an i z e P T& S CHE e d ucat i o n. T h i s a r c hi t ecture should p r ov i de t h e auto m a t i o n o f t h e c o mp l ete e d u c a t i o n p r o ce s s wi t hin P T & S CHE p r o gr a m , st a r t ing w i t h e n r o ll m e n t f o r a p arti c u l a r p r o gra m , t h r o u g h t h e d el i ve r y o f st ud y m a teri a ls t o t he e xa m ination. I m a g e 4 : e L earni n g p la t f o r m arch i tecture 3 .1 BA C K-E N D T h e B a c k - e n d com p o nen t pro v i d e s a u t h o rized a ccess t o t h e e L e a r n i ng p la t f o r m u se r s, and th r o u g h cert a i n a cce ss r i g ht s a n d r ol e s i n the s y s t e m o f P T & S C H E e du c ation i t p r o vides a c c e ss t o individ u a l modu l e s. Th e f o llow i n g I m a ge sho w s a d a s hb o a r d w i t h a l l t h e a v aila b le B a c k - e n d modu l es, w h i c h are u s e d b y H E st a f f a n d e m pl o y e es . I m ag e 5 : B a c k-en d D i sc uss i s a m o d ule f o r ex c h angi n g m e s s a g es be t w e en a ll users o f th e p l at f o r m , t h r o u g h e m ai l , o r c ha t . LM S Ma n a g e m ent i s the k e y m odu l e f o r th e o r g a n iz a t i o n of t h e s t r u cture o f P T& S CHE p r ogr a m . A d m i ssio ns is a modu l e t h a t s u p ports t h e w h o le s t u den t e n r ol l m e n t p r o c e ss t h r o u gh a pr e v i o u s l y d ef i n e d w o r k f low . F a culti es i s the m o d ule in t e n d e d f o r t e a c h in g st a f f an d t he i r ac t i v i t i es . Stu d e n ts i s a m o d u le f o r m an a g i ng t as ks t hat a studen t n eeds t o d o d u r i n g a p r og r a m a t tendanc e . T h e m o d ul e e na b l e s t h e def i nit i o n o f t as k s, t he i r p u b l i ca t i o n a n d a cce p ta n ce of s t u den t 's w o r k s . T es ts is a m o d u le f o r t h e m a na g e m ent o f t es t s a s tuden t h as to comp l et e d u r i n g the p r o g r a m at t e nda n ce . Sur v e ys is a modu l e t hat p r ov i d e s da t a f o r the an a l y s i s o f t he p r o g r a m ' s q u a l i t y . I t e n a b les t he c r e ation o f a d ho c q ue s t i o n n aires, t h eir f o r ward i n g t o s t u d e n t 's p er s o n al p a g es, and t h e a n a l y si s o f t h e a n s w e r s. L ive C h at is a modul e f o r c r e at i n g a nd m a na g i n g i n f o r m a t i o n f r o m cha t r o o ms. T h e f o l l o w in g i m a g e sh o ws how to co n f ig u r e a cha t c h a n ne l . W h e n a n o perator j oins a c hanne l , a n app r o pria t e m e ssa g e a p p ears o n t he s tudent' s p a ge a n d the s t ude n t ca n ente r i n t o d irec t comm u n ic a t i o n wi t h th e o p era t o r . 3 . 2 S TU D E N TS P O R T A L P u bl i c website f o r P T&SCH E p r o gr a m s i s a n i n f o r m a t i v e , respons i ve w e b s i te, t h e p r i m a r y pur p o se o f w h i c h is t o p r ovid e po t e n t i a l s t u d e n t s wit h i n f o r m a t i o n a b ou t a v a i l a b le p r og r a ms a n d ter m s a nd c o n d i t i ons f o r P T& S CHE. I t c o nt a i n s a powerful e d i t o r f o r e a s y m ain t enanc e o f the w eb con t e n t .

