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| Product Name | BlackBoard 6 | eCollege AU+ | Sakai 2.0 |
|---|---|---|---|
| Developer Name | Blackboard | eCollege | Sakai Project |
| URL | BlackBoard 5.5 | eCollege | Sakai Project |
| Review Date | July 15, 2003 | April 12, 2005 | July 07, 2005 |
| Forums | BlackBoard 6 Discussions | eCollege AU+ Discussions | Sakai 2.0 Discussions |
| Reviewer | Email Review Staff | Email Review Staff | Email Review Staff |
| Communication Tools | |||
| Discussion Forums |
Discussions can be viewed by date and by thread. Posts can include attachments and URLs. Posts can be either plain text, formatted text, or html. Instructors can determine the level of involvement (read, write, or post anonymously) for students and can allow students to create groups. Discussion threads are expandable and collapsible to view an entire conversation on one screen. Discuss |
The software includes support for discussion forums. Discussions can be viewed by date, by thread, by author, by group, and by topics defined by the instructor. Instructors can associate a discussion with any course content. Instructors may create separate discussion environments for small groups. Instructors can limit discussions to specific time periods. Only the instructor may delete posts. Posts can include attachments, an image or URL. The entire discussion can be saved or printed for off-line reading. Discussion threads are expandable and collapsible to view an entire conversation on one screen. Discuss |
Discussions can be viewed by category and thread. Posts can include attachments and URLs. Posts can be either plain text, formatted text, or html. Instructors can determine the level of involvement by setting the permissions (read, write, delete, etc.) for student posts. Discussion threads are expandable and collapsible to view an entire conversation on one screen. Discuss |
| File Exchange |
Students have a private folder into which they can upload and download files. Students can upload files to a shared group folder. Students can submit assignments using drop boxes. Instructors can upload files to the personal folder of a student. Discuss |
Students can submit assignments using dropboxes. Students can upload files to a shared course or group folder. Students can share the contents of their personal folders with their instructors. Instructors can upload files to the personal folder of a student. Virus detection technology is used throughout the file upload/download process Discuss |
Students have a private folder into which they can upload and download files. Students can submit assignments using drop boxes. Students and instructors can edit their text files in their folder using a browser. Instructors can upload files to the personal folder of a student. Discuss |
| Internal Email |
Students must have an Internet email address. Students use a searchable address book to email individuals and groups and can attach files to emails. Discuss |
Students must have an external Internet email address. Students can use the Internal email feature to email individuals and groups. Students can attach files and can spell check outgoing messages. Students use a searchable address book to email individuals and groups. Discuss |
Students and instructors must have an external Internet email address. Instructors can email the entire class through a course email alias which is then archived in the system. Students can set preferences on when to be notified through this list, and this can be overriden for important messages by the instructor. Discuss |
| Online Journal/Notes |
Students can make private notes about their course. Discuss |
Students can make private and personal notes about each of their courses. Students can make notes in a personal journal and may share them with their instructor. Students can print their study guide. Discuss | |
| Real-time Chat |
The chat tool supports private messages. The system creates archive logs for all chat rooms. The virtual classroom tool supports a structured way for students to ask questions and instructors to provide answers. Discuss |
The chat tool supports private rooms and private messages. The system creates archive logs for all chat rooms. Instructors can schedule chats using the course calendar. The chat tool supports unlimited simultaneous group discussions. The chat tool supports a structured way for students to ask questions and instructors to provide answers. Discuss |
There is a basic chat tool. Users can create new rooms. The system creates archive logs. Site participants can see who else is online within their course. Discuss |
| Video Services |
The software supports video streaming. Discuss |
Course developers can integrate streamed Real audio and video into a course. Discuss | |
| Whiteboard |
The software supports a whiteboard that can have multiple instances in the same course. The whiteboard supports mathematical symbols, and image and PowerPoint uploading. The software supports group web browsing. The software can archive a recording of whiteboard sessions for future viewing. Discuss |
