Project Results 1
| Code | 1 |
|---|---|
| Title | Integration Teaching and Learning Platform as a Service (ITLPaaS) |
| Operational Actors | Teaching & Learning engineer |
| Needs | Cope with geographical, temporal, linguistic, social, health and sanitary barriers thanks to IT solutions |
| Lead | UVT (LEAD) - UBI (COLEAD) |
| Participants | UBI, UNITO, UNIZAR, UPPA, USMB, UVT |
This project result is oriented to address the needs for the integration of learning management systems and learning spaces of students and teachers of the UNITA alliance institutions and future associated partners, in order to break down geographical, linguistic and temporal barriers and to support a collaborative teaching and learning space.
Introduction
The Integration Teaching and Learning Platform as a Service (ITLPaaS), will offer an innovative solution able to remove these barriers thanks to the development of mediation services between the LMS, allowing automatic translation and geographical distribution of resources and learning activities, as well as synchronous or asynchronous monitoring of students by one or more teachers in the consortium thanks to learning analytics services. The ITLPaaS platform will offer the following advantages to the various actors of the teaching and learning processes:
- Teachers and students interact thanks to the integration platform in different time zones, geographical spaces and languages.
- The platform connects and makes interoperable the resources and activities of different learning management systems.
- The role of the teacher changes from a theatre actor to a movie actor, by creating recorded and reusable interactive content (instead of yearly one-shot lectures).
- The lectures change from live to deferred mode and the teacher monitors the learning process (in real time and in deferred time).
- Students progress actively (active learning) in personalised learning paths (interactive lectures), in the framework of individual problems (problem based learning) and group projects (project based learning).
- Thanks to the platform, a course can be taught by several teachers, following a Collaborative Online International Learning scheme.
- The platform will integrate the open source solution developed in the framework of the French project [HyPE- 13]aimed at collecting and exploiting learning traces allowing monitoring and supervision of students, while respecting RGPD European legislation.
The major impact offered by the platform is to lift the brakes that obstruct cooperation by implementing a machine to travel through time, space, cultures, facilitating the inclusion of all actors (even in the face of disabilities) of the teaching and learning processes and facilitating collaboration and individual and collective success.
The ITLPaaS platform will be designed and implemented as an OpenSource platform, deployed in a scalable, elastic and extensible Community Cloud. This approach will guarantee the performance and the perenniality of the platform thanks to the resources provided by each partner within a community cloud, and will facilitate its growth thanks to the flexible aggregation of additional resources from future partners. The architectural design and the components developed for the platform will be made publicly available as open source, facilitating their transferability and allowing other European alliances or other partner networks to deploy and even extend it (e.g. translation services in other languages).
Solutions Developed
Needs and requirements
To introduce our project results conceptual model outlining the relationships between dimensions, level, needs, solutions, and project outcomes. At its core, Needs arise from Dimensions and their Levels and are addressed by Solutions, which lead to Outcomes and may utilize Tools. Solutions can also have specialized or related versions often implementing methodologies. Modes represent a combination of 3 Levels of every Dimensions that defines a teaching and learning configuration, with Levels organizing in hierarchical relationships. Project Results are achieved through Solutions, with Partners acting as co-leads or authors. This structured approach highlights how various elements interact to drive project success and innovation.
Requirements covered by solutions of Project Result 1
| Req.ID | Requirement | Description |
|---|---|---|
| C-1 | Coordination of teaching and learning | The Learning Management System shall ensure scalability and the inclusion of partners across various locations for international courses produced by a teacher or group of teachers from one institution, accommodating both local and international students in face-to-face or remote learning environments. This coordination will enable the development, sharing, and distribution of resources and learning objects optimized for hybrid environments while supporting geographic flexibility and accessibility across multiple platforms.
Learning Management System scalability ensures the inclusion of partners across remote locations Resources are developed and shared for fully remote access Courses and learning objects are produced for fully remote environments, enabling geographic flexibility Resources and paths are geographically distributed across platforms for remote accessibility |
| C-2 | Cooperation in teaching and learning | Learners and teachers shall cooperate on resource development in both physical and virtual spaces, allowing for the collaborative creation and updating of learning content. Cooperation tools shall support multilingual resource development, facilitating the design of courses in a common language and ensuring geographic distribution of learning objects.