2. 4 .1 S upport f o r L earni n g Anal y tic s 4 .2 L O R S up p o r t 4 .3 G r a p hi c a l r ep o rt s 4 .4 The in t e g r a t e d audi o / v ideo re c o rde r 4 .5 Int e g rat e d l e arni n g o u t c o m e s 4 .6 A u t o m a ti c t a s k s 4 .7 C h oosi n g t h e no t ific a tion t y p e a n d m a n ne r 4 .8 Ea s y t o u s e 4 .9 IOS a n d A nd r o i d 4 . 1 0 C u st om ized n a vig a t i o n 4 . 1 1 F i l e D o w nloa d a nd U p l oa d 4 . 1 2 S p e e d Grad e r 4 . 1 3 . P r o fi l e 4 . 1 4 . A u d i o and V id e o m e ss a g e s 4 . 1 5 . In t e g r a t i o n w i t h m u l t i m e d i a c o ntent 4 . 1 6 . St r o n g er s u p p o r t f o r g r o u p w o rk 4 . 1 7 . Students as cre a t o rs o f c o n tent 4 . 1 8 . W e b C o nfer e n c i ng 4 . 1 9 . Open A P I 4 . 2 0 . S u p p o rt f o r w e b b r o w s e r s 4 . 2 1 . L T I I n t e g r a t i o n 4 . 2 2 . Mo d ern W e b Stan d a r d s 2. O DOO C H A R A CTE RI STICS B a s e d o n p r ev i o us d i s c u s sions i t was c le a r th a t w e s h o u l d cho o se a p l at f o r m tha t has t h e fo l l o w i n g c h aract e r i stics : ● Op e n s o urce [ 4 ] ● M a t u r e d ( g r a du a te d ) ● Su i t a b le a n d v e r y op e n f o r d e v e l o p i ng b r oa d sp e ct r u m i n no v a t i ve a ppl i ca t i o ns t h at are e a s y t o i n te g r a t e wi t h o t h e r m o de r n a p p li c a tio n an d me e t e x pe c t a t i o n s t ha t studen t s ha v e . A f t er a d et a il e d ana l y s is, we dec i de d t o c ho o se the OD O O p la t f o r m. S e v e r a l k e y a r gu m ents f o r t h e se l ect i o n : ● F r o m W i k i : “ Od o o is a n a l l- i n - o ne bus i n ess s o ftware c a pa b le of c o ver i n g al l b u s i n e ss n e e d s, including CRM, W e b si t e/ e - Commerce , b i lli n g , a c c o u n t ing , m anufacturing, w a r e h o u se- and p r o j ect m anag e m e n t , a n d in v e n t o r y , all s e a m le s s l y in t e g ra t e d” ● 1 2 y ears o f c o n ti n uo u s d e v e l o p m e n t o f the o pe n s o urce c o mmun i t y th a t c ou n t s m o re t h a n 2 0 0 0 d e v elopers le d b y t h e Brus s el s ' c om p an y O d o o S . A O d o o S . A is reco g n i z ed as a n exam p le o f inn o v atio n , p o ten t i a l , g r o w t h a n d s uccess i n t h e Belgia n ec o no m y , Od o o ha s be e n c h o s e n b y th e E u r o pea n C o m m i s s i o n a nd th e E u r o p e an I n v es t m e n t B a n k (EI B ) t o i llustra t e t h e 31 5 b il l i o n eu r o i n v e s t m en t p lan j oint l y launched b y t h e tw o i nsti t u tions to f o ste r b u s i n ess c o m p etiti v e n e ss ● One o f t h e T o p 1 0 O pe n S o u r ce s o f t w a r e [ 5 ] . 