The whiteboard supports mathematical and scientific symbols, PowerPoint slideshows, graphing, polling, group web browsing, and instructor moderation. The software can archive a recording of whiteboard sessions for future viewing. Instructors can share snapshots of a running application through the whiteboard. The software includes support for application remote desktop sharing. Instructors can broadcast one-way audio presentations. The software includes support for voice chat. Discuss | |
| Productivity Tools | |||
| Bookmarks |
Students can create and categorize annotated bookmarks in a course folder. Discuss | ||
| Orientation/Help |
The system includes a product overview. Students can access a student manual, the product knowledge base, and the product reference center. Discuss |
The system includes simulation-based, online courses that describe the role of students in online instruction, how groups work in an online course, and help students learn how to use the system. Students can access online help information, answers to frequently asked questions, and 24/7 email and phone support, with expected response in less than 24 hours. The system also includes an online student guide that covers time management and how to access the system help. Discuss |
The system includes an overview of features, and students can access context sensitive help for each of the major tools. Students can use keywords to search the online help. Discuss |
| Searching Within Course |
Students can search all course content and chat or virtual classroom session recordings by name or dates. Discuss |
Students can search all discussion threads and help documentation. Discuss | |
| Calendar/Progress Review |
Instructors can post course-related events and announcements in the course calendar. The instructor can assign tasks by using the calendar and the instructor can enable an option so that the student can check their status at any point in a course. Students can check their grades on submitted assignments as well as compare their grades against the overall class performance. Students have a personal home page that lists all courses in which the student is enrolled and all course and system-wide events and tasks. Discuss |
Students can keep track of all their assignments, deadlines, and due dates in their personal online calendars. Students can view their grades on completed assignments and any instructor feedback and can view total points earned, total points possible and percentages per unit, per gradable item and overall course grade.Instructors can assign tasks using the online calendar. Discuss |
Students can keep track of all their assignments, deadlines, and due dates in their personal online calendars. Instructors can post course-related events, assignments, and announcements in the course calendar. Students can use the calendar to store private events. All students have a personal home page that lists all courses in which the student is enrolled and all course and system-wide events from their personal calendars. Students can view their grades on completed assignments, total points possible, overall course grade, and compare their grades against the overall class performance. Discuss |
| Work Offline/Synchronize |
Instructors can publish course content on a CD-ROM that can be linked to dynamically from within the online course or viewed offline. Discuss |
Students can download discussion group content into a format that can be printed or stored locally and synchronize their address book and calendar events with a PDA. Instructors can publish course content on a CD-ROM for use by students who do not have Internet access. Instructors can also publish course content on a CD-ROM that can be linked to dynamically from within the online course. Instructors can record synchronous sessions so that students can review them asynchronously at a later time. These recordings can be available in standard web media formats. Discuss | |
| Student Involvement Tools | |||
| Groupwork |
The software supports assigning students into groups by the instructor. Each group can have its own shared file exchange, private group discussion forum, synchronous tools, and group email list. Discuss |
Instructors can assign students to groups. Each group can have its own shared group presentation folder, discussion forum, chat room, group email list, assignments, activities, assessments, group email list, and journal area. Discuss |
The software allows instructors or students to create groups through the use of distinct 'project' sites, separate from the main course site. Each project site can have its own shared file exchange, discussion tool, calendar, announcements, chat, and group email list. Discuss |
| Self-assessment |
The software can create practice tests that use the following types of questions: True/False, Fill in the Blank, Matching, Multiple Choice, Multiple Select, Ordering, and Short Answer/Essay. Questions can be imported from existing test banks or can be both built with the tool. The software can provide feedback; reveal detailed results and correct responses on a per question basis. Instructors can also create self-assessments that allow multiple submissions. Discuss |
