Distance learning programs
To date, there is a fairly large selection of software products that allow organizing the preparation of electronic educational materials and managing the process of distance learning. Let's consider some of them, built on the basis of case technology and Internet technology.
eLearning Server 3000
"eLearning Server 3000" is the name of a software product for academic, school, corporate training and advanced training using modern multimedia and Internet technologies.
The HyperMethod software package allows you to create your own interactive Training Centers on the Internet / Intranet and organize a full cycle of distance learning. The product has an intuitive and easily customizable web interface. This makes it available not only to IT specialists who deal with distance learning, but also to teachers of higher, secondary and school educational institutions.
The Learning Center created with the help of "eLearning Server 3000" is provided with five levels of access: "Administrator", "Dean's office", "Teacher", "Student" and "Applicant".
Support of the XML standard allows the user of the level of the Administrator and the Teacher to implement in their own Learning Center the unique possibilities of the learning process in any specific disciplines.
The package consists of three components. It is distinguished by a friendly interface and maximum automation of work. ePublisher - for fast creation of electronic manuals. eAuthor - for creating distance learning courses. eBoard - for organizing and managing interactive lectures, seminars, conferences on the Internet. The eAuthor program allows you to create a training course in a multimedia form, accompanied by interactive testing systems, a full-text search engine for the textbook material and means of communication with the Training Center website. The package allows you to create training courses for a user who does not have special skills and does not have special knowledge.
The main difference between the courses developed with eLearning Office 3000 are: convenient navigation structure - the course automatically contains hyperlinks to a detailed description of terms, concepts, biographies and any necessary explanations. Links can lead both to texts and illustrations posted by the teacher, and to Internet resources. The courses include a "Dictionary" section, in which a search system has been developed, and the student can quickly independently find the information of interest to him. The "Search" section - the search system also works on the entire disc material, which allows you to find lectures and descriptions on a specific topic. An important advantage of these courses is the developed testing system. The "Tests" section provides an interactive testing system for self-testing the student's knowledge. Control questions can be of various types: with multiple choice of answers, with the input of an answer line, a question for the correspondence of the answer, the types of tests of the type are indicated in the picture. Each question has the ability to attach a file or a link to any resource on the Internet with a description of the correct answer, which are displayed along with the result of the answer. Moreover, the program includes a "Library of questions on the course", which allows the teacher not to re-enter questions for each test, but to compose tests from existing questions. And it is also significant that you can transfer the training course prepared on the teacher's local computer to the training Internet center at the touch of a button.
The initial data for creating an electronic textbook is text in one of two formats: RTF or PDF. When creating a publication, the location of the source file and one of the 40 design templates for the future publication are indicated. After that, "ePublisher" automatically generates an e-tutorial.
When generating "ePublisher" performs the following operations:
automatic pagination of manuals with saving headings;
automatic creation of a table of contents;
formatting source drawings, diagrams and other objects.
Using the additional features of "ePublisher", the manual can be supplemented with:
video fragments (avi, mpeg4);
sound (wav, mp3);
graphics (gif, jpg, bmp);
html pages;
search system;
glossary of terms;
protection of the contents of the manual from piracy.
in the form of an executable exe-file that can be launched later on any computer running Windows;
in html format with further publication on the Internet.
An e-learning guide is just one element of organizing a distance learning course. The next step is to create a distance learning course.
With "eAuthor" you can create a distance learning course consisting of three sections: Lectures, Vocabulary, Tests.
Creating a course begins with choosing a course design template ("eAuthor" offers several design templates for the course author). After choosing a template, the program generates a prototype of the training course in accordance with the selected design. The prototype includes linked single course pages that do not yet have content. The task of the author of the training course is to fill the many pages of Lecture, Question, Term with the available material. In this case, the program will automatically generate the table of contents of the lecture material, the list of vocabulary terms and tests, using the already entered material.
The Lectures section may contain such components as:
text (in RTF format),
graphics (in GIF, JPEG, BMP formats),
sound (in WAV, MP3 formats),
video (in AVI, MPEG formats).
