By Mike Churchward, CIO/President
I recently became involved in a partnership project with Microsoft Open Technologies. This project has the ambitious goal of providing tighter integration of a variety of new Microsoft products with Moodle.
The products we are focusing on initially include OneDrive, OneNote, Outlook Calendar and the various pieces these integrations will support, such as the Office 365 applications and Azure Active Directory.
For me, this meant getting myself reacquainted with Microsoft technology and systems. I chose to buy a new Surface Pro 3 running Windows 8.
The Surface is an interesting device. From my perspective, it’s a tablet that tries to be a laptop when you want it to be. But in my experience so far, I like it better as a tablet. And for me, the killer app is OneNote on the Surface.
If you are not familiar with OneNote, it has been around for a lot longer than you think - since at least 2003. If you're familiar with Evernote, its a very similar application. To put it simply, it is your collection of notebooks, available to you on all your devices. You organize each notebook into sections, and add pages to the sections. Pages can include your created notes, media, clipped information from the web and photos you take on the device. Kind of a notebook / scrapbook hybrid.
OneNote is integrated pretty tightly with the Surface. It comes pre-installed as a Surface app, meaning it works well with the tablet interface of Windows 8 and the Surface stylus. The stylus allows you to call up OneNote with a click of the button on the end (like clicking a ballpoint pen), and then write your note using handwriting, on the open page. For myself, I have really gravitated to using the stylus and OneNote to take quick notes, in the same way I used to use a pen and a pad of paper. And if you upgrade to OneNote 2013, you can use the "Ink-to-text" feature to turn your handwriting into a digital text document.
Marking up existing documents in OneNote is a great feature. For example, you can import a PowerPoint slide into a note, and then mark it up with your comments and drawings (if you use the stylus). Likewise with a clipped web page. Add-ons like Office Lens, let you use your device camera as a scanner, capturing notes on paper or whiteboards directly into your OneNote notebook. And you can then mark them up as needed. In fact (I haven't tried this yet), I believe you could even capture audio markup and place it in the page.
You can share your notebooks with other collaborators, via email addresses. People you share with don't even need the OneNote app; they can use OneNote on the web as a web-based application. The OneNote notebooks and their content are all stored in the OneDrive cloud, making them available to any connected device.
Prior to using OneNote with my Surface, I was unsure what an integration of OneNote with Moodle would be good for, or how it would be useful. Now I really want to make this happen.
From a learning system standpoint, consider the markup and collaboration. As a Moodle assignment, OneNote could be submitted for grading. If the OneNote interface was used by all participants, teachers could mark up the submission directly on the pages. And, as a collaborative assignment, multiple users could work on the submission contributing and marking up existing content before submitting.
This is where we have our focus right now. In the works are integrations to allow OneNote to become an assignment type. To be fair, OneNote can be used to create assignment documents to be submitted and uploaded to Moodle right now. OneNote allows the exporting of its notes as PDF's, Word docs or as single web pages. But we want to make it work without that extra step.
We will be working with the Microsoft Open Technologies group to build out the necessary Moodle pieces. As a start, these will include:
SSO with Azure Active Directory - necessary to make the account access between Moodle and the cloud seamless for the user.
OneNote and OneDrive repository plugins - give easy access to document in OneDrive and specific parts of OneNote.
OneNote assignment plugins.
I will post regular updates to our progress along with my thoughts and experiences with the technologies and how they can be further used with Moodle and the learning environment,
Watch our blog for more information on what's coming and how you can be involved.
Remote-Learner.net Inc. and Nivel Siete, two of the largest Moodle Partners, announce the launch of their fully supported Moodle 2.7 enterprise release, built on Microsoft Azure.
October 28, 2014 Waynesboro, VA: Remote-Learner.net, Inc, Moodle Partner providing Moodle services and support in the US, Canada and UK,, today announced the release of a fully-supported, Microsoft Azure Certified Moodle service available through the Azure Marketplace. The service provides a supported, maintained enterprise level configuration of Moodle 2.7, available in the Azure cloud, pre-configured for optimal use.
“Many organizations have discovered the advantages of running Moodle on cloud services instead of their own technology infrastructure. What has been missing is the maintenance and support piece, on-demand training and configuration to their own needs. With Nivel Siete’s partnership, Remote-Learner has extended our full end-to-end e-learning support and service to include both our own private cloud and Microsoft Azure”, Jason Cole, Remote-Learner CEO explained.