Instructors can create timed or un-timed self-assessments. The system automatically scores multiple choice, true/false, and multiple answer type questions and can display instructor-created feedback and explanations. Instructors can create a database of questions that the system will randomize to create a unique self-assessment for each student. Instructors can also use the MathML equation editor to create mathematical notations in the self-assessment test questions. Discuss |
Instructors can create timed or un-timed self-assessments that allow multiple submissions. The system automatically scores multiple-choice, true/false, matching, and fill-in the blank questions and can display instructor-created feedback, explanations and links to relevant course material. Discuss |
| Student Community Building |
Students can create online clubs, interest, and study groups at the system level. Discuss |
The system supports the ability to allow users to create project sites where they can collaborate. Project sites include a calendar, announcements, a resources folder to share documents, email list, chat, and a discussion board. Discuss | |
| Student Portfolios |
Students can create a personal home page. Personal home pages may include their photo, personal information, and links to important websites. Discuss |
OSP, an open source portfolio tool, is available for Sakai 1.5.1. OSP will be available for Sakai 2.0 in the summer of 2005. Additionally, students can create a personal home page. Personal home pages may include their photo, personal information, and links to websites. Discuss | |
| Administration Tools | |||
| Authentication |
Administrators can protect access to individual courses with a username and password. The system can also authenticate against an external LDAP server, NT domain server, Active Directory or using the Kerberos protocol. Discuss |
Administrators can protect access to individual courses with a username and password. The system can also authenticate against an external LDAP server. Discuss |
Administrators can protect access to individual courses with a username and password. The system can also authenticate against an external LDAP server or the Kerberos protocol. Users can maintain their own passwords. The system can support multiple organizational units and virtual hosts within a server configuration. Discuss |
| Course Authorization |
Instructors can assign different levels of access to their course based on the following pre-defined roles: instructors, students, designers, teaching assistants, tutors, and guests. Instructors or students may be assigned different roles in different courses. Instructors may also assign a user to an observer role to view the course activities of a particular student. Discuss |
The system supports restricting access based on pre-defined roles. Roles can also be customizedby the service provider. Instructors or students may be assigned different roles in different courses. Discuss |
Administrators can create an unlimited number of custom organizational units and roles with specific access privileges to course content and tools. Instructors or students may be assigned different roles in different courses and group contexts. Administrators can distribute the permissions and roles across multiple institutions or departments hosted in the server environment. Discuss |
| Registration Integration |
Instructors can batch add students to a course using a delimited text file or students can self-register. The software (version 5 Level 2 and higher) supports data interchange with student information systems through an event-driven API or through their tool which is based on scheduled system extracts. The system now supports the use of SOAP-based data integration. The system supports Secure Socket Layer transactions. Discuss |
Administrators can add/enroll students in online courses. Students can self-register. Administrators can use the online registration feature to enter student information into the institutional student information system. Administrators can transfer student information bidirectionally between the system and an SIS (either in batch or in real time) using either flat files (CSV) or IMS Enterprise Specification v1.1 XML files or using secure ftp or SOAP web services. The system provides support for secure online tuition payment by check or credit card. Discuss |
Students can self-register. Administrators can batch add students to the system and courses using providers or scripts. Discuss |
| Hosted Services |
The product provider offers a hosted system that includes managed software installation, redundant Internet connections, redundant and conditioned power, 24x7 monitoring, nightly tape backups, and a secure facility. Hosting is also available from Embanet, which provides daily and offsite tape backups, system clustering, managed bandwidth usage, and multiple Internet service providers to provide redundant fail-over capabilities. Discuss |
The product provider offers only a hosted system. The hosted system has uptime calculated in excess of 99.99%. The hosted system provides redundant hosting platforms located at a co-location centers with load balancing across all systems and provides 24x7x365 monitoring. The data centers have peerless connections to multiple Tier 1 networks and have standby generator capability to protect against power outages. There are no storage limits Discuss |