Both a document and an external program can be inserted into the lecture text in the form of buttons with links to files containing the document and the program.
In the Dictionary section, the program will automatically place hypertext links between the terms found in the text of lectures and their definitions according to the rules that the author of the course will set. This section may contain graphic material.
The Tests section represents an interactive testing system for self-testing of student knowledge. Security questions can be of three types: with multiple choice of answers, with input of a line of the answer and on the correspondence of the answer. This section may contain, in addition to the text of the question, audio and video clips, as well as graphic material. The program can monitor student responses by generating a Test Results page.
The final stage in the development of a training course is the creation of a distribution kit. At this stage, the program separates the training course from the development environment and separates it into an independent program. The result is a ready-to-use, non-editable course that can be replicated for later distribution to students.
The software product "eBoard" allows for one minute (without programming) to organize the broadcast of images from a webcam, video recorder, and even from a computer desktop to a website, directly to the pages of a training course and electronic manuals. The presence of this program allows, on the one hand, to supplement the training course with online seminars and conferences and live communication with the teacher, which was previously impossible, on the other hand, it brings distance learning closer to the traditional form, and, very importantly, learning has ceased to depend on geographical location teacher and students.
Expert: in Information Technology and Educational Video
Distance learning systems have long been known to university professors. But schools have recently discovered e-learning. With the help of distance educational technologies, it is possible not only to shift a number of routine pedagogical actions onto the shoulders of a computer, but also to organize truly high-quality, individual, differentiated learning. Our article today is devoted to an overview of the three most famous free systems distance learning.
Distance learning system Moodle
Distance learning system MoodleShort description
We will start our review of distance learning services with Moodle - this is one of the most popular distance learning systems in Russia (abbreviated as LMS).
The advantages of this method:
- no need to install anything - register and get a ready-to-work system;
- there is a free plan;
- there is support for the Russian language;
- there is a video conferencing plugin;
- automatic update (a trifle, but nice).
However, you may encounter certain disadvantages of the cloud service:
- a third-level domain that is difficult for students to remember;
- only 50 registered users (for a school this is very small);
- there is no way to install your modules;
- There are ads that you can't turn off.
Edmodo
Distance learning system Edmodo The next thing we'll look at is the Edmodo web application, as a special service on the Internet that does not need to be installed anywhere. Edmodo positions itself as a social network for education or Facebook for education - it is built on the principle of social educational networks, and the interface resembles the appearance of Facebook.
Characteristic Edmodo
The logic of work in this application is as follows. The teacher creates a group (in fact, this is an electronic course). The group has its own unique link and code that you need to share with other participants in the educational process. A group can have learning elements such as records (in the form of a test or files), tests, assignments, and surveys. You can import content from other services, such as news feeds from your school website, YouTube videos, content from other services.
There are no special bells and whistles in Edmodo, but there are simple and necessary elements - a calendar (for fixing educational events, a journal for grading, the ability to check homework, etc.).
Advantages and disadvantages of Edmodo
Let's outline the benefits of the service:
- free;
- no ads;
- simple registration;
- users are divided into three groups: teachers, students, parents (each group has its own separate registration, its own access code).
There are also certain disadvantages:
- lack of Russian language - although the interface is simple and understandable, English can be a serious obstacle to implementation;
- Edmodo groups cannot be combined, i.e. the student will have a bunch of inconvenient (and they are inconvenient) links, with a bunch of codes;
- in general, the arsenal of educational elements, although sufficient, is relatively poor - the same tests do not contain additional strategies, there are no thematic tests, etc.
Edmodo has some admin tools. Perhaps they will make it possible to create a unified electronic school environment based on this application, which can greatly facilitate the introduction of distance learning in an educational institution.
