©2007 EduTools
/ WCET
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Product Name
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ANGEL Learning Management Suite, V7.1
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TeleTOP Virtual Learning Environment
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Moodle 1.6.1
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The Blackboard Academic Suite
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Claroline 1.8.1
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eCollege
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ANGEL LMS 7.2
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Eduvo School 2.0
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Moodle 1.8
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Blackboard Learning System Vista 4.1
Enterprise License
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Developer Name
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ANGEL Learning, Inc
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TeleTop B.V.
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Moodle
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BlackBoard
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Claroline
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eCollege
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ANGEL Learning, Inc
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Faria Systems Inc.
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moodle.org
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WebCT
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Communication Tools
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Discussion Forum
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Los estudiantes pueden
habilitar o no el envío de post por correo.
Los estudiantes puede recibir
post por correo como resúmenes diarios o con los post
enteros.
Tienen correcto ortográfico
para las respuestas.
Las discusiones se pueden organizar
por vistas, autor, título, hilo de discusión grupo,
tipo de post, incluyendo imágenes, adjuntos o enlaces html.
Se pueden clasificar los post como
problemas, explicaciones, explicaciones científicas,
comentarios, evaluaciones o resúmenes.
Los instructores pueden asociar una
discusión con cualquier contenido del curso.
Las Discusiones pueden ser compartidas en cualquier curso o
unidad dentro del centro.
Se pueden crear por el instructor entornos de discusión
para grupos reducidos.
Los Grupos pueden ser granulares en sus miembros y establecer
para cada uno el tipo de permiso para los post: leer, ecribir o
postear de forma anónima.
El software posee un editor de texto con formato.
Sólo el instructor puede borrar post.
Se puede generar una vista total o contraída de todo el
hilo, exportar a otras aplicaciones su contenido.
El Instructor puede configurar que los estudiantes puedan o no
recibir por correo los post nuevos.
El instructor puede limitar en el tiempo el hilo de la
discusión y puede activar la función de moderación
de los comentarios y post.
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Las discusiones se pueden organizar por vistas, autor, título,
hilo de discusión grupo, tipo de post, incluyendo imágenes,
adjuntos o enlaces html.
El software posee un editor de texto con formato y editor
especifico para matemáticas.
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Los instructores pueden permitir o no editar post por parte de
los estudiantes.
Pueden participar por medio de correo.
Las discusiones pueden ser de sólo lectura.
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Las discusiones se pueden organizar
por vistas, autor, título, hilo de discusión grupo,
tipo de post, incluyendo imágenes, adjuntos o enlaces html.
Los post pueden ser en texto plano,
html, y pueden contener adjuntos, imagenes o enlaces.
Se pueden clasificar los post como
problemas, explicaciones, explicaciones científicas,
comentarios, evaluaciones o resúmenes.
Se puede generar una vista total o
contraída de todo el hilo, exportar a otras aplicaciones su
contenido.
Subsctipción por medio de
correo para los nuevos post.
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Roles para participar permitiendo que un estudiante pueda ser
administrador de un foro en un curso.
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El foro de puede crear en fomato hilo de discusión, blog
o como un boletín de noticias, de forma individual o en
grupo.
Las discusiones se pueden organizar
por vistas, autor, título, hilo de discusión grupo,
tipo de post, incluyendo imágenes, adjuntos o enlaces html.
Los instructores pueden asociar una
discusión con cualquier contenido del curso.
El software posee un editor de texto con formato y editor
especifico para matemáticas.
Discussion forums can be threaded, blog format or journal
Se pueden exportar para imprimir o copiar en otras
aplicaciones.
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Discussion Management
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Los Instructores pueden
configurar el modo de moderación en las discusiones
Los post pueden ser revisados
por otros estudiantes.
El instructor tiene vistas de
las estadísticas del foro y de la discusión y puede
generar grados de participación.
Se puede compartir la discusión en cualquiera de
las unidades organizativas del centros.
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Los instructores pueden
permitir la creación de grupos de discusión. Los
post pueden ser revisados por otros estudiantes.
Se puede compartir la discusión en cualquiera de
las unidades organizativas del centros.
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Se puede compartir la discusión
en cualquiera de las unidades organizativas del centros.
El instructor puede asoaciar la
discusión con otro curso.
Puede permitir el post anonimo
y que post pueden ser reeditatos.
Puede determinar si la
discusión es clasificada o no en su contenido.
Puede permitir el puntuar con
un grado de hasta 5 estrellas cada hilo.
Puede establecer moderación
previa y el control de la misma la puede delegar en otro usuario.
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Se puede compartir la discusión
en cualquiera de las unidades organizativas del centros.
Se pueden generar grupos más
reducidos de estudiantes y de profesores asistentes.
El instructor puede asoaciar la
discusión con otro curso.