Institutions and other organizations can purchase hosting and support services from a number of Sakai Commercial Affiliates including Embanet, which provides daily and offsite tape backups, system clustering, managed bandwidth usage, and multiple Internet service providers to provide redundant fail-over capabilities. Discuss |
| Course Delivery Tools | |||
| Course Management |
Instructors can selectively release assessments, announcements and other materials based on previous course activity or specific start and end dates. Instructors can specify start and stop dates for the entire course. Discuss |
Instructors can selectively release materials based on specific start and end dates. Instructors can personalize access to specific course materials based on group membership and can link discussions to specific dates or course events. Instructors can link discussions to specific dates or course events. Instructors can design courses for instructor facilitated learning or system managed self-study. The system can synchronize course dates defined by the institutional calendar. Discuss |
Instructors can selectively release assignments, assessments, and announcements based on specific start and stop dates. Discuss |
| Instructor Helpdesk |
Instructors can access an online instructor manual, product knowledge base, and reference center, and contact the technical support helpdesk if their organization purchased technical support. Discuss |
Instructors can access context sensitive help, take free online courses about instructional design strategies for online courses and how to use the product, and contact the 24/7 technical support helpdesk by email and phone. Discuss |
Instructors can access the system's help which provides context sensitive help. A knowledge-base and user support communities are also evolving within the wider open source community. Institutions can link to their campus help desk within the help tool and direct users to technical and other user support services. Discuss |
| Online Grading Tools |
Instructors can mark assignments, and short answer tests online. Instructors can add the grades for offline assignments to the online gradebook. Instructors can view grades in the gradebook by assignment, by student, and for all students on all assignments. Instructors can create import and export a comma-delimited version of the gradebook from/to an external spreadsheet program. Instructors can provide feedback on all assignments through annotations. Instructors can search the gradebook to find all students who meet a specific performance criteria, mark, or status such as exam completion. Instructors can manually edit all grades. Instructors can create a course grading scale that can employ either percentages, letter grades or pass/fail metrics. When an instructor adds an assignment to the course, the software automatically adds it to the gradebook. Instructors can delegate the responsibility for grading assignments. The software automatically calculates the average grade on each assignment. Discuss |
Instructors can mark exams online. Instructors can provide feedback on all assignments through links to the relevant course content. Instructors can create a comma-delimited version of the gradebook for export to an external spreadsheet program. Instructors can access all student thread responses from within the Gradebook. Instructors can assign partial credit for certain answers. Instructors can add the grades for offline assignments to the online gradebook. Instructors can view grades in the gradebook by assignment, by student, and for all students on all assignments. Instructors can manually edit all grades. When an instructor adds an assignment to the course, the software automatically adds it to the gradebook. Instructors can delegate the responsibility for grading assignments. The gradebook supports the creation of custom columns which can contain either grade information or other instructor-determined details. Discuss |
Instructors can mark assignments and short answer/essay tests online. Instructors can add the grades for offline assessments to the online gradebook. Instructors can view grades in the gradebook by assessment, by student, and for all students on all assessments. Instructors can export the scores of the gradebook to an external spreadsheet. Instructors can manually edit all grades. Instructors can create a course grading scale that can employ either percentages, letter grades or pass/fail metrics. Instructors can create assignments that weigh various amounts of points. The software automatically calculates the overall grade of a student. Discuss |
| Student Tracking |
Instructors can get reports showing the number of times and date on which each student accessed course content, discussion forums and assignments. Instructors can set a flag on individual course components to track the frequency with which students access those components. Discuss |