“Azure provides a reliable, global and trusted cloud infrastructure, able to meet the technical and performance demands of Moodle and its related technologies. As a Microsoft Azure Certified application, enterprise customers can easily find, purchase and deploy a supported instance of Moodle from the Azure Marketplace.”
Remote-Learner is partnering with Nivel Siete, the largest Moodle partner in Latin America. Nivel Siete has provided their technical expertise in external cloud deployment to provide a self-contained virtual machine running all the necessary software for the Moodle LMS. Nivel Siete will also provide application support and maintenance for Latin American organizations.
The “Fully Supported Moodle 2.7” release will include:
approved, configured and maintained Moodle codebase
access to a support portal providing expert support
over forty high-value, approved third-party add-ons
access to the Learning Spaces® on demand training program
“As more organizations adopt learning management systems to meet their training and learning needs, they need a flexible, extendable and supported platform to deliver learning solutions,” said James Bernard, Director of Partner Programs, Worldwide Education at Microsoft . “Solutions like Remote-Learner help these organizations reach operational expertise quickly.”
The merging of expert Moodle services with the technical capabilities of Azure provides customers with a winning product that allows them to focus on their learning needs rather than the technology that delivers them.
Remote-Learner has been providing educational technology services since 1982 to its business, educational and governmental clients. Today, these services include support for best-of-breed open source programs. Remote-Learner is an official Moodle Partner providing support and hosting services, custom programming, workforce development training, instructional design and strategic consulting services for organizations planning online learning programs.
Remote-Learner maintains corporate offices in Waynesboro VA, Overland Park KS, Fort Collins, CO, Waterloo, Ontario, Canada and Oxfordshire, UK, and serves clients throughout the US, Canada, Mexico. Caribbean and the UK.
For more information,
call (877) 299-1293 toll-free in the US,
email firstname.lastname@example.org or
About Nivel Siete
Nivel Siete provides enterprise level services, so your organizations get the most out of Moodle in the e-learning and talent management initiatives. An integrated portfolio with Moodle implementation, Moodle SaaS, bespoke content, authoring tools, and training has enabled well designed, and successfully executed projects since 2002 for over 1 Million users. Nivel Siete has corporate offices in Mexico D.F, Bogotá and Lima.
For further information visit
http://www.nivel7.net/contacto/ or email: email@example.com or
Call: México: Tel +52.55.417.038.92, Colombia: +57 (1) 743.5685, Lima: +511 705.8529
By Page Chen, Chief Learning Officer
When people speak of instructional design, they are usually referring to a systems approach, which involves a process of setting goals and objectives, analyzing resources, and creating a plan of action all followed up with a continuous evaluation/modification of the program. However, traditional systems approach models do not serve all online learning solutions well, especially when less emphasis needs to be placed on the sequence of instruction and more on the design of the learning environment. When properly implemented, the tools within Moodle provide for the right balance between traditional ‘technology-based-instruction’ and modern adaptive and socially learning.
Most educators would agree that cognitive learning is considered more difficult to teach and test than behaviorist learning, and for many instructional designers the “free range” aspects of constructionist learning is perceived as nearly impossible to implement and evaluate. The challenge is, instructional designers must blend their systems of instruction roots with a theory that revolves around the construction of knowledge by the individual. Designing a purely constructivist learning environment may still be a challenge, but when designing with that intent Moodle can efficiently provide for the implementation of those strategies.
One challenge faced by instructional designers looking to provide a more constructivist learning environment is how to produce authentic interaction. The challenge of designing interactive online learning experiences comes in devising ways for the actions of learners to be observed. If the learner’s actions cannot be observed, then feedback can only be offered based on an end product. For this reason, many instructors and even instructional designers simply transfer old, proven evaluation concepts into e-learning scenarios. The good news is, we don’t have to do this! We can use Moodle and ad-ons like the new Adaptive Test Module to effectively mix old, proven evaluation concepts with new interactive constructivist methods to design authentic e-learning environments.
Waynesboro, Virginia-- May 2, 2014- Remote-Learner, a founding member of the Moodle partnership program, announces its flagship product ELIS (Enterprise Learning Intelligence System) is now completely plug-able with Moodle 2.6.
How will the ELIS plug-ins benefit the Moodle community?
“The enterprise-level curriculum and user management features of ELIS are now available to the entire Moodle community without difficult to maintain core modifications. The full source code is freely downloadable for anyone who wants it. Remote-Learner will continue to provide high quality SaaS and support services to ensure our clients can use it to effectively and efficiently deliver results for their organization,” said Jason Cole, CEO of Remote-Learner.
What does ELIS do?