Google classroom
Distance learning system Google Classroom Our review ends with an application from one of the leaders in the IT industry. It should be noted here that Google previously had a large number of educational tools in its arsenal. At some stage, Google decided to combine all these tools into a certain platform, which resulted in the creation of Google Classroom. Therefore, Classroom can hardly be called a classic distance learning system, it is more like a collaboration tape - the same Google for education, only collected in one place. Therefore, Google Classroom is ineffective, it cannot be particularly surprising, and the organization of truly effective collaboration requires, in my opinion, a lot of effort from the teacher and, most importantly, a significant restructuring of the educational process.
Previously, Google Classroom had a relatively complex registration system and user access to the course, but about six months ago, Google opened up free registration and now access to Classroom is as easy as Facebook.
Other features of Google include:
- using only Google tools (Google drive, Google docs, etc.);
- participants in the educational process create a shared folder “Class” on Google Drive;
- the “Class” folder is available both for an individual student and for the class as a whole.
Advantages and disadvantages
Among the advantages of the solution from Google are:
- support for the Russian language (the same Edmodo exists longer and has a better interface, but it never became popular due to the lack of support for the great and mighty);
- free;
- brand - everyone knows Google and the use of the world leader's products looks solid;
- Google was created specifically for schools, unlike Moodle, which is more suitable for universities;
- The traditional functions of Google are implemented well: it is possible to publish theoretical material, assignments, grades in a journal, there is a calendar.
Let's highlight the disadvantages of such a solution:
- very poor arsenal of educational elements. One of the poorest sets of training elements. On the other hand, if we consider it as a collaboration feed, then the main thing in Google will be the organization of collaboration, and not control elements such as tests (which, by the way, Google does not have);
- links to Classroom are not convenient;
- The interface leaves much to be desired.
Tests in Google Classroom
There are no tests in Google, so many people create tests based on Google Forms. It is designed to create polls, but with a certain amount of imagination, polls turn into tests with a flick of the wrist….. I recommend trying OnLineTestPad, a self-hosted web service for creating tests.
OnLineTestPad
This is a free online testing service. The network nature of testing means that you have all the data about the attempts of students, all their grades, all their correct and incorrect answers. Let's briefly outline the features of OnLineTestPad:
- the service has a large number of forms of test tasks (there are no only graphic questions);
flexible settings (there are training testing strategies, there are random (thematic) questions, various restrictions, etc.); - The main disadvantage is a huge amount of advertising. You can try to turn it off by "legal" actions, but this requires additional labor.
- this service causes positive feedback from teachers and teachers, is one of the best services for organizing testing.
The topic of online learning is regularly raised on Habré. But the problem of organizing distance education is also relevant for business, and on a scale that is a thousand times greater than the needs of an ordinary student. Imagine, for example, the tasks of a chain of clothing stores that has more than 200 outlets in Russia: when a new line of clothing is released, it is necessary to train the directors of branches throughout the country - how to sell it, what techniques to use, how best to place it in stores, what trends to tell sellers and etc. Face-to-face training is long, logistically difficult and, as a result, expensive. However, it is not for me to tell you about the advantages of online. In this review, we will tell you about modern Russian online and boxed services for organizing online corporate training.
First, a little terminology: in Russian legislation, the concept of distance learning has existed since 1992. However, the concept of e-learning is still not in it, so there is a slight discrepancy in concepts that is usual for such situations. We will use the UNESCO definition: "E-learning is learning with the help of the Internet and multimedia." The classification of e-learning solutions is as follows:
Let's go in order:
Initially, the system developed exclusively as a boxed version (and the boxed version makes up most of the sales now), but recently SaaS offers have appeared, which, nevertheless, is used for the most part to demonstrate the capabilities of the same boxed software.
The disadvantages of the WebTutor system are high cost; long process of system implementation (from 3-6 months); inconvenient interface; poor customization of the service, requiring additional costs from the client; complex system of unloading reports; the main module does not include the ability to conduct web conferences (a Websoft virtual class costs from 6900 rubles), etc.
The pricing of the boxed version does not depend on the number of users, but is determined only by the list of required modules. The cost of the SaaS version depends on the number of users, the required modules and the subscription period (75,000-115,000 rubles for six months when renting the basic system configuration). There is also a SaaS version of the system with limited administration capabilities (from 4900 rubles per month).
