Innovative Authoring Tools for Online-courses with Assignments

Integrating Heterogenious Tools of e-Learning Platforms into Hybrid Application

Solutions

Matthias Then

, Benjamin Wallenborn

, Birgit R. Ianniello

and Matthias Hemmje

Zentrum fuer Medien und IT (ZMI), FernUniversitaet in Hagen, Universitaetsstr. 21, 58084 Hagen, Germany

Lehrgebiet Multimedia und Internetanwendungen, FernUniversitaet in Hagen, Universitaetsstr. 1, 58084 Hagen, Germany

1 MOTIVATION AND RESEARCH

PROBLEM

For Higher-Education Institutions (HEIs) Learning

Management Systems (LMS) as well as Learning

Content Management Systems (LCMS) are

nowadays essential elements of educational

infrastructures. Driven by this trend, innovative

learning scenarios emerge, triggering the evolution

of this kind of e-learning software systems and

corresponding overall academic teaching and

training infrastructures. At the same time, fresh

features in such educational software systems can

inspire ambitious ideas for further developing

teaching- and learning concepts or organization

corresponding software application scenarios, so that

the state of development of e-learning-software

constantly progresses. In this way the needs for

cognitive efficient and at the same time technically

interoperable, transparently usable tools to support

effective learning content creation and consumption

approaches of their users are growing.

This means that rapid improvement of these

technologies is appreciated, but it is coming with a

price-tag: so called naïve users, i.e., users without

computer science knowledge, education and training

have to keep learning the usage of new software,

because formerly accustomed workflows are

constantly changing. Therefore, tutors, teachers and

professors - especially when they are not working in

the field of information technologies - need to invest

a distinctively high amount of time to get familiar

with every piece of unknown software in their

scholastic infrastructure. Even if the recent

developments might help to work more efficiently

and effectively - in the end, there are still many

hours to invest in learning new skills: these hours are

lost for educational processes.

Besides this, modern learning scenarios do not

only require teachers to get familiar with - also

students need to learn about available technologies

and services; teachers are constantly faced with

students’ questions about new platforms, features

and add-ons, so that a certain amount of their

teaching time goes into explaining the bits and

pieces of most recent learning tool developments to

their students. Especially in adult education and if

students are not ‘digital natives’ they often fail to

understand the use of new platforms quickly enough

to allow for a seamless learning experience.

In summary: while new tools for the

development and evolution of e-learning

infrastructures and learning environments are

needed, students and teachers should not only be

embraced by the change but feel inclined to try out

new features without being confronted with having

to learn every single feature of bulky platforms and

software-packages, such as the LMS and LCMS

Moodle (Moodle.org, 2015) which is in the focus of

our work described in this paper.

In addition, depending on the organization of

HEIs, teaching assistants are employed to ease the

way into new technologies for students and to help

with the process of studying. However, as teaching

assistants eventually are recruited from the

experienced student-corpus, they typically stay only

for a limited amount of time in this job; again a

towering amount of paid working time is lost when

they leave from their position. The problem of such

high fluctuation of costly trained and specialized

workforce emerges frequently and adds to the work

load of the permanent staff.

As a consequence, for example, an easy to learn

d use authoring tool for producing content for

LMSs would not only help to save time and trouble

for the teachers, but would also help HEIs to safe

monetary resources in training teaching assistants.

This paper will outline our initial approach

towards helping to solve the identified problems by

developing an effective and at the same time flexible

and powerful learning content authoring-tool which

can integrate different technologies seamlessly while

Then M., Wallenborn B., Ianniello B. and L. Hemmje M..

Innovative Authoring Tools for Online-courses with Assignments - Integrating Heterogenious Tools of e-Learning Platforms into Hybrid Application

Solutions.

 2015 SCITEPRESS (Science and Technology Publications, Lda.)

remaining comfortable and cognitively efficient to

handle for non-computer scientists.