1. L ibreO f fic e 2. Fla t Pa k 3. R o c k et.Ch a t 4. M a tt e r m o s t 5. O d o o 6. iDem p ier e 7. Su i t e C RM 8. Alf r e s c o 9. C a m u n da B PM 1 0. T a l e n d O pen Stud i o ● O d o o is bui l t u po n a Mo d el - View- C o n t r o l ler ( M V C ) a r c h i t ecture. One o f t he p r im a r y g o a l s o f t hi s a r c h i t ecture i s t o s e p a r a te th e v isual d i s p l a y o f th e i n f o r m a t i on f r o m t h e b u s i n e s s rul e s a nd m anag e m en t o f t h e u n d e rl y i n g d a ta . I m a g e 1 : M V C arc h i t ec t u r e ● O d o o s y s te m is f o r m e d f r o m three m ain c ompo n e n t s: a . P o st g re SQ L d a ta b a se se r v e r : wh i c h c o n t ains a l l o f t h e d a ta b a ses, each o f w h i c h co n tains al l d at a a n d m o st e l e m e n ts o f t h e Od o o s yst e m c o n f i guratio n . b . O d o o a p p li c ation se r v er: w hic h c onta i n s a l l th e e nt e r p r ise l o g i c a n d e n s ures th a t O do o r u ns o pti m a l l y . O n e l a y er of t h e se r ve r is d e d icated t o c o mm u n ic a te a nd i n t e r fa c e wi t h t h e P ost g r e S Q L d at a b a s e , t h e OR M e n g in e . A n o th e r l a y e r a ll o w s c o mm u n ic a t i o n s b etwe e n t h e se r v e r and a w eb b r o w se r , t h e W e b l a y er . c . W e b cl i e n t : Wh i c h p r ovides u ser i n terface, i t i s runni n g i n a web b r o w ser a s J a v ascr i p t a p plica t i o n . T h e c lient i s s u es a re q uest to th e se r ver, g ets dat a b a c k an d di s p l a y t h e r e s u l t ( e . g. a li s t o f cu s to m ers ) i n d if f e r e n t w a y s (as f o r m s , l ists, c alend a r s , ...) . U p o n u s e r ac t i o n s, i t send s queri e s t o m o d i f y da t a t o t he se r v er . I m age 2 : O DO O compone n t s Sc a la b i l i t y - O D O O i s v e r y flex i b l e and s c al a b l e . I t c a n b e u s e d i n s y s t e m s w i t h o n l y a few co n c u r re n t u s e r s , bu t i t c an eas i l y b e e x t e n d e d t o a s y s t e m th a t ca n b e u se d b y a few t h o usan d u ser s , a s i s the cas e wi t h t h e ins t a l l atio n i n t he P o r t u g u e s e Min i s t r y o f E d u catio n . T h e f o l l ow i ng I m a g e s hows such p h y s ical arc h i t ec t u re. I m a g e 3 : O D O O sc a labi l i t y

6. Qu e s t i o ns are e n t ered i n t o a W YS I W Y G e d i t o r, m ea n i n g t ha t t h e y can c o ntain i m a g es, s o u r c e c o d e , a n d f o r m u l as a nd e q u a t i ons. I m a g e 14 : W Y SIWYG e d i t o r During the tes t th e f ol l o w i n g i n f o r m a t i o n i s a va i l a bl e f o r s t u d e n t s al l the t i m e: ● N u mb er o f qu e s t i o n ● R e m a i n i ng t i m e ● P erce n ta g e o f t h e a n sw e r e d q u e st i o ns At th e end o f a t e st, s t u d e n t s h a v e ins i g h t i n t o deta i le d s t at i s ti c s o f the t e s t: ● T o ta l n u mb e r o f ques t i on s ● T o ta l n u mb e r o f c o r rec t ans w e r s ● T o ta l n u mb e r o f w r o n g a n s w e r s ● T o ta l a v a i l ab l e m a r k s ● R ecei v e d m a r k s ● Te s t re s u l t in perce n tag e ● Qu e s t i o ns w i th c orrec t an s wers ● Qu e s t i o ns w i th wr ong a nswe r s ● N ot a t t e m p te d question s I n s t r u c t o rs al s o h a v e b o t h g r ou p test st a t is t i c s f o r al l s t u d e n t s, a n d de t ai l e d statist i c s f o r e a ch s t ude n t . 