Instructors can get reports showing the number of times, and time and date on which each student accessed course content or course units. Instructors can share tracking information with students. Instructors can get a report showing the duration of time each student, or all students, spent on specific course units, course content, discussion forums, course assessments, assignments, self-assessments, and course bookmarks. Instructors can summarize all discussion posts to date by group or by student. Discuss | |
| Automated Testing and Scoring |
Instructors can create true/false, multiple choice, ordering, fill-in-the-blank, matching, short answer/essay questions. Instructors can also import questions from existing test banks. Questions can contain images. Instructors can create different levels of feedback messages. Instructors can import questions from existing test banks. Instructors can also create survey questions. The system can randomize the questions in a test or can use selective release criteria. Instructors can set dates and times for when students must access tests. Instructors can set a time limit on a test. Instructors can use passwords to restrict access to tests. Instructors can use the MathML equation editor to enable students to enter and edit mathematical notations. Instructors can create unit-specific tests or course-level tests. Instructors can override the automated scoring and determine how to communicate test results to students. Instructors can differentially weight tests and create grading rules. Discuss |
Instructors can create automatically scored true/false, multiple choice, multiple answer, fill-in-the-blank, and matching questions. Instructors can also create ordering, fill-in-the-blank, matching, and short answer/essay questions. Instructors can create test banks and the system can use these test banks to create tests for students. The system can randomize the questions in a test and the alternatives for multiple choice questions. Instructors can set dates when students can access tests. Instructors can set a time limit on a test. Instructors can create feedback messages. Instructors can also differentially weight tests and create grading rules. Instructors can use passwords to restrict access to tests. Questions can contain images, video, and other media files. Instructors can use the MathML equation editor to create mathematical notations in questions and answers. Instructors can create unit-specific tests or course-level tests. Instructors can override the automated scoring and determine how to communicate test results to students. The system supports proctored exams. Discuss |
Instructors can create automatically scored true/false, multiple-choice, multiple-answer, matching, fill-in the blank, and short answer/essay questions. Questions can contain images and audio files. Instructors can create personal test banks. Questions can be created from test banks in the system or can be imported from external test banks that support QTI. The system can randomize test questions and the alternatives for multiple choice questions. Instructors can set times for when students can access tests. Instructors can set a time limit on a test. Instructors can permit multiple attempts and specify whether correct results are shown. Instructors can override the automated scoring. Instructors can also create survey questions. Instructors can differentially weight test questions. Discuss |
| Curriculum Design | |||
| Accessibility Compliance |
To comply with Section 508 of the US Rehabilitation Act, the software implements the following features: a tool for instructors to add alt tags to uploaded images, alt tags on all system images, data tables that are optimized for use with screen readers, documentation to assist students and instructors in the use of the assistive technologies the software supports, appropriately titled framesets that describe the functionality of the frames layout, and support for the JAWS screen reader technology. Discuss |
To comply with Section 508 of the US Rehabilitation Act, the software implements the following features: support for the JAWS and Window-Eyes screen reader technology, a Java applet and an HTML-based chat option that are usable with popular assistive technologies, and support for most screen magnification software. Help desk personnel are trained in the use of assistive technologies. Course developers and instructional designers on the staff of the product provider are trained in the use of Section 508 standards and development techniques. Course developers and instructional designers offer training on how to create accessible courses and can retrofit content to make sure it is accessible. Discuss |
To enable accessibility, the software implements the following features: alt tags, table headings, and form labels. Discuss |
| Course Templates |
Instructors can use templates to create course content. The templates include a rich text content editor. Instructors can categorize course content as announcements, calendar entries, course units, discussion forums, handouts, instructor biography, lecture notes, links, syllabus and course descriptions, tips, FAQs and resources. Discuss |
Instructors can use templates to create announcements, calendar entries, course content, course units, discussion forums, instructor biography, links, and the syllabus and course descriptions. Discuss |