2 OBJECTIVES AND APPROACH

Since Moodle is widely known and used as an LMS

and LCMS and other than its proprietary competitor

Blackboard (Blackboard.com, 2015) is a so-called

open source solution it is the platform of choice for

our experimental scenario of course-authoring and

execution support for a distance university. Moodle

as an LMS and LCMS in combination with several

other tools is considered a powerful and at the same

time open and flexible base system for our research.

In a first step, we have started to interview

teachers, staff and students at the University of

Hagen (German Fern-Universitaet of Hagen: the

largest distance-education university of the German-

speaking countries, in short FernUni) in order to

identify the need for and requirements towards

additional tools to be integrated with the already

existing Moodle tool suite.

At FernUni in Hagen, several online tools have

been developed during the last decades, which are

individually tailored to the needs of faculty, staff and

students. Most of these initially used in-house

software solutions are nowadays to some degree

outdated and have already been replaced by now but

some of them are still in use today, for example, the

assignment tool WebAssign, which is described at

(Campussource.de, 2015).

Originally developed at FernUni’s chair of

Software Engineering as a project of the so-called

Campus Source initiative, it is until today widely

accepted by faculty and staff because it supports

some particular FernUni-specific workflows. Many

teachers worked with WebAssign for years and

spent a lot of time developing their assignment

scenarios and teaching environments with it.

Therefore, they would not accept its replacement,

but WebAssign has to be kept as a legacy tool; it

should become integrated with and ideally

embedded into Moodle.

A first step to find a solution is to explore the

possibilities and features of the Learning Tools

Interoperability (LTI) standard. According to

(McFall, et al., 2014; Developers.imsglobal.org,

2015a), LTI specifies a way for integrating learning

applications into e-learning platforms. Each

university or school which uses a proprietary

learning environment or specifically developed tools

to foster learning processes can benefit from LTI.

The Moodle open source software development

community has identified this need and created a

plug-in, offering a way to integrate LTI-compatible

tools. Therefore, if WebAssign is to be integrated

with Moodle, first of all it has to be made LTI-

compatible.

In summary this means that the overall goal and

initial objective of the first step of our research work

is to develop an authoring tool for Moodle courses,

which will make it easier for teachers to intuitively

create new learning scenarios in Moodle, aiming for

a genuine user-interface supporting the WYSIWYG-

paradigm while at the same time supporting the

integration of assignments into such Moodle courses

on the basis of a WebAssign integration.

Within its course model, Moodle supports many

so-called activities, offering features like

assignments, forums, chatrooms or wikis. All these

activities are implemented as Moodle plug-ins. They

are sufficient for most requirements but they do not

offer the same comfort and variety of functionality

like specialized software focusing on a single aspect

of e-learning support, and so it is necessary to

connect external tools and platforms to Moodle to be

enabled to use the advantages of Moodle and of

already established external legacy tools and

platforms.

Therefore and in addition to our first objective, a

resulting requirements analysis and system

integration specification for embedding WebAssign

(Campussource.de, 2015) to Moodle will be

introduced in the remainder of this paper.

For the integration of WebAssign with Moodle,

parts of the Moodle source code have to be altered

and suitable integration interfaces have to be

developed. The process of bridging tools through

such interfaces in compliance with the LTI standard

needs to be supported and so a next objective - and

at the same time our first milestone - is to derive a

suitable integration architecture and a corresponding

software-engineering model for the resulting

development project.

In addition to courses concerning regular study

paths, FernUni supports advanced training programs.

Sometimes, these programs run in cooperation with

external institutions, which in a few cases have their

own e-learning platforms. In our case, one of the

affiliated institutions is heading towards supporting

so-called competence-based learning scenarios and

pushes the integration of competence management

features into Moodle. For further information about

competence-based learning see (Tencompetence.org,

2015a; 2015b).

Supporting competence-based learning is not the

main topic of this paper although it does affect and

CSEDU2015-DoctoralConsortium

constrain the way to integrate external tools like

WebAssign into Moodle; additional information

related to competence management support has to be

inserted, shared, managed and exchanged which is

currently not covered by LTI, and a solution going

beyond these limitations of LTI has to be found too.