Learners and teachers cooperate on resource development remotely Cooperation occurs in both physical and virtual spaces for developing and updating learning content Teachers design courses in a common language Cooperation tools support multilingual resource development Learning Management Systems ensures geographic distribution of learning objects and paths to multiple platforms Objects and paths are optimized for fully remote access |
| C-3 | Collaboration in teaching and learning | Teachers shall integrate synchronous and asynchronous methods in Collaborative Online International Learning (COIL) courses, collaborating entirely online as well as in hybrid settings that combine face-to-face and online teaching. Collaborative tools shall support both synchronous and asynchronous resource development, enabling multilingual production of learning paths and objects while maintaining effective collaboration features.
Teachers integrate synchronous and asynchronous methods in Collaborative Online International Learning (COIL) courses Teachers collaborate entirely online to deliver Collaborative Online International Learning (COIL) courses Teachers collaborate in hybrid settings, combining online and face-to-face teaching Collaborative tools allow synchronous and asynchronous resource development Collaboration features support hybrid production workflows for learning paths and objects Collaborative tools support multilingual production of learning paths and objects |
| CP-1 | Digital solutions for international teaching and learning | The Learning Management System shall offer comprehensive digital solutions to facilitate international teaching and learning, encompassing remote, face-to-face, synchronous, asynchronous, blended, and hybrid formats. These digital solutions shall include translation capabilities to support both a common language and multilingual interactions, ensuring accessibility and engagement for local and international students regardless of their learning environment. |
| CP-2 | Physical solutions for international teaching and learning | Physical solutions for international teaching and learning shall include well-equipped classrooms and physical devices utilized in these learning environments. This includes technologies such as interactive whiteboards, projectors, microphones, cameras, and screen-sharing tools for workgroups, all designed to enhance the learning experience for both local and international students participating in face-to-face sessions. |
| L-CL-1 | Common language content | Courses shall be delivered in a common language to accommodate multilingual learners and teachers. The Learning Management System shall support course creation and deployment in this shared language, ensuring that all educational materials are accessible and comprehensible to participants.
Courses are delivered in a common language for multilingual learners and teachers Learning Management System is available in one common language Learning Management Systems tools support common language course creation and deployment |
| L-CL-2 | Common language interactivity | nteraction shall be conducted in a common language for multilingual learners and teachers, facilitating effective communication and collaboration. The Learning Management System shall support collaborative activities, such as Collaborative Online International Learning (COIL) courses, in this shared language, enhancing engagement and participation among all learners.
Interaction is conducted in a common language for multilingual learners and teachers Collaborative Online International Learning (COIL) courses are delivered in a shared language for all participants Learning Management System supports interaction in one common language environment |
| L-ML-1 | Multi-lingual content | Courses shall include multilingual support, allowing students to access resources and learning paths in their native languages. The Learning Management System shall facilitate multilingual translation for all course materials, ensuring accessibility and inclusivity for global learners.
Courses include multilingual support, allowing students to access resources in their native languages Courses and learning paths support multilingual translation for accessibility |
| L-ML-2 | Multi-lingual interactivity | Interactions shall be designed to enable inclusivity and accessibility through multilingual support. The Learning Management System shall offer multilingual interfaces and facilitate collaborative activities—such as Collaborative Online International Learning (COIL) courses—that accommodate interactivity across diverse languages, enhancing participation and engagement among all students.
Multilingual interactions enable inclusivity and accessibility Collaborative Online International Learning (COIL) courses provide multilingual support Learning Management System offers multilingual interfaces and content for global accessibility Learning Management System supports interactivity across multilingual systems Resources and activities are created with multilingual support for global learners |
| P-1 | Use a learning outcomes approach to design educational material | Courses shall be developed with clearly defined learning outcomes, ensuring that all instructional activities and assessments are intentionally aligned with these outcomes to facilitate effective learning experiences.