Instructors can categorize course content as announcements, calendar entries, discussion forums, syllabus information, assessments/assignments, and resources. Discuss |
| Curriculum Management | |||
| Customized Look and Feel |
Institutions can apply their own institutional images, headers and footers across all courses. Instructors can change the navigation icons and color schemes and the order and name of menu items for a course. Discuss |
Institutions can apply their own institutional images, headers, and footers across all courses. Instructors can change the navigation icons and color schemes for a course. Discuss |
The system can support multiple institutions, departments, schools or other organizational units on a single installation. Each unit can apply its own look and feel templates as well as institutional images, headers and footers. Instructors can customize the left navigation menu of their sites by enabling or disabling tools, as desired. Discuss |
| Instructional Standards Compliance |
The system supports the following standards: SCORM 1.2, IMS Metadata 1.2.1, IMS Content Packaging 1.1.2 and Microsoft LRN 3.0. The system includes tools to facilitate the migration of course content between different versions of the software. Discuss |
The product provider self-tested the software and reports that it is compliant with IMS metadata specification 1.1. The product provider will work with the institution to migrate existing courses into the system. The cost for this migration service is dependant on future licensing agreements. The product provider also offers a fee-based, on-site workshop to train instructors to convert course content by using a proprietary migration/conversion tool. Discuss |
Using the Melete open source lesson building tool, the system can export course content using the IMS Content Packaging standard. The system can import assessment content in the IMS QTI 1.2 format. Discuss |
| Instructional Design Tools |
Instructors can create both linear and nonlinear learning sequences using a content library. Discuss |
The service provider offers instructional design services to help instructors create their courses. Instructors can access information and tips, context sensitive help, and tutorials on instructional design. Instructors can create both linear and nonlinear learning sequences. Discuss |
Instructors can create linear learning sequences organized hierarchically by course, lesson, and topic. Discuss |
| Content Sharing/Reuse |
The system supports sharing content across course and institution boundaries. The system provides a central content repository where course content files can be stored and accessed by other instructors. Instructors can designate their files to be private or publicly accessible. Instructors can create links to content files in the central content repository so that changes made to the linked content are automatically displayed in their courses. Instructors can describe course content using metadata. For any content in the repository, users can view reports displaying every course in the system that is currently leveraging the selected item. Discuss | ||
| Hardware/Software | |||
| Client Browser Required |
The software supports Internet Explorer 5.5+, Netscape 4.78+. Students can download course content to a PDA. Discuss |
For PCs, the software requires Internet Explorer 5.5+, and Netscape 6.2+ and for Macintosh, the software requires Internet Explorer 5.1+, Netscape 7.1, and Safari 1.2. Discuss |
The software supports Internet Explorer 5.5+, Netscape 7.1+, and Mozilla Firefox for Windows, and Netscape 7.1+ or Mozilla Firefox on the Apple OS. Some functions in Sakai will not work well or will not work at all in Safari or Internet Explorer for the Mac. Javascript must be enabled. Discuss |
| Database Requirements |
The system requires either SQL Server 2000 on Windows 2000 Server, or Oracle8 on Solaris. The system also supports MySQL databases. Discuss |
The system supports Oracle 9i or later, or MySQL 4.1+. The system requires only one database and can coexist with tables from other applications. Discuss | |
| Server Software |
The following server software tools are available: log rotation and log consolidation, a secondary database to provide customizable reports, and course archive and restore. The log tools can be accessed over the Web. The software requires Apache web server software or Microsoft Internet Information Server (IIS) software. Discuss |
The software is intended to work on a wide range of hardware and operating systems that support Java. Users are encouraged to stick with the common environment used by the developers. The software requires Tomcat 5.5.9 or later, and the Java 2 SDK. Discuss | |
| UNIX Server |
The software is available for Solaris 2.8 and Red Hat Linux 6.2. Suggested hardware recommendations are two Ultrasparc II, 450 Mhz, 2 GB RAM. Discuss |
The software is likely deployable on any Unix variant with Java support, but Linux and Applex OS X are the typical environments used by the developers. Suggested typical production environment would be an Intel-based Linux with 4GB of RAM. Discuss | |
| Windows Server |