ELIS provides users with the ability to create learning programs for individuals and groups across the ELIS/Moodle platform. ELIS helps learners track their own learning program success by helping them answer these questions:
Where am I?
What have I completed?
Where do I go from here?
Managers and supervisors can also track individual and group progress with reporting features widely used in industry. Examples include transcripts and sitewide time summary.
For more information, please contact Remote-Learner directly at www.remote-learner.net/contact or sign-up for one of our webinars at http://www.remote-learner.net/resources/webinars.
By Paul Taylor, Sr. Product Manager
You probably hear a lot these days, at least in the last few years, about ePortfolios. Experienced educators probably read about them with a worry smile as we have heard about them for many years and they have never really delivered on their promises. Most industries, not just education, are awash with technology that claims to be the bright young thing which will change their world. For me though, the difference with a proper ePortfolio is that it is made by me and for YOU (whoever that might be). Most LMSs (Learning Management System) are very top down. My teacher/trainer/manager gives me stuff to do, I do it, and I get something for it. However, there is little in most instances of the ME in what I do. I respond to some instructions and give the best material I can, but it might not be the best impression of me. It will likely never show you, or anyone, what I really am.
There are a lot of good studies on ePortfolio use and practice which talk about “ineffable skills”. These are the skills and experiences that are difficult to measure but are essential for life skills. Many higher education institutes will award degrees to students which say they are a Bachelor in subject X, but it will not say a great deal about how good they are at leading teams and motivating their peers; it will not give a clear and rounded picture about who you are about to employ. Yes, these may well be garnered at the interview stage, but even here it might be difficult to really gauge who or what this person is or might be. It is here that an ePortfolio comes into it’s own. I can incorporate all my formal skills and experiences as part of a resume page. I can incorporate some of my best material, with peer feedback and critical reflection from me and others as to why it is there and what it shows. I can have videos of myself winning sporting trophies, not just saying that I have won them. Using an ePortfolio system that has social networking capabilities, I can incorporate into my ePortfolio on-going discussions with people in various walks of life that act as mentors and guides. These people may be specialists in their fields, but this would never be shown in a traditional application process.
The other great aspect of a digital portfolio is that it can be truly a lifelong learning experience. As an elementary school student I start collecting my digital artefacts and organizing them to show my teachers and parents. I then move on to High School and start collecting more experiences and best work, as well as reflecting on my learning, and use this in order to apply for a job or apply to a higher education institute. I continue adding to my ePortfolio. If I am at university, I use it to apply for graduate school. If I am in employment, I use it to try for promotion or to move to a better career path. All the while I keep adding and trimming the system and the materials in a way which reflects who, what, where and why I am me.
How would I use ePortfolios?
Here at Remote Learner, we love our ePortfolios and we, to quote one of our senior staff, “eat our own dog food”.
On our internal ePortfolio site we have professional development, but also personal groups to garner team building and support outside of the usual work related areas. In some instances, the group based discussions and interactions can lead to courses being developed on our internal training system (Moodle and ELIS of course) to plug up some identified skills gaps.
We also do some custom developments for our customers and show them how they can use this system, particularly when linked with Moodle or ELIS. The ePortfolio can be used as an assignment for example. The learners can click on t assignment link in Moodle and this will open up their ePortfolio. They then create and select a page of material for the assignment and this is linked back to Moodle. The person assessing the assignment clicks on their name and it take to this page in the learner’s ePortfolio.
In the image above, the employee here has created a page linking to their ePortfolio from ELIS-Moodle, and that page in turn is linking to their Open Badges backpack. The backpack displays the badges they have earned at other organizations, with the criteria for their being awarded. You can also see that the manager has given some feedback and a formative assessment back in the ELIS-Moodle site. Both systems are also matched in terms of their responsive theme design.
In order to allow end users to gather and display more in the way of competencies, we also incorporate the Outcomes functionality from Moodle. Once these outcomes are earned, they are automatically pushed out to the end user’s ePortfolio for them to incorporate into their pages they share with colleagues or others.
In this view, the end user is a student nurse and has been awarded some Outcomes from the ELIS-Moodle site which equate to nationally recognized Nursing competencies. The ePortfolio pulls these competencies in from ELIS-Moodle and automatically creates a drop down menu to display them. In terms a professional portfolio, the nurse can now use these, as well as her formative assessment grades, in order to apply for a job at a hospital or for promotion in her existing place of employment. This can be used by any professionals such as teachers, lawyers, doctors, early responders etc.