Learning Analytics tools allow teachers to analyze asynchronous learning processes and outcomes for effective remediation Courses produced asynchronously are indexed by learning outcomes and automatically integrated into Learning Management Systems |
| P-2 | Leverage the learning object paradigm | Teachers shall create reusable learning objects that are associated with specific learning outcomes and include interactive resources, activities, and assessments focused on knowledge acquisition. All resources, activities, andTeachers shall create reusable learning objects that are associated with specific learning outcomes and include interactive resources, activities, and assessments focused on knowledge acquisition. Learning Analytics shall monitor these learning objects and all related resources, activities, and assessments to ensure relevance and effectiveness in promoting knowledge acquisition and engagement. assessments shall be managed to ensure relevance and effectiveness in promoting knowledge acquisition and engagement.
Learning Objects are accessible in both online and in-person formats Objects are provided in a shared language Objects include multilingual versions for accessibility Teachers create interactive resources for asynchronous learning, focusing on knowledge acquisition Collaborative development of hybrid learning objects occurs among teachers and learners in real-time and deferred modes Resources and activities are created to support blended learning setups for in-person and online modalities Resources and activities support hybrid workflows with real-time and deferred updates Learning Objects are accessible in both physical and virtual formats Resources and activities are designed using a common language Teachers design asynchronous learning paths by composing reusable learning objects |
| P-3 | Leverage the learning path paradigm | Teachers shall leverage the learning path paradigm to design personalized learning paths that may consist of both sequential and parallel learning objects, guiding learners through activities and resources necessary to achieve defined learning outcomes. Learning Analytics shall monitor and adapt these paths and the associated learning objects based on learners’ progress and preferences in real time.
Teachers design asynchronous learning paths and learning objects based on structured pedagogical models Learning Analytics adapts and updates asynchronous learning paths based on learners’ progress and outcomes Diagnostic, formative, and summative assessments are created and managed asynchronously Teachers combine synchronous and asynchronous designs to create hybrid learning paths Adaptive hybrid learning paths integrate synchronous activities with asynchronous content updates based on analytics Learning objects and paths are designed for full accessibility in remote environments Learning objects and paths are designed to integrate in-person and remote interactions Learning objects and paths are developed and deployed using a common language Versioning systems allow updates to asynchronous resources and paths without interruption Learning paths dynamically combine synchronous and asynchronous elements based on analytics Teachers produce hybrid learning paths, integrating synchronous and asynchronous components objects and paths are created to support both physical and virtual learning environments Teachers produce learning objects and paths in a common language Learning Management Systems supports asynchronous creation and management of learning objects and paths Learning Analytics tools provide insights into asynchronous activities for remediation and outcome tracking Learning paths dynamically adapt to include both real-time and deferred analytics Learning Management Systems enables common language production and deployment of learning objects and paths |
| P-4 | Integrate artificial intelligence in the creation of learning objects and paths | Artificial intelligence tools shall be leveraged to optimize the creation and management of learning objects and learning paths, allowing for personalizations that enhance the achievement of learning outcomes. Additionally, systems will incorporate diagnostic, formative, and summative assessments and provide version control to ensure continuous improvement and effective remediation strategies.
Hybrid courses are created with adaptive paths that utilize real-time and deferred analytics for personalization Courses and learning paths are automatically translated into multiple languages for global accessibility Learning objects are aligned to learning outcomes and adapted for multilingual audiences Collaborative tools support asynchronous production of courses and paths Learning Management Systems automates translation of learning objects and paths into multiple languages |
| S-BL-1 | Blending content | Courses shall combine online resources with in-person sessions to accommodate geographically dispersed students. The Learning Management System shall support seamless integration with both in-person learning environments and online resources, facilitating the production of blended courses that effectively incorporate remote and face-to-face elements.
Courses combine online resources with in-person sessions for geographically dispersed students Learning Management System supports integration with in-person learning environments Learning Management System supports seamless integration with blended learning setups Learning Management Systems integrates tools for in-person and remote learning environments Teachers design blended courses combining in-person and remote learning elements Learning Management Systems supports blended course production with tools for both in-person and remote modalities |
| S-BL-2 | Blending interactivity | Teachers and students shall interact in hybrid formats that mix in-person collaboration with online engagement. The Learning Management System shall provide tools that support both in-person activities and online platforms to enhance the interactive experience in blended learning environments.
Students interact in hybrid formats, mixing in-person and online collaboration Learning Management System supports both in-person tools and online platforms for blended learning interaction |
| S-BL-3 | Blending integrating learning analytics (LA) | Learning Analytics tools shall integrate learning traces from both in-person and online activities within blended setups. The Learning Management System shall collect and analyze data from these blended environments, providing insights into student engagement and performance across all modes of learning.
