The new course type Learning Path is more simple and the visualization helps learners to keep track of their activities. This is a particular advantage in self-learning or blended learning setups. But authors and coaches also benefit from the new course type.
For participants, the learning path offers a fundamentally improved navigation and orientation guidance within the course. The visualisation of the learning path shows at a glance what they have already completed, where they are in the course at the moment and which modules they are still allowed or have to work on.
The learning path report provides coaches with improved participant tracking. This allows to react to the individual learning progress of the participants and to offer individual support.
For educational designers, the design of different learning scenarios can be made more filigree and flexible. Course elements can be marked as obligatory or optional and a processing time can be set for each course element. Within a course you can configure learning sequences in linear form or without sequence by means of structural elements. Conventional courses can be converted into learning path courses.
For each course element there are different completion criteria available such as "Confirmation by participant," "Passed," "Score," or "Execution done". If that criterion is met, the participant will advance in his learning path.
In addition you can define when a course is considered "passed" by several options such as "Learning progress 100%," "All course elements passed," or "Score reached".
In the course editor of both course types you can now call up a configuration overview that provides an overview of all course elements and their settings. This helps authors to check configurations. If there are any incorrect settings, they can jump directly to the respective course element. It is also possible to adjust settings for several course elements at once. For example, you can change several previously mandatory course elements to the setting optional in one step.
Many course components such as the participant list, notifications or even a course forum are unique to the course and serve primarily for information and communication. In order to distinguish them from the actual teaching and learning contents in the course and to ensure central access, these components have been additionally supplemented as tools for the course toolbar. The individual tools can be activated individually in the course settings.
In order to view the course presentation from the learner's or coach's perspective, authors can now quickly and easily switch between their roles in the course by additionally registering as participant or coach in the member administration. This is especially helpful in learning path courses to check the dependencies of individual course elements in the participant view.
No runtime data is stored in the roles course owner or coach, i.e. when an author takes a test in the course owner view no data is transferred to the assessment tool, and when editing course elements in a learning path course no learning progress is recorded.
Another virtual classroom was integrated into OpenOlat: BigBlueButton. The activation of the tool and the configuration of the access parameters is done in the administration. Different room templates for different usage scenarios like meeting, interview or classroom are defined initially. For each room template the maximum number of participants, meeting duration and number of parallel rooms as well as settings such as microphone and webcam availability for participants and the possibility for breakout rooms in the online room are already configured.
With the new course element the coach can create meeting rooms directly in the course. From the room templates configured you can select the one that fits your scenario. A calendar overview shows when meetings have already been scheduled and where slots are still available. If events are recorded in BigBlueButton they will be linked in the course element after the meeting and will be available to course members.
As a collaborative tool, BigBlueButton can also be used as a group tool. If the room templates are released accordingly, both group coaches and group members can create new meetings for a shared online session. In the group tool, the recordings are also available for further access at the end of the meeting.
A new question type Order is available and offers the possibility to arrange both text and image elements in a certain sequence. Learners must use drag & drop to put the elements in the correct order.
Catalogue administrators have a free (manual) sorting of catalogue entries at their disposal, for example to reflect the existing structure of the educational institution or a specific thematic course sequence.
Until now, the assessment and correction of online tests in OpenOlat was only possible within the course via the assessment tool. You needed access to the exam course and the assessment tool. With the new correction infrastructure outside of courses, assigned correctors can access and correct the online tests via the coaching tool even without course membership.
The tool offers the following functions:
Graders: overview own grading assignments
Learning resource manager / course owner: overview of all graders
|Import and execution of QTI 1.2 questions, tests and questionnaires is no longer supported as of Release 15.0. Conversion to QTI 2.1 is still possible.|
|Support for ePortfolio V1 ends with Release 15.0, existing entries are deleted.|