Once all of this material has been collected and organized, the end user can then use it to share with other people. These could be others in their own organizations, but could also be people outside of the organization. The ePortfolio is multi-institutional, which means that a local high school could link up with nearby colleges and companies and students could talk directly with people at these organizations in a closed and safe environment. They could ask the people at colleges to look at their portfolio and give them constructive feedback on what they need in order to get a college place. Equally, they could ask local employers what they need to concentrate on to get a job in e.g. engineering.
In this view, a newly qualified trainee teacher is putting together an interactive resume in order to apply for their first teaching position. The ePortfolio view can be exported as an encrypted link which means the person she sends the link to can see this page, but nothing else. The difference with a traditional application is that this one is “live”. The plans she is making and the discussion forums she is linking to with other teachers and her university tutors are all live and evolving, so the potential employers get a full view of their potential. The Resume on the left side includes goal and skills, and the view also includes video material, as well as links to learning plans and continuing professional development objectives. All of these were chosen by this person to reflect who they are and who they want to be.
If you are interested in seeing how we can help your learners or employees use this type of technology, please get in touch on our contacts page.
Analyze (25% of budget)
Good instructional analysis is the foundation for all phases of a design project. The steps required during the analysis process will differ depending on your unique needs and any existing content you already have in place.
Before embarking on the design of instruction, it is critical to gather all information that supports decisions about strategies, media, and technology. By gathering input from both instructional designers (IDs) and Subject Matter Experts (SMEs) begin by working to identify learning needs, learning objectives, and learning constraints. These guidelines establish a solid base for all subsequent development activities. Throughout the development process, you will be able to return to these guidelines to evaluate the success of the design. By investing the time on a thorough front-end analysis to support the design and development of your eLearning solution, you will be able to better meet the unique needs of your organization.
During the analysis phase, be sure to review the goals and objectives, evaluate any existing content, identify content gaps, and coordinate obtaining additional relevant content.
Design (30% of budget)
Our design philosophy puts a great deal of thought into content presentation as well as the learner's movements through course activities, the goal being to make the navigation intuitive so the content remains the primary focus for learners. In short, content can only be as useful as the learner’s ability to get to it.
A good eLearning solution requires more than good content. Identifying and implementing the right types of media and instructional strategy can make all the difference. A good rule of thumb is to ask this question about every interaction in a course: "Does this teach the learner about the content, or about manipulating the interaction itself?" If the learner is only learning how to manipulate an interaction, and not reinforcing cognitive pathways necessary to learning, then the interaction may not be the best use of the learners' time or bandwidth.
The design phase is a systematic process of linking learning objectives and content to detailed storyboards and prototypes. IDs should work collaboratively with SMEs to design assessment instruments, exercises, lesson plans and determine or develop any relevant media selections.
Often during this phase a course shell (or template) is created that aligns with a custom design document that can be populated by SMEs to quickly communicate course content and layout to course developers. This is especially useful when multiple courses are being developed as part of a curriculum.
Develop (35% of budget)
The crafting of truly relevant eLearning interactions is a specialized skill, and a talent. It cannot be achieved with eLearning authorware alone. The most relevant eLearning interactions result from a creative collaboration of subject matter experts and instructional designers.
In the development phase, IDs working with course developers, create and assemble the content assets, assessment instruments, and interactive learning materials that were blueprinted in the design phase. This is best accomplished as a rapid iterative cycle of development, review and revision.
Develop prototype (course, or module)
Review by SME
Revision of prototype
Revisions approved by SME
Full course developed
Review of full course by SME
Implement (5% of budget)
Taking time to prepare administrators and instructors to support learners throughout their eLearning course/s can make all the difference. It is also important to be sure to capture all relevant data on student performance to support ongoing evaluation and course improvements.
Evaluate (5% of budget)
Implementing and Evaluating should be viewed as ongoing budget items. It is important to revisit to the guidelines established during the Analysis phase and compare that to learner performance.
Review of full course
Revision of full course (in required)
- Revision of full course approved by SME
As a general rule, every available effort, within the given budget, should be made to keep the eLearner engaged. There are various strategies for maintaining learner engagement so it is worthwhile to take the time to determine learner needs and then define the best strategies and Moodle tools to meet those needs. Research has shown that appropriate use of Moodle tools keeps learners interested and motivated, and this increases learning. It takes time to plan, construct, and test such interactions, but they will hold their value.
Check out the below infographic.