- eLearning Server, iWebinar by HyperMethod
- Distance learning system "Prometheus" of the company "Virtual Technologies in Education"
Of course, there are also free options for boxed solutions. It:
Open source boxed services
The most popular is the long-known Moodle service, on the basis of which any company can deploy its own elearning solution.We will continue to talk about the use of moodle in the future, since this is really the most popular platform in the world. But we want to note that many, preferring moodle due to the fact that it is free, do not think about indirect costs - such as their own technical support, the work of their specialists in setting up and finishing the service. And this is actually a lot of money and a lot of time.
- Moodle by Moodle Pty LTD
Services without Russian-speaking support
In a separate category, we single out foreign services. World leaders in the field of online conferences have an unconditional advantage in the market in terms of sophistication of applications, the breadth of functionality, the size of the client base, however, the lack of a Russian-language interface and support in Russian makes them of little use for the domestic market - this is rather an option for international companies with a mandatory English at all levels.- WebEx, Cisco Systems MeetingPlace
- GoToMeeting, GoToWebinar, GoToTraining by Citrix Online
Distance education is a term that is used in relation to a wide range of educational programs and courses, ranging from advanced training courses that do not have accreditation to accredited higher education programs that realize the possibility of close communication between students and their teachers and fellow students, as is the case with full-time education. . In order to ensure effective interaction, distance learning uses a range of tools, including interactive computer programs, the Internet, e-mail, telephone, fax and postal mail.
Distance learning is becoming an extremely popular form of learning due to its convenience and flexibility. It removes the main barrier that keeps many professionals and business people from continuing their education by eliminating the need to attend classes on a set schedule. Distance learners can choose a convenient time for classes according to their own schedule.
Fundamentals of successful distance education
There are three main characteristics of a quality program for adult students:
- Course structure
A quality distance education program does not just copy the lecture program, providing the opportunity to read them on a computer screen. Instead of simply duplicating a face-to-face study program, the course should be carefully designed to engage the student in a meaningful way. At the same time, many students begin to feel that they are more involved in the learning process than they have ever been involved in full-time study. The structure of the course should give you more control over the learning process than would be possible with a full-time course. The course should be learner centered, allowing the student to tailor the course content to his or her personal needs and goals. - Means and methods of communication
A distance education program may involve a range of information delivery methods, including regular mail, telephone | and fax, Internet, e-mail, interactive TV, teleconferences, and audio and video conferences. Communication methods should be as appropriate as possible for your learning style. Courses of study can be synchronous or asynchronous.
Synchronous courses require the simultaneous participation of teachers and students and their interaction in real time. The means of information delivery in this case include interactive television and videoconferencing. Asynchronous methods, in contrast to synchronous ones, are very flexible and allow the student to choose the time that is convenient for him to work on the course material. Programs that use asynchronous communication methods involve the use of the Internet, e-mail, videotapes, and regular mail. - Support and contact with students
Contrary to what many people think, students enrolled in a good distance education program should not feel isolated from each other. A quality program involves many ways and techniques to create a real atmosphere of interaction. When choosing a distance education program, ask how students receive help and support from their instructors. A good distance learning creates the feeling that the faculty is more easily accessible than with a conventional form of education. Make sure there are online support, chat rooms and forums, online bulletin boards, online shops, and other student counseling and support tools.
Types of Distance Education Programs
Educational institutions offering distance education programs can be divided into three categories:
"Natural" distance universities
For example, in the United States, there are not too many such educational institutions offering bachelor's and master's degree programs. Decent educational institutions have the necessary accreditation. At the same time, there are also non-accredited programs, so it is important to find out what kind of accreditation the specific program you are interested in has.
Providers of corporate trainings and/or continuing education courses
These organizations conduct trainings, programs leading to certification and other educational programs designed to develop any professional skills. These are, as a rule, not accredited programs, formed in accordance with the individual requirements of clients. Thus, this type of educational institution offers very different programs in terms of quality. Therefore, in this case, it is important to find out as much as possible about the structure of the course, the means and methods of communication, as well as learn about how student support is organized and provided.