The software is available for Windows NT, 4.0, Windows 2000 Server, or Advanced Server. Suggested hardware recommendations are 2 Pentium III, 800 MHz CPUs, 2 GB RAM. Discuss |
The software is likely deployable on any Windows variant with Java support, but XP is the typical environments used by the developers. Suggested typical production environment would be a Windows Server 2003 with 4GB of RAM. Discuss | |
| Pricing/Licensing | |||
| Company Profile |
Founded in 1997, Blackboard is privately-held by a number of venture investors, media and technology companies. Over the years it has acquired CourseInfo, Web-Course-in-a-Box, and Prometheus course management systems. Discuss |
eCollege was founded in 1996 and was previously named RealEducation. eCollege’s customer base includes public and private universities, career colleges, community colleges, school districts, and state departments of education. eCollege trades on the NASDAQ under the symbol ECLG Discuss |
The Sakai Project is a coordinated higher education open source community project launched in 2003. It builds on previous work done by Stanford, Michigan, Indiana and other partners, and is built within the uPortal framework. The project has been funded through 2005 by the Mellon foundation as well as contributions from the Hewlett foundation and the core partners themselves. The project has also created the Sakai Educational Partner’s Program (SEPP), a for-fee community that is open to educational institutions and for which they receive early access to code releases, documentation, project staff and exchange of partner tools. Discuss |
| Costs |
There is an annual license fee for campus based programs and a per registered user enrollment fee for complete distance education programs. Technical support costs are included in enrollment fees. All software source code can be held in escrow. Discuss |
The software is free and distributed under the Educational Community License Version 1.0. Discuss | |
| Open Source |
The software is distributed under the Educational Community License Version 1.0. Discuss | ||
| Optional Extras |
The Building Blocks initiative is an attempt to create a community of developers who can provide API-integrateable applications to enhance the functionality of the system. Current applications include WYSIWYG web page editors, DAV file transfer mechanisms and a toolkit for science courses (e.g. MathML editor). Akiva recently announced the release of a new Blackboard add-on module for WebBoard 6 Editions. This module allows WebBoard owners to seamlessly integrate their message boards into Blackboard. Discuss |
The system provides support for secure online tuition payment by credit card. The optional campus portal product supports integration of the online learning application with various administration and registration systems, such as course catalog, campus library, bookstore, student services, and bursar systems. Administrative application modules include a portal calendar package that integrates all course calendars and personal items into one master calendar, which can be downloaded to a PDA, with color-coding and customizable features to identify courses and activities; a Web access package that provides access to headline news, online shopping, personal stock portfolio, and other Web resources. There is an optional community package to facilitate the promotion of on-campus activities and events that supports online interaction, information sharing and communication outside of the courseware through clubs and study groups; and an alumni package that helps institutions to maintain relationships with students after graduation, and serves the needs of alumni organizations. eCollege is now compatible with Impatica, a desktop tool that converts PowerPoint files for streaming over the Internet. Exams can be imported with Respondus, an offline exam authoring tool. eCollege provides technical consulting for custom projects, on-campus and on-line training, course development services, content manager, & online registration with online payment. Discuss |
For any content posted to a course or in the personal areas, a copyright statement can be added and the instructor can decide whether it needs to be displayed and agreed to each time the content is displayed. The system can display RSS feeds. The systems Web Content feature allows site owners to choose a website to display within the main frame, and to customize the menu item which links to it. Sakai is an active participant in the Tools Interoperability Profile, an effort to create a standard by which third-party tools can interoperate with a variety of course management systems. In addition, Sakai promotes the notion of ''Sakai Tools'' which, while developed separately from the main project, can be easily installed and work within the framework. Examples include the Open Source Portfolio tool and the Melete lesson builder. Discuss |
| Software Version |
The current software version number is 6.0. Discuss |
The current software version number is eCollege AU+. Because this product is a hosted service, all users always have the same version. Discuss |
The software is version 2.0 Discuss |
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