By Mike Churchward, CIO/President
At Remote-Learner, we often get challenged by clients and the community alike to explain why we charge for the services and products the way we do. There is often a presumption that our services should be free or “near-free” since the primary application we service is Open Source and therefore free. Primarily these challenges are made of our development services, our expert advice and consultation, our support and our maintenance of other third-party add-ons. To explain this, I will describe who we are and what we do.
Our goal is to be the company that provides the services customers need to run their e-learning programs successfully, using Moodle, an Open Source learning management system (LMS).
Open Source Moodle is freely available to anyone to acquire and use, under the GNU General Public License. One of the key concepts of an Open Source application like Moodle is that it is “free”. The code is free; the application is free; there are no fees in the form of any licenses required for anyone to acquire, install and operate Moodle.
But, operating Moodle is not free. It is often said that Open Source is "free as in a puppy; not free as in beer". It will cost anyone who wants to use it, the time and resources needed to install, operate, manage and maintain the application, and the efforts needed to administer, create and operate the learning programs on Moodle. This is true whether they do it themselves or whether they contract someone else to do it for them - like us.
As a company, we have costs - employees, overheads, infrastructure. We need to pay for these, and like any other company, we do this through revenue. Our revenue comes from supported hosting, training, development and other expertise-based services. As a Moodle Partner, we give back a percentage of our revenues to the Moodle foundation to help pay for Moodle’s continued maintenance of itself. We also provide a certain percentage of our workload back to the Moodle efforts.
Primarily, our clients host their sites in our infrastructure, where we can support it best. Our infrastructure has been optimized for performance, security, management and maintenance. We provide a number of pre-approved add-ons from the community, with every installation. We also allow our clients to request other add-ons included in their sites, once they have passed a rigorous approval process. This process looks for potential security and performance issues, and ensures the add-ons meet the minimum development standards defined by the Moodle project.
We support the application layer, administrative functions and teaching functions through our commercial services. If for any reason you need to discontinue our services, you are not locked in. You can take your code and data with you and run it on any suitable infrastructure.
Moodle is a highly configurable, highly pluggable application. It can be changed and configured in infinite ways.. We provide services and systems to allow clients to change Moodle in that way, including helping them install custom plug-ins that they need. Our systems are designed to provide a platform that is maintainable and supportable using these methods.
When we develop code for Moodle, it is either in the form of pluggable add-ons or as a core development project for future releases of Moodle. All of our work is provided as Open Source, available to anyone. We also provide documentation both to the Moodle core and for our own development work.
But because the source code is completely available, many users of Moodle want to change it for their own use on their specific installation. We strive to avoid this with our clients.
One of the greatest strengths of Open Source software is that it can be modified by anyone for their own use. One of the greatest weaknesses of Open Source software is not understanding the responsibility of making those changes. Having custom code means taking on the responsibility of maintaining a "fork" of Moodle. A "fork" is essentially the same as maintaining a custom built LMS.
Maintaining a "fork", means taking on all the responsibility of maintaining it. That means any changes to Moodle (point upgrades, version upgrades) will require extra development work each and every time the application is updated. Extra work means that each Moodle upgrade will incur extra costs and cause delays. There are significant risks in maintaining those changes. If the changes are not part of standard Moodle, the Moodle core code could change in a way that irreparably breaks the modified system.
To that end, we work with our clients to understand their needs and problems, and find ways to solve them with the managed Moodle codebases we provide. We use our Moodle expertise to find the most efficient, low-risk and maintainable way for our clients to do what they need done in Moodle.
There are many organizations out there maintaining their own forks of Moodle. They have their own staff of developers, testers, documenters and support to do so. Our systems allow you to utilize our resources for this, and only bear the cost necessary for your portion.
In closing, Remote-Learner strives to offer freedom and options to clients. Our services and methodologies help to further democratize learning across the world. We promote growth and innovation through open technologies, and we do not shackle clients with expensive locked-in, license-to-use technologies.
By Jason Cole, CEO
During my recent staycation, I happily stumbled across the NPR TED Radio Hour. Two of my favorite things, NPR and TED, now mashed together as one in podcast form! So I loaded up the iFruit with a few episodes, including one entitled Unstoppable Learning, and went for a walk.
The episode features a long interview and excerpts from Sugate Mitra, the man behind the Hole in the Wall experiments in India (see Mitra’s TED talk to learn more about his amazing research). Mitra has become a firm believer in the ability of children to educate themselves. He envisions creating self-organizing learning environments (SOLEs) to enable children all over the world to explore questions of interest to themselves using the internet to ask and answer questions.