Traditional universities offering online education
Many traditional universities and colleges have recently begun to offer their programs online, thus expanding the range of programs offered. Unfortunately, very few traditional universities and colleges offer complete and holistic online versions of their programs.
The rise in popularity of distance education - why now?
Correspondence education was one of the early forms of distance education in the nineteenth and early twentieth century. With the advent of radio and television, experiments began to expand the content of the courses through the use of new media. The limiting factor in these early forms of distance education was the one-way format of information delivery, and as a result, the lack of interactivity in the interaction of students with the instructor.
In the 1980s, advances in technology in television and radio broadcasting enabled large corporations and the military to use satellite and wired data communications as an effective way to train personnel at various locations. In the last decade, with the development of personal computers and the Internet, distance education has become available for individual purposes as well as for corporations. All segments of society now have unparalleled educational opportunities, thanks to Internet-based courses and the opportunity to interact on a global scale.
The need to learn will encourage further growth. To succeed in today's knowledge-based economy, everyone simply needs to constantly improve their skills and skill levels. As interactive, network-based systems and other advanced technologies are created, virtual classrooms will play a leading role in meeting the need for continuing education, experts agree.
Now let's dispel some misconceptions.
Distance education has more to do with technology.
Distance education has more in common with education. Although, it is technology that has driven the growth of distance education, making it possible for many people to continue their education - this includes people living in remote areas, people with physical problems, as well as those whose schedules do not allow them to attend traditional classroom-based classes.
Distance learning limits communication with people.
Quite the opposite. While distance education may involve participants being located on different continents, many acknowledge that they receive much more individual attention and opportunities to interact with the instructor and fellow students than would normally be possible. A quality distance program engages students through group projects and online discussions. At the same time, teachers respond to your questions in a timely manner and regularly evaluate your work, and students have many opportunities to interact with each other.
A university degree obtained remotely is just a decoration.
Despite popular belief that the classroom is the best place to learn, research shows that distance education can be just as effective, and sometimes more effective, than full-time education with regular classroom attendance.
When evaluating the quality of a higher education program, it is very important to understand the accreditation scheme of the institution of interest. At the same time, the same accreditation scheme can be applied to distance and traditional universities, which means that both of these institutions meet the same standards.
Another factor to consider when thinking about program quality is that, due to their specific nature, quality distance higher education programs require a higher level of self-discipline and motivation than most traditional programs. Therefore, a degree from an accredited distance education university indicates that the student is highly organized and goal oriented.
Distance education comes easy.
Distance education imposes a certain responsibility on the student. In a classroom environment, the need to maintain standards in the face of fellow students is a motivating factor in itself. With distance learning, there is no such incentive - enrollment in the course and successful completion of the course entirely depends only on the student himself. Distance education is suitable for motivated, adult students who are ready to study responsibly without unnecessary reminders from fellow students and the teacher.
Choosing a distance education program
The proposed list of questions will help you choose the right distance program:
What is required of the student? How often will you have to work in class? Will it be necessary to participate in discussions? Do written work? Tests?
Is it possible to help in solving technical problems? If you have problems accessing your work, can the school help you? How fast?
Does the faculty have experience working with adult students? Does the faculty staff have experience in distance teaching?
How responsive are your instructors? If you have comments or questions, how quickly can you get a response back? Is it possible to delay the response for a week, two, - a month?
What if you don't get a response at all? What should you do if your professor has not answered your questions for a month or more? Find out who you can call and what action will be taken.
Ask for a few addresses of current students and/or alumni to talk to. You should talk to potential teachers before you enroll in a remote program. Make sure they are able to answer your questions.
Shortening the distance
To make sure that you can become part of the student community and not be isolated while doing your course, ask these questions when choosing a distance program:
What has been done to ensure communication between the student and the instructor?
How do students interact with each other?
Do students meet? When?