As a summary, it can be stated that our project

consists of three parts:

 Integration of external e-learning tools into

Moodle via LTI;

 Providing a way to exchange the necessary meta-

information supporting competence based

learning between Moodle and external tools.

 Developing an authoring tool which offers a

user-friendly way to create and modify Moodle

courses.

This paper focusses on the first part of our above-

mentioned project. As a prototype, the connection

between Moodle and WebAssign will be designed

and implemented. In LTI jargon, Moodle is the tool

consumer because it accesses resources from the

external tool. WebAssign provides these resources;

hence it is the so-called tool provider. The Moodle-

side of this connection will be less problematic since

Moodle contains a consumer-plug-in by default.

Turning WebAssign into a tool provider is the

greater challenge as it is not currently supporting

LTI.

As far as possible, the connection between

Moodle and WebAssign should obtain the look and

feel of a Moodle plug-in: more precisely an activity.

When launching the activity, ideally users should

not even notice that they are working outside of

Moodle now. To avoid conflicts with our aim to

create a solution which can be transferred on other e-

learning tools this point is assigned a lower priority.

3 TECHNICAL STATE OF THE

ART AND INITIAL

ARCHITECTURAL

EXPERIMENTS

The idea of integrating external e-learning tools with

Moodle is already supported: the Moodle plug-in

external tool, described in (Docs.moodle.org, 2015),

provides the necessary interface technology. This

tool enables Moodle users having admin or teacher

privileges to integrate protected resources from

external applications into Moodle courses via LTI.

The user does not need to have any further specific

knowledge to use it, but some basic understanding of

LTI and how it works is needed.

Creating such a connection can be quite simple,

as long as the external tool supports LTI; on

(Developers.imsglobal.org, 2015b) a list of certified

tools is available. Some universities, for example,

the University Duisburg/Essen, adapted their

internal developed assignment software for this

purpose. However, their tool Jack, described at

(S3.uni-duisburg-essen.de, 2015), is catered to the

needs of the University Duisburg/Essen and their

way to implement LTI support does not suit with our

requirements.

Figure 1: Two Moodles, connected via LTI.

Moodle can also be used as a tool provider; that

just requires the installation of a plug-in provided by

J. Leyva (Leyva, 2015), which is not included by

default.

To get a first impression of working with LTI,

we have built up a test environment containing two

separate Moodles: Moodle A acts as tool consumer,

Moodle B as a provider. Figure 1 displays an

example, where an assignment in Moodle B is used

by a course in Moodle A. It probably would make

sense to suppress header and blocks of Moodle B.

However, here both Moodle instances are displayed

for demonstrational purposes only. When launching

the assignment, the active user in Moodle A is

automatically logged into Moodle B. The login-

procedure itself is handled completely by the

provider.

Moodle’s consumer plug-in offers services for

receiving information such as scores. The provider

plug-in periodically requests these services by a

cronjob, which identifies new results and transfers

them back to the consumer. Finally, the information

exists at the provider and at the Moodle course grade

book.

The consumer plug-in is a very important feature

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to realize the project but a closer look at the provider

plug-in is necessary as well because it grants a first

impression of upcoming development for extending

WebAssign to support LTI.

4 TECHNICAL INTEGRATION

METHODOLOGY

The key topic of the following sections is the

inspection of LTI and OAuth with a view to our first

milestone - embedding external e-learning tools into

Moodle. A resulting prototype will be described

later. This model will bridge the interfaces of

Moodle and WebAssign by using the LTI standard.

4.1 IMS LTI

LTI specifies a standard way for integrating learning

applications such as forums, chat rooms, wikis,

assignment tools and video-streaming into platforms

such as LMS. In LTI-context, tools are called tool

providers, and platforms are tool consumers.

The Moodle community saw the potential of LTI

and developed those two plug-ins described in

section 3. The latest Moodle release, version 2.8,

contains an improved version of the consumer plug-

in, which supports LTI v2.0. Earlier versions support

LTI v1.1.