I was immediately taken with Mitra’s vision of learning and education. Ed techies have been talking for years about the changing role of the teacher from “sage on the stage to guide on the side”. Unfortunately, what most of us envisioned was replacing the teacher as sage with computer as sage. The flipped classroom model, where students watch their Khan Academy videos at night and then practice at school during the day, is a perfect example. Mitra’s research shows us we can go even further, and allow the learner to become their own sage.
But as Rita Pierson points out in the same program, the personal relationships matter. As she says “Learning sometimes occurs because someone insists that you recognize the excellence in yourself ”. Treating students as consumers of content without the personal, emotional connection will leave many students behind. Mitra’s answer is the Granny Cloud, a group of retiree volunteers in the UK who log onto a Skype session once a week with students in India. They aren’t there to teach, but to tell stories, ask questions and provide encouragement.
Mitra’s and Pierson’s vision of learning is a radical departure from the regimented and measured approach to education common in many countries. Perhaps its just romanticism, but I’d like to believe educational technology can be used to do more than automate our current processes. Instead, perhaps we can create a new, social, human approach to learning.
By Page Chen, Chief Learning Officer
Every day, millions of online learners launch their browsers with the best of intentions. Many encounter clean, easily navigable interfaces, with clear course expectations, legible fonts, and valuable, well-placed media. Others are not so lucky. These learners must overcome what is called “cognitive overload” in order to learn.
Cognitive overload is a term originating from John Sweller’s cognitive load theory. Cognitive load theory provides guidelines to assist in the design and presentation of information to optimize intellectual performance. When designing to reduce cognitive overload, it is important to consider the working memory load of not only the instructional materials but also the interface. In short, be aware that the brain can do only so many things at once. When the brain is asked to do more than its fair share, more than is conducive to learning, the result is cognitive overload. Novelty in an interface will draw the learner's attention, but there is a fine line between getting the learner's attention and keeping the learner perpetually distracted. Split-attention effect is a commonly seen problem in poorly designed instructional materials and is of key importance to online learning design.
All manner of elements can contribute to cognitive overload, including interface colors and images, font selection and color, animations, multimedia, and sound. While a filigreed font might enhance a header, the same typeface, when used for an entire page of content, creates a significant obstacle for the learner. A single, relevant video embedded in a content page can enhance learning, but an RSS feed of videos on related topics will lead the learner away from the task at hand. The same blinking graphic or colorful theme which draws the learner's eyes to the page will distract the learner from the content and may impede his or her ability to focus. Anything that makes the learner interrupt the precious mental process of learning, be it navigation, visual presentation, or functionality, presents the possibility of splitting a learner’s attention and causing cognitive overload.
Remote-Learner’s Learning Services department specializes in navigating just such nuances. We'll minimize cognitive overload in your online courses, to keep your learners engaged, but not mentally exhausted. Contact us today to learn more about Remote-Learner's Learning Services Division.
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By Jason Cole, CEO
If you’ve received a price quote from us, you may have noticed we price our offerings different from many of our competitors. Rather than charging a flat fee per user, we price our offerings based on the number of people using the system at the same time (concurrent users).
Most LMS providers charge by the user which makes it easy to do the accounting - simply add up all the user accounts, multiply by the price per user and voila… your annual fee. The problem with this approach is it doesn’t matter how much someone uses the system.
With concurrent user pricing, we’ve aligned our pricing with how much your LMS is actually used. We don’t care if you have 100 users or 100,000 - its the number of people using the system that matters to you and to us. Some examples from our clients include:
- A government agency needs to deliver a few hours of refresher training to 100,000 users shouldn’t need to buy an expensive license for each person.
- Schools shouldn’t have to worry about buying a license for every teacher and student when they don’t know how many classes will have an online component.
- College admins need to be able to load every teacher, student and administrator into the system and not worry that they are wasting money on licenses they won’t use.
- A company wants to keep users in the system for years, to ensure they have active training records - and be able to immediately re-activate a user if needed.
So we chose to take the road less traveled and set our pricing based on how much our clients actually use the system.
So we defined concurrent users as the number of Moodle log entries generated per minute. We think this is a good measure of how many people are using the system at any one time. If someone downloads a PDF, it generates a log entry. If someone else is taking a quiz at the same time, then Moodle will generate some more log entries for them. If only 50 people are on at the same time, you only pay for 50 users - it doesn’t matter how many people have logins.
Loading people into a database is easy, but it doesn’t help anyone learn. Using the system by downloading materials, participating in activities and taking assessments helps people learn. Why should we charge you for loading user names into a database?