Learning traces integrate both online and in-person activity data Learning Management System collects data from both in-person and online activities in blended setups Business Intelligence services visualize combined data from both in-person and online activities Traces from blended environments are collected and analyzed for learning analytics Learning Analytics tools integrate data from in-person and remote learning activities |
| S-BL-4 | Blending integrating learning analytics (LA) prediction | Business Analytics services shall analyze combined data from in-person and online activities in blended learning environments to support predictive actions and recommendations. This analysis shall help educators anticipate student needs and improve the overall learning experience by leveraging insights from both modalities. Business Analytics services support combined in-person and online data for prediction and recommendations |
| S-RE-1 | Remote Content | Courses shall be delivered entirely online, enabling access to resources from any geographic location. The Learning Management System shall support full online functionality for remote learners, integrating with various online tools and platforms to enhance remote teaching and learning experiences.
Courses are delivered entirely online, enabling access from any geographic location Resources are shared online for remote teaching and learning Learning Management System enables full online functionality for remote learners Learning Management System integrates with online tools and platforms for remote learning |
| S-RE-2 | Remote interactivity | Interaction shall occur entirely online, facilitating geographical flexibility and engagement among students and instructors. The Learning Management System shall provide tools that enable effective communication and collaborative activities in a remote learning environment. Interaction occurs entirely online, enabling geographical flexibility |
| S-RE-3 | Remote learning analytics (LA) | Learning Analytics tools shall track student progress remotely, capturing learning traces from fully online environments. This data shall be utilized for remote supervision, allowing instructors to monitor engagement and performance effectively.
Learning traces are captured entirely online for remote learning environments Learning traces are collected from fully online environments Business Intelligence services offer insights into fully online learning environments Learning Analytics tools track progress remotely and enable remote supervision Sensors collect traces from remote activities for analytics and supervision |
| S-RE-4 | Remote learning analytics (LA) with prediction | Business Analytics services shall analyze data collected from fully remote learning systems to provide insights and recommendations. This analysis shall leverage learning traces and behaviors to enhance the online learning experience and support predictive analytics for anticipated student outcomes. Business Analytics services analyze data from fully remote learning systems |
| T-AS-1 | Asynchronous course content production | Teachers shall create recorded and reusable interactive course content accessible to students asynchronously
Teachers create recorded and reusable interactive content for asynchronous learning Students engage in interactive, asynchronous learning paths, with problem-based and project-based learning opportunities Teachers design courses that prepare students from various time zones using asynchronous materials Resources are shared asynchronously across systems Learning Management System integrations allow seamless use of asynchronous tools across platforms Scalable Learning Management System supports expanding asynchronous content and services Open source Learning Management System supports asynchronous learning features in community-based environments Learning Management Systems provides tools for asynchronous content creation and management Resources, activities, and assessments are optimized for asynchronous environments |
| T-AS-2 | Asynchronous interactivity | The Learning Management System (LMS) shall provide asynchronous tools that enable interaction between students and teachers, such as forums and collaborative features.
Teachers and students interact asynchronously, overcoming time-zone barriers Collaboration and teaching occur asynchronously across time zones Learning Management System provides asynchronous tools like forums, recorded lectures, and self-paced content |
| T-AS-3 | Asynchronous learning analytics for progression measurement | Learning Analytics tools shall enable teachers to measure and monitor students’ progression through asynchronous activities.
Lectures are available in deferred mode, and teachers monitor learning asynchronously Learning traces from asynchronous activities support tracking and monitoring Learning Management System collects learning traces from asynchronous interactions, such as video views and quiz attempts Business Intelligence services visualize asynchronous learning processes and outcomes |
| T-AS-4 | Asynchronous prediction based on learning traces | Business Analytics services shall utilize asynchronous learning traces to provide predictions and automated recommendations for teachers and students, leveraging machine learning techniques.
Business Analytics services analyze asynchronous learning behaviors and provide automated recommendations Learning Analytics monitors and adapts asynchronous learning paths in real-time |
| T-HY-1 | Hybrid content development | Teachers shall develop reusable interactive content that effectively supports both synchronous and asynchronous components in hybrid learning environments. This includes a mix of live and deferred content, accommodating different time zones while ensuring that students can engage through both real-time and self-paced modalities.