4.1.1 Versions and Terms

These versions exist:

 LTI v1.0 (McFall, et al., 2010);

 LTI v1.1 (McFall et al., 2012a);

 LTI v1.1.1 (McFall, et al., 2012b);

 LTI v2.0 (McFall, et al., 2014);

 LTI v1.2 (McFall et al., 2015);

The following features are essential for the

development of our prototype:

 Launching external resources (since v1.0);

 Returning outcomes to the consumer (since

v1.1).

4.1.2 Launching External Resources

In a Moodle course, a connection to an LTI-tool-

provider is specified by an activity-instance of the

type external tool. Its configuration contains

authorization parameters as well as essential

information like the URI of the resource to connect

to. The resource could be, for example, an

assignment. When a user enters a Moodle course,

the connection is represented by a link to the

activity-instance; via mouse click a request for

launching the resource is sent.

To secure the access, LTI uses the standard

OAuth for authorization (see section 4.2). The

verification of a request works as follows: On the

consumer side, a request has been signed with a

token, generated from the consumer key and the

shared secret. The provider uses the shared secret to

decrypt the token. In case the result is the consumer

key, the sender is identified as Moodle respectively a

Moodle resource, namely an activity of type external

tool.

Once the sender is authenticated, further

parameters - such as user, context and role - will be

identified. Until this stage, the request is only known

as generated by a Moodle activity. The provider will

handle the decision upon granting access to any

demanded resource. If approved, the user will be

logged in automatically, meaning that the provider

will create a user session. The provider tool then can

be launched in Moodle - for example, in an iframe or

a separate window.

Figure 2: LTI v1.0 (Developers.imsglobal.org, 2015a).

Figure 2 shows the process of launching a tool. A

Moodle user starts this process by clicking on any

link to an activity-instance of the type external tool,

representing a connection between Moodle and a

protected resource at the provider-side. In this

example, the tool consumer ‘TC’ prepares the

launch parameters, signs them via OAuth and then

sends a message back to the browser from where it

was originally posted. From there it is automatically

- this feature is likely to be developed in JavaScript -

forwarded to the provider ‘TP’. The provider

verifies the consumer via OAuth, and in the case of

success, it checks further submitted parameters. If

access is approved, the external resource can be

launched in Moodle.

CSEDU2015-DoctoralConsortium

4.1.3 Returning Outcomes to the Consumer

This feature is part of LTI since version v1.1. Its

purpose is enabling learning platforms to receive

assessment information like scores and comments

from the external tools. Moodle stores this

information in the students’ grade books.

Figure 1: LTI v1.1 (Developers.imsglobal.org, 2015a).

The message, which contains the information for

the consumer, is completely asynchronous with the

tool launch. The provider-plug-in in Moodle works

with a cronjob, which is, depending on the

configuration of the system - executed every few

minutes.

4.1.4 New Features in V2.0 and V1.2

Returning outcomes to the consumer has been the

first feature in LTI including web services. Version

2.0 introduces additional services, offering

according to its developers (McFall, et al., 2014) the

following:

 A wider range of information and not just a score

can be returned as the so-called outcome;

 Providers are enabled to inspect consumer-side

resources like courses and course sections;

 Providers may check enrolments in consumer-

courses;

 Providers can be configured to store data on the

consumer-side.

LTI v2.0 not only defines its own functionalities, it

offers an interface for importing additional services -

in other words: LTI-extensions can be developed in-

house and later be integrated. The LTI core is not

affected by that, because those services are treated as

plug-ins. Especially when keeping in mind a further

milestone, beyond the objectives of this current

paper, the option of importing in-house services

could be the key to exchange information for

competence based learning.

From the viewpoint of security and privacy,

some of the new possibilities can be regarded as

critical. Therefore, LTI offers a standardized way to

define individual interface contracts between the

involved applications. Such a contract, called

ToolProxy, determines which services shall be used

by the participants.

LTI v1.2 has been developed at the same time

and is limited to a subset of version 2.0, for example,

it does not include ToolProxies; a detailed

comparison is shown in (Developers.imsglobal.org,

2015a).