6. SUR VE Y S I n s t r u c t o rs can h a v e instan t f e e d back o n v a r io u s a c ti v i t ie s wi t h s u r v e y s w h i c h c a n be c r e ate d i n t h e bu i lt-in su r v e y s y s t e m . S im i l a r t o tes t s , s u r v e y s c an h a v e o ne o r mor e p a g es, e a ch o f t h e m m a y c o ntai n o ne o r m o re q uest i o n s. T h e f ol l o w i n g t y p e s o f ques t i ons a r e a va ilabl e : ● Mu l t i p le L i n es T ext B ox ● Sing l e L ine T e x t Bo x ● N u m er i cal V alue ● Dat e a n d T i m e ● Mu l t i p le c h o i c e : o n l y one an sw e r ● Mu l t i p le c h o i c e : m u l t i p l e an s wer s all o w e d ● M atr i x I m age 15 : C r e atio n of a su r ve y quest i on C r e ate d su r v e y c a n b e ava i l a b l e to stu d e nts v i a a p u bli c we b li n k , v ia e m a i l n o t i f i ca t io n , o r v ia p r i va te i nvi t ation . I n s t r u c t o rs c a n a c ce s s t h e de t ai l e d st a ti s t i c s o f th e su b mi tted a n swe r s , i n cludi n g p ie c har t s a n d n u m eric da t a . 7. CONC L USION B as e d o n the require m e n t s a n d c o n c l u sion s o f t he d o c u m ent f o r t h e s e lec t i o n o f L MS pla t f o r m , O d oo i s se l ec t ed a s t h e p l a t f o r m o f c h oice . O d o o is bui l t u p o n a M o d e l - Vi e w - C o n t r o l l e r ( M V C ) a r c h i t ecture, a n d i s f o r m e d f r o m t h ree m ain c ompo n e n t s : ● P o s t g re SQ L d atabase se r ver ● O d o o a ppl i catio n se r ve r ● W e b c l i e n t A g lobal v i sio n of t h e ar c h it e c t u r e o f t h e e L e a r n i n g p la t f o r m c o nt a i n s 3 in t er c onnecte d un i t s : ● O d o o pl a t f o r m itself ● B e c k e n d a p p li c ation f o r P T @SCHE p r o g r a m a dmi n i stra t i o n ● Studen t s P o rtal T h e s t u d e n t p o rtal is rea l ized a s a standa r d w e bsite, an d i t e na b l e s ea s y co n n e c t i o n t o t h e e x isti n g w e b s i t e o f a H E i nstitutio n . T h i s arch i tecture s h o u ld p ro v ide the a uto m a t i o n of th e c o mp l et e e duc a t i o n p r o cess w i t h i n P T & S C H E p r o g r a m. REFERENC ES [ 1 ] O D O O – O p e n S o u rce ER P and C RM , h ttps://w w w . o d o o .com/ . [ 2 ] P T& S CHE p r o ject webs i te , htt p : / / p t- sc h e . me t r opol i tan.a c .rs/ . [ 3 ] J a n e Hart ' s To p 1 0 0 To o l s f o r L ea r n i n g 2 0 13, h ttp: / /c4 l p t . c o . u k / t o p 1 0 0 t oo l s/ . [ 4 ] S y n opsis , h tt p s: / / n e ws . s y nop s y s .com / 2 0 14- 0 4 - 15 - Co v eri t y -S c an - Report - F i nds - Op e n -S o urce- S o f t ware- Qu a li t y -O ut p aces -P ro p r i et a r y - Co d e- f o r - t he - First - T i m e . [ 5 ] T G Dai l y , h t t p :/ / www . t g dai l y . c o m/t e c hnolo g y / 10 - b est - o p e n -s o urce- s o f t w are- i n -20 1 7 .