Teachers develop reusable interactive content to support both synchronous and asynchronous components in hybrid learning Teachers provide a mix of live and deferred content and monitor both real-time and deferred learning processes Teachers facilitate courses that blend live sessions for some time zones with asynchronous materials for others Learning Management System supports synchronous and asynchronous integration for hybrid learning models Learning Management System systems synchronize real-time and deferred functionalities for hybrid environments Learning Management Systems integrates asynchronous and synchronous tools to support hybrid learning models Learning Management Systems enables seamless integration of synchronous and asynchronous tools for hybrid courses |
| T-HY-2 | Hybrid interactivity | Teachers and students shall interact using a blend of synchronous and asynchronous tools, such as forums, recorded lectures, and collaborative sessions, to facilitate effective communication and engagement across time zones. Learning Management Systems shall support this hybrid interaction by integrating features that enhance collaboration in teaching and learning.
Students engage in active learning within hybrid contexts, combining synchronous group work with asynchronous individual activities Teachers and students blend synchronous and asynchronous interactions Resources support both synchronous and asynchronous activities Learning Management System scales to include hybrid teaching and learning environments Open source Learning Management System enables hybrid functionalities with support for diverse user needs |
| T-HY-3 | Hybrid learning analytics for monitoring of progression | Learning Analytics shall monitor and adapt both synchronous and asynchronous learning paths in real-time, tracking learning traces from various activities. This includes collecting data on interactions, such as video views and quiz attempts, to support teachers in monitoring student progress and engagement throughout the hybrid learning experience.
Learning traces combine data from both synchronous and asynchronous interactions for comprehensive monitoring Learning Management System aggregates learning traces from both synchronous and asynchronous activities Business Intelligence services aggregate and display data from synchronous and asynchronous processes |
| T-HY-4 | Hybrid learning analytics for prediction | Business Analytics services shall analyze both synchronous and asynchronous learning behaviors to provide automated recommendations for personalized learning paths. By leveraging learning data, these analytics will enable predictions regarding student performance and engagement, allowing for timely interventions to support learner success. Business Analytics services predict and automate recommendations based on both synchronous and asynchronous data |
List of tools used to develop our solutions
| Title | Description |
|---|---|
| Articulate | Articulate is a company renowned for its online training applications, utilized by all Fortune 100 companies. |
| H5P | H5P (HTML5 Package) is an open-source tool that enables the creation and sharing of interactive online content. |
| LUMI | Lumi is an open-source application that enables educators and content creators to design, edit, and share interactive content using the H5P format. |
| Learning Locker | Learning Locker is an open-source Learning Record Store (LRS) designed to store, manage, and analyze learning experience data based on the xAPI standard. |
| Learning Management System(LMS) | A Learning Management System (LMS) is a software application designed for the administration, documentation, tracking, reporting, automation, and delivery of educational courses, training programs, or learning and development initiatives. |
| Libre Translate | LibreTranslate is a free and open-source translation API and web application that provides machine translation capabilities without reliance on proprietary services. |
| Llama 3 | Llama 3 is a language model developed by Meta, designed to understand and generate text in a human-like manner. |
| Moodle plugins | Digital solutions that extend the functionality of the Moodle learning management system (LMS). These solutions can help to satisfy requirements regarding the temporal, spatial and linguistic dimensions. |
| Ollama | Ollama is a versatile tool designed to facilitate the deployment and management of large language models (LLMs) on local machines. |
| RapidMooc Studio | RapidMooc Studio is an innovative solution that democratizes video production by offering an all-in-one, autonomous, and easy-to-use recording studio. |
| Synthesia | Synthesia is an advanced AI-powered video generation platform that allows users to create professional-quality videos using synthetic AI avatars and voiceovers. |
| Whisper | Whisper is an automatic speech recognition (ASR) system developed by OpenIA. |
| XAPI Standard | The Experience API (xAPI) standard is a learning experience tracking standard developed by Advanced Distributed Learning (ADL). |
Outcomes
Impact of integrated LMS regarding beneficiaries
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Impact of automatic translation regarding beneficiaries
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Impact of learning analytics regarding beneficiaries
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Impact of connected classroom regarding beneficiaries
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