4.1.5 Benefits for Institutions

The involved groups benefit from LTI in different

ways: A developer of external tools does not need to

have a deeper understanding of the providing

platform itself, and might handle it as a black box.

Furthermore, she can choose her preferred language

and IDE for the development process. Probably the

most important advantage is that a single user

interface is suitable for any consumer.

The administration of the learning platform,

usually a learning management system, profits from

LTI as well. It is no longer required to install and

test different integrations for each tool-provider.

Besides, security and performance of the LMS are

not affected, because the connected tools are running

in separate environments. Furthermore, updates of

the LMS are less risky, as long as the underlying

LTI plug-in is not corrupted by the update. Another

helpful feature consists of the possibility to authorize

teachers so that they also can add LTI connections.

Last but not least teachers and learners benefit

from LTI, because it minimizes the efforts necessary

for using of external applications, and the choice of

tools is only limited by the institution, encouraging

the creation and development of further applicable e-

learning tools. This process nourishes an

environment for improving the quality of modern

education.

4.2 Short Introduction to OAuth

OAuth is a standard for authorization, which has

been developed from the Internet Engineering Task

Force (IETF). LTI uses OAuth v1.0a, for detailed

information see (Hammer, 2009; Hammer-Lahav,

2010). The newer version v2.0, which has been

released in October 2012, is controversial because of

security issues. As it is not used in LTI, we focus on

v1.0a.

OAuth specifies a secure process, which enables

a consumer to access a protected resource provider-

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sidewise. At first, the resource owner authorizes the

consumer to open the resource; the outcomes of this

process are the two parameters consumer key and

shared secret. If successfully authorized, the

consumer may access the resource by submitting an

access-token, which is generated from the consumer

key and the shared secret; the resource cannot be

used unless the authentication process approved the

request. Without the access-token, the resource

owner would have to identify herself directly with

credentials as username and password, which cause

communications to be prone to man-in-the-middle

attacks.

4.2.1 A User-centered Integration Scenario

The following example assumes LTI support both on

Moodle- and on WebAssign-side. The user

teachersmith has owner privileges on a protected

resource assignment1 in WebAssign. She also has

the role of a teacher in a Moodle course course99

and wants to integrate assignment1 into this course.

The user logs into Moodle and creates an

activity-instance activity13 of the type external tool

in course99 to assign the launching-URL for

assignment1 to activity13. After that she logs into

WebAssign and authorizes activity13 for accessing

assignment1. The outcome of that process is the

and a secret - in LTI-jargon consumer key

respectively shared secret. In a final step, our user

adds these parameters to the configuration properties

of activity13, and assignment1 can be launched by

clicking on the link to activity13 in Moodle.

The verification of a launching request works the

following way: On Moodle-side, the request has

been signed with a token, which has been generated

from consumer key and shared secret. The provider

uses the shared secret to decrypt the token. If the

result is the consumer key, the access is approved.

4.3 Concept of Integration

Since Moodle v2.8, the consumer plug-in supports

LTI-version v2.0, which is the latest LTI-version at

that time. Modification of this plug-in will not be

necessary until we start to work with competences.

The consumer plug-in offers two features, which are

essential for our project:

 Authentication via OAuth v1.0a;

 Receiving outcomes from WebAssign and

entering them into the Moodle grade book.

4.3.1 WebAssign as LTI-provider

On the provider-side, there is a lot more to do,

because WebAssign is not supporting LTI at the

moment. First of all, a requirements specification is

needed; that means some decisions about the

capability range of the Moodle-WebAssign-

integration have to be made.

4.3.2 Requirements and Decisions

A typical course at the FernUni is divided into four

to seven blocks with each block consisting of an

exercise booklet. These booklets serve as containers

for assignments. Since this structure was part of the

requirements for the development of WebAssign at

that time, it is perfectly integrated. Unfortunately,

WebAssign is limited in this way of organizing

assignments. Concerning our prototype, we have to

decide, what exactly has to be integrated into

Moodle – the assignments, the booklets, or both?