How often do contacts occur between students? For what purpose?
Even if you have received positive answers to all your questions, it is still important to get the opinion of already enrolled students and graduates. Schools with a good reputation will provide you with all the necessary contact details.
More about distance education
GNAcademy.org
A resource dedicated to distance education programs
www.gnacademy.org
Net.learning
www.pbs.org/netlearning
U.S. Distanxce Learning Association
Distance education in the USA
www.usdla.org
Distance Learning Resource Network
Basic information about distance education
www.wested.org/tie/dlrn
The material was provided by the educational agency "STUDY flight".
Discussion
Hello! I really want to get a second education. Please tell me how I can get a distance education via mail or the Internet. Thanks a lot in advance.
08/22/2008 11:45:13 AM, Olga 01/25/2008 01:22:50, Andrey
their website is www.cmit.ie
I want to get a Passenger Services Agent Certificate, distance learning via the Internet, the college itself is located in Dublin.
their website is www.cmit.ie
do you think this is not charlatanism? can they be trusted?
09.10.2007 11:57:51, Maria10/31/2006 01:50:53 PM, Ofelya
Distance education at RUDN turned out to be nothing more than a fiction, at least for me. I am his former student of the Faculty of Humanities and Social Sciences, majoring in history.
It so happened that I left the country and continue my studies abroad at a foreign university, but I really did not want to quit what I had already started and was ready to continue receiving education remotely.
The search for responsible persons for this department of education took me about a month. There was no information on the site, and personally no one knew anything. that is, I had to simply go around all the faculties asking secretaries and professors questions until I found the person I needed at the economic department.
He was very kind, explained that this system exists and operates, and directed me to the knowledgeable ones at his faculty. The circle is closed. I already visited them and they told me that they didn’t even hear, and if they did (as it turned out later), then nothing shines for me, as a student in a non-prestigious specialty, since no one will do anything for me alone, here if the whole group was about to leave, then they would look.
I spent about 3 months collecting all the information and coming up with opportunities (I never had any financial problems, but no one asked for money either). My result - I expelled of my own free will with the right to restore within 5 years ... Let's wait - we'll see what happens next ...
Enough accreditation for correspondence form.
In Russia, there are now practically no universities that do not work in the field of distance education in one form or another. Most advanced:
MESI, Link, SSU, PFUR in Moscow,
TUSUR, VVUES, YURGUES, etc. in the province.
Check out http://openet.ru
A few notes about the article.
The article, to put it mildly, is somewhat late and reflects the situation about 5 years ago.
Currently, distance learning (DL) has become quite widespread in Russia.
The first and most successful project was the DL system of the Moscow Institute of Economics and Statistics (now MESI University). Currently, about 20 thousand people are studying at the SDO MESI. Now the most famous and developed projects are the systems of DO "Link" and the Modern Humanitarian University. It should be noted that all these three projects profess completely different approaches and principles. There is no single recipe yet.
It should be noted that since 2001, the Ministry of Defense of the Russian Federation has begun to create a unified information and educational environment for open education. Information about this project is presented in the http://openet.ru portal.
Before talking seriously about the problem, it is necessary to define the terminology.
First of all, there is NO DISTANCE FORM of education in Russia. There is only full-time, part-time, part-time (evening) education and external studies.
Only TECHNOLOGIES of knowledge transfer are remote.
These technologies are:
- Internet technologies,
- Case technologies,
- video (television) technologies
- postal
- other.
In any case, the university must be accredited and certified according to these training programs.
As for the ease of learning with the use of distance learning technologies, this is a myth. The student will have to work more than in traditional forms. The simplification consists only in the fact that the student can independently determine the terms of study and (partially) the order of studying disciplines, in accordance with their financial and time capabilities.
Unfortunately, it is difficult to give a lot of information in a small note, so ask questions, and I will try to answer them.
Sincerely, A. Popov,
Deputy Director of the Institute of Distance and Correspondence Education of the South-Russian State University of Economics and Service.
Answer me please
Please answer this question.