5. I m ag e 11 : P D F c o n t en t d e l i v er y F o r t h e p u r pos e o f col l a b o ration o f st u d ents an d p r o fe ss o r s with i n a s i ngl e s u b j e c t, c h a n n e l s f o r F o ru m , B l o g , Comments a n d L ive Ch a t are p r o vide d . T h es e s y s t e m s e n a b l e t he studen t s a n d t h e te a c h e r s t o m a k e l earn i n g p r o ce s s b et t er a n d in t e r e st i n g b y e n a b l i n g fre e f l o w o f in f o r m atio n a n d imp r o v e d shari n g tec h n i q u e s . 4 . CO U R S E CR E A T IO N P R OCES S T h e C o u rse m o d u le effic i en t l y m a n a g es c o urs e s, su b je c ts a nd ses s io n s f o r t h e e d u c a t i o n a l institu t i on. C o u r s e c r e a t i o n i s p er f o r med i n t h e ba c k - e nd area, wher e a dmi n i strat o r s h a v e at t he i r d i sp o sal a l l t h e ne c essa r y f o r m s n ece s sa r y f o r d e f i ni n g a n d c r e a t i n g c o u r ses . B e f o re c r e at i n g a ne w c o u r se, i t i s n ecessa r y t o h a v e p r e pare d t h e f o l l o w i n g i n f o r matio n : ● Co u r se title ● Co u r se c o d e ● E T S B n u m be r ● Sh o r t d e scri p tion o f the c o u r se ● Det a il e d d escr i p tio n of t he co u rs e ● A p h o t o g r aph y t h at i llu s tra t es t he co u r se ● Li s t o f t h e c o urse m a t eria l s ● Li s t o f instru c t o r s (fac u l t y ) w it h s hort d escr i p tion an d e m a il a d d r e s se s ● A b l o g f o r e a c h c o u rs e ● A f o ru m f o r eac h c o u r s e F u r thermore , i t is nec e s sa r y t o pr e p are t h e f o llow i n g i n f o r m atio n rel a t e d t o t h e sho r t p r o g ra m c u r ri c u l u m : ● Su b je ct t i t l e ● Su b je ct co d e ● E T S B n u m be r ● A short d e scri p t io n o f e a c h su b j ect ● Ti tles o f e a c h les s o n ● Le s s o n m ateri a l in on e o f the f o llow i n g f o r m a t : ○ P DF d o cu me n t ○ Vi d e o f i le ( fro m Y ouT u b e o r s o m e o t her se r v e r ) ○ A u d i o file ○ m Dit a d o c u m e nt ○ iFra m e ( l in k t o t h e c o n t en t loca t ed o n anothe r se r v e r ) ● T o ta l ti m e f o r l earni n g a l es so n ● A short d e scri p t io n f o r ea c h l e s s on After t he prep a r a t i o n p h ase h as b e e n fi n i shed, t h e firs t s t e p in creat i n g a co u r se w o u l d b e t o i n s e r t t ea c h i ng m a t eria l s i n t h e a p p r o pri a te b ac k -e n d mod u l e. I m a g e 12 : Inserti n g t eac h i ng m a t erial C r e at i n g th e c o u r s e it s e lf is v e r y int u i t i ve t h r o u g h u ser- frie n d l y f o r m s o f t h e c o urse c r e ation modul e . I m a g e 13 : T h e c o urse c r e a t i on module 5. T ESTS An i n t e re s t i n g , e a s y an d e f fe c t i v e wa y t o e v alua t e all t h e p arti c i p ants i n a le a r n i n g s y st e m i s th r o u g h t h e u s e o f o nli n e tests. T he e L ea r ni n g pla t f o r m a l l o w s t h e in s tr u c t o rs t o c r e ate tests a s per t he i r need a nd then m a k e th e m w o r t h a tt e n d i n g b y r a n d o mizi n g t h e q ue s t i o n s a n d o p tions . I n s t r u c t o rs c a n c o nf i g ure t h e follow i n g opt i o n s f o r a t est : ● Te s t tit l e ● Te s t d escr i p t i o n ● Dura t i o n ● N u mb er o f qu e st i o n s per p a g e ● N u mb er o f a tte m p ts ● Grad e f o r ea c h q ue s t i o n ● T o ta l g r ad e ● R e s u l t m e s sa g e bas e d o n to t al g r a d e , e t c . Te s t ques t i o n s c a n be: ● Mu l t i p l e c h o i c e ques t i o ns ● Fi l l in t h e b lank q uest i o ns

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