The core feature of the connection is to launch a

WebAssign-resource from within a Moodle course.

Up to now it is not cleared, which types of resources

and which workflows shall be opened for Moodle:

 Students working on their assignments;

 Teachers creating and editing assignments;

 Teachers using the correction workflow.

Since students should not realize WebAssign as a

separate software, the first workflow is essential.

Some assignment types require manual marking

and commenting; such assignments can, for

example, be handed in as pdf files. WebAssign

offers a capable workflow to manage the marking

process - including features like automatic

distribution of assignments between teachers and

teaching assistants. The distribution modes can be

individually configured, which would be an

advantageous feature in Moodle, making the

usability of external tools even more desirable.

WebAssign offers an interface, which enables

teachers to employ additional tools for auto-

correcting assignments. In the department for

computer science teachers used this feature to

integrate their own modules for analyzing program

code written in Pascal, Java or C++. These

additional tools will probably not affect the

development of connections between Moodle and

WebAssign directly, but they should be kept in mind

for further improvements.

4.3.3 Considerations and Technical Aspects

Resource owners in WebAssign need an interface to

CSEDU2015-DoctoralConsortium

authorize and withdraw connections. For example,

the user teachersmith from section 4.2.1 must be

able to authorize activity13 for launching the

resource assignment1.

LTI requires OAuth-support, which is currently

not available in WebAssign, so an appropriate

extension has to be discovered and installed.

Successfully OAuth-verified requests have to pass

some further checks:

 Sender: The sender needs to be identified, and

data must be compared to the list of verified

WebAssign-users. Furthermore, it has to be

checked, if the sender is authorized to access the

resource.

 Requested resource: An approval of the request

is needed, because several resources only have a

granted access during limited time periods.

The sender has to be logged in automatically with

the LDAP account, if the access is permitted. After

that, a secure session must be initialized. Next step is

to generate a browser-readable presentation of the

requested resource.

Last but not least a workflow for returning

information such as outcomes to Moodle has to be

developed. As this process will be asynchronous, a

possible solution might be a cronjob.

5 EXPECTED OUTCOME

Key issue of this paper is the first milestone in our

project: a concept for integrating external e-learning

tools into Moodle via LTI. Later, this concept will

be extended to support competence based learning.

As this is not covered by LTI, a solution to exchange

competence-specific information has to be found.

To gain the necessary technical experience, and

data for this research project, an LTI-connection

prototype will be designed and implemented from

scratch, implying the extension of the tool provider

for LTI-support. Working with LTI-ready tools is

not sufficient in this scenario, because later the

connection must be extended for the use of

competences; therefore knowledge of a deeper level

is inevitable. The prototype will connect Moodle and

WebAssign; latter was the tool of choice, because its

Moodle-integration is demanded at the FernUni.

Once the prototype is created, the next agenda

item can be tackled: extending the prototype for the

use of competences. Most likely not just the

consumer- and provider-protocol have to be

modified, but also the connection itself. As

mentioned in section 2, FernUni is cooperating with

an external institute, and planning to merge

competence based learning with its concept. At this

stage of the project, the scheduled course authoring-

tool is becoming significant, because it is part of this

cooperation. Ideally, this approach will have the

potential to be generalized or be treated as a kind of

best practice.

6 STATE OF OUR RESEARCH

We are currently working on the requirements

specification of our prototype. To identify the needs

of users, we are leading interviews with teachers,

teaching assistants and students. In section 4.3.2, a

list of upcoming decisions concerning the range of

WebAssign’s LTI-support is shown; furthermore

some technical aspects are described.

To gain technical expertise with LTI, we first

analysed Moodle and its possibilities for integrating

external tools, and so we experimented with the

plug-ins described in section 3, to create a sample

connection between two separate Moodles as shown

in Figure 1. After that we developed an LTI-

provider.

As soon as the requirements’ specification for

the Moodle-WebAssign-integration is complete, we

are ready to start designing and implementing our

prototype.

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PlatformsintoHybridApplicationSolutions

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