The university where I want to study remotely is accredited for full-time and part-time education in the direction of management. Will my distance learning be accredited or should the university provide me with an accreditation certificate specifically for distance education,
Answer me please
Very interesting stuff. It would be interesting to learn about Russian universities where one could get a higher economic education remotely.
09/11/2001 09:51:08, Katerina M.Very interesting. Because right now I am concerned about the choice of a distance learning program.
It's a pity that the situation in Russia is not covered
To work with iSpring Online, no special training is required, the interface looks modern and intuitive. The system is ready for use immediately after registration on the site.
iSpring Online is used by both large companies with a developed network of branches, as well as private business coaches and tutors. For example, the system is used by RosEvroBank, Alfa Capital, Unilever Russia, Moscow Brewing Company, Lamoda, Kari, Biglion, etc.
Features of iSpring Online:
- Mobile learning. The training course can be run from any device: laptop, tablet and phone. A dedicated mobile application provides access to educational materials even without an Internet connection, for example, on a plane or train.
- . Live online broadcasts allow you to simultaneously train employees of all branches. Recordings of all webinars are saved and can be viewed at any time.
- Unlimited cloud storage. In LMS, you can upload any number of courses, videos.
- Detailed statistics. The system collects detailed statistics and helps you keep track of who is really studying and who is not. With its help, it is convenient to monitor the level of training in each unit and evaluate the performance of employees.
- Course quality control. The learning content reports will show which topics in the course are too easy for users and which ones are too difficult. Using this data, you can update the course and improve learning efficiency.
Developers take into account the wishes of customers and release updates every 2-3 months, adding new features to the LMS.
2. Moodle
Moodle (modular object-oriented dynamic learning environment) - free learning management system distributed under the GNU General Public License.
The system implements the philosophy of "pedagogy of social constructionism" and is primarily focused on organizing interaction between the teacher and students, although it is also suitable for organizing traditional distance courses, as well as supporting full-time learning.
Moodle translated into dozens of languages, including Russian, and is used in 197 countries around the world.
Moodle is a program that allows you to integrate classroom learning entirely into the network using web technologies. Students will be able to truly learn by accessing a variety of classroom resources. Moodle allows you to effectively organize the learning process, using such opportunities as conducting seminars, tests, filling out electronic journals, including various objects and links from the Internet in the lesson, and many others.
3. TrainingWare Class: the first Russian open source LMS
4. Claroline LMS
Platform for electronic e-learning (eLearning) and electronic activity (eWorking), which allows teachers to create effective online courses and manage the learning process and collaborative activities based on web technologies. Translated into 35 languages, Claroline LMS has an extensive community of users and developers around the world.
Claroline LMS released under an Open Source license. It is used in hundreds of organizations in 90 countries. It allows you to create and administer courses online. Each course contains a number of tools that allow the teacher to:
- Specify course description
- Publish documents in any format (text, PDF, HTML, video...)
- Administer public and private forums
- Develop learning paths
- Organize students into groups
- Prepare online exercises (tasks) for students
- Manage agenda with tasks and due dates
- Publish announcements (also by e-mail)
- Post online information about current tasks
- View user activity statistics
- Use wiki technology to collaboratively write documents
Claroline LMS used not only by schools and universities, but also by training centers, associations and companies. The platform is customizable and offers a flexible environment for custom development.
5. Dokeos
- Official site: www.dokeos.com
- Support: IMS/SCORM
- Platform: PHP, MySQL
- Demo site:
- Login/password: admin/demo
A platform for building distance learning websites based on the Claroline fork (version 1.4.2.). A branch is a clone of a free software product created to change the original application in one direction or another.
Dokeos is the result of the work of some members of the original Claroline development team who conceived:
Change application orientation. Now it will suit organizations rather than universities. The fact is that Claroline is perfectly adapted to the university environment, which is reflected in the support of a large number of students and courses. Dokeos, in our opinion, is more focused on professional clientele, for example, on the staff of the enterprise;
Organize (rather put up for sale) a set of additional services for the platform. The name Dokeos refers both to the application and to the community that offers a set of different services to the platform: hosting, content integration, development of additional modules, technical support, etc.
Dokeos is free because the Claroline license (GNU/GPL) suggests that the branches are covered by the same license. Since the branch was recently separated, both applications are now relatively similar to each other, although some differences in ergonomics, interface construction, and functionality are already beginning to appear.
An example of the implementation of Dokeos is the website of the University of Ghent. www.ugent.be/en.
5.ATutor
- Official website: www.atutor.ca
- Support: IMS/SCORM
- Current version: 1.5.2
- Application languages: PHP , JAVA
- DBMS: MySQL
- License: GNU General Public License (GPL)
- Russian language support: yes
- Demo site: http://www.atutor.ca/atutor/demo/login. php
- Login/password: demo/demo
The system was created by Canadian developers. Includes all the necessary e-learning tools. There is a Russian version.
6. ILIAS
- Official website: www.ilias.de/ios/index-e. html #ilias.
- Support: IMS/SCORM
- Current version: 3.8.0
- Application languages: PHP
- DBMS: MySQL
- License: GNU General Public License (GPL)
- Russian language support: yes
7. SAKAI
- Official site: http://www.sakaiproject.org/
- Support: IMS/SCORM
- Platform: Java
- DBMS: MySQL, Oracle, hsqldb
- License: GNU General Public License (GPL)
- Russian language support: yes
8.LAMS
- Official site: http://www.lamscommunity.org
- Current version: 2
- Application languages: Java
- DBMS: MySQL
- License: GNU General Public License (GPL)
- Russian language support: no
- Demo site: http://lamsinternational.com/demo/intro_to_lams. html
The IMS Learning Design specification was prepared in 2003. It is based on the results of the work of the Open University of the Netherlands (OUNL) on the language of educational modeling "Educational Modeling Language" (EML), which describes the "metamodel" of the development of the educational process.
Based on this specification, the Learning Activity Management System (LAMS) was created. LAMS provides educators with visual tools for designing the structure of the learning process, allowing them to set the sequence of learning activities.
LAMS is a revolutionary new application for creating and managing e-learning resources. It provides the teacher with an intuitive interface for creating educational content, which can include various individual tasks, tasks for group work and frontal work with a group of students.
9.OLAT
- Official site: http://www.olat.org
- Current version: 5.1.3
- Standards : SCORM/IMS (IMS Content Packaging, IMS QTI)
- Application languages: Java
- DBMS: MySQL, PostgreSQL
- License: GNU General Public License (GPL)
- Russian language support: yes
- Demo site: http://demo.olat.org
The development of the system began in 1999 at the University of Zurich (Switzerland), where it is the main educational e-learning platform.
10.OpenACS
- Official site: http://openacs.org
- Current version: 5.3.1
- DBMS: ORACLE
- License: GNU General Public License (GPL)
- Russian language support: yes
The Open Architecture Community System is a system for developing scalable, portable educational resources. It is the basis for many companies and universities involved in the use of e-learning technologies.
11.LRN
- Official site: http://dotlrn.org
- Current version: 2.2.1
- DBMS: ORACLE
- Download LiveCD: http://e-lane.org/pub/knoppix-elane_EN_2005-10-12.iso
- Russian language support: yes
The site offers the option to download a LiveCD to try the system locally on your home computer.
12. COSE
- Official website: http://www.staffs.ac.uk/COSE/
- Current version: 2.1
- Application languages: PERL , JAVA
13. LON-CAPA
- It is possible to install via the repository: for FC6 http://install.loncapa.org/versions/fedora/6/FC6_loncapa_yum.conf
- Application languages: PERL
14. ELEDGE
- Official site:
- Developer: University of Utah
- Current version: 3.1.0
- Application languages: Java
- DBMS: MySQL
Not updated since 2003
15. Colloquia
- Official site: http://www.colloquia.net/
- Current version: 1.4.3
- Application languages: JAVA
- Russian language support: no