Se pueden generar equipos de
forma aleatoria por medio del establecimiento previo de las
condciones.
Puede establecer permisos de
lectura o escritura, anonimato, para los post.
Puede definir foros por tipo de
post para simular una discusiónm.
Se puede limitar el foro en el
tiempo.
Se pueden generar roles y
asignarlo en función de la metología pedagogíca
aplicada en el software.
Sólo el instructor puede
borrar post y puede establecer el modo moderación.
Son exportables.
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Se puede compartir la discusión
en cualquiera de las unidades organizativas del centros.
Los estudiantes antes de ver
los demás post deben crear uno inicial donde explicar que
esperan del foro. Una vez hecho, pasan al modo de participación.
Esto permite que los estudiantes tengan la misma oportunidad de
postear inicialmente.
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Los post pueden ser revisados
por otros estudiantes.
El instructor tiene vistas de
las estadísticas del foro y de la discusión y puede
generar grados de participación.
Los topicos para la discusión
pueden ser clasificados y para ello pose un interface para poder
realizar esa clasificación.
El instructor limita el tiempo
del foro si lo desea.
Y determina si los post son
re-editables.
Se puede limitar la creación
de hilos o post a unos temas en concreto.
Cuando el instructor ha creado
grupos de discusión o boletines, puede generar roles en
proporción a los tópicos y usuarios determinados.
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File Exchange
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Students can submit assignments
using drop boxes.
Students can share the contents
of their personal folders with other students.
Administrators can define disk space limitations for each
user.
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Students can submit assignments
using drop boxes.
Students can share the contents
of their personal folders with other students.
Administrators can define disk space limitations for each
user.
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Students can submit assignments
using drop boxes.
Students can share the contents
of their personal folders with other students.
Administrators can define disk space limitations for each
user.
Students have a private folder into which they can upload and
download files. Students can upload files to a shared group
folder. Students can submit assignments using drop boxes.
Instructors can upload files to the personal folder of a student.
Students can also submit assignments to instructors via an
integrated Assignment tool. Students and instructors can also
exchange content outside of course boundaries. Students may access
their folders and upload content using WebDAV. The system allows
commenting, tracking, and versioning for documents.
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Each course space have is assignment tool
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All iterations and multiple files are viewable in the Dropbox.
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Students can submit assignments
using drop boxes.
Students can share the contents
of their personal folders with other students.
Administrators can define disk space limitations for each
user.
Supports unlimited dropboxes so assignments can be turned into
dropbox associated with that specific assignment.
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Students can submit assignments
using drop boxes.
Students can share the contents
of their personal folders with other students.
Administrators can define disk space limitations for each
user.
The disk space limit is defined by the user type.
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Students can upload files to their blog and share them with
other users via the blog.
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Students have a private folder into which they can upload and
download files. Students may access their folders using WebDAV.
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Internal Email
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Students can use the built-in
email functionality to email individuals or groups.
Instructors can email the
entire class at once at a single address or alias.
Students can elect to forward their mail to an external
address.
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Students can use the built-in
email functionality to email individuals or groups.
Students can use a searchable
address book.
Instructors can email the
entire class at once at a single address or alias.
Students can elect to forward their mail to an external
address.
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Students can use the built-in
email functionality to email individuals or groups.
Students can use a searchable
address book.
Instructors can email the entire class at once at a single
address or alias.
Students can use the Blackboard Messages (internal email) to
email individuals in their courses. Emails can be sent to all
users, users by role, or individual users. Students can attach
files to emails, and emails can contain URLs, file attachments and
may contain HTML.
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Students can use the built-in
email functionality to email individuals or groups.
Students can use a searchable
address book.
Instructors can email the
entire class at once at a single address or alias.
Students can elect to forward their mail to an external
address.
All email is sent to external addresses.
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Students can use the built-in
email functionality to email individuals or groups.
Instructors can email the
entire class at once at a single address or alias.
Students can elect to forward their mail to an external
address.
Course Mail (ANGEL’s internal email system) provides the
functionality users are familiar with in their internet email
systems such as folders, multiple attachments, blind carbon copies
(BCC), HTML formatted messages with editors, etc. and augments it
with features developed specifically to address educational needs.
Administrators can send mail to the entire learning community.
Administrators can configure Course Mail to be sent to anyone in
the learning community from within any course even if the mail
recipient is not in that course. Consolidated mailbox includes all
mail in one box no matter what course the mail is viewed from.
Instructors can personalize email signatures for each course they
teach. Tools to manage unacceptable behavior, e.g., cyber
bullying, with fine levels of control.
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Students can use the built-in
email functionality to email individuals or groups.
Students can use a searchable
address book.
Instructors can email the entire class at once at a single
address or alias.
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Students can use the built-in
email functionality to email individuals or groups.
Students can use a searchable
address book.
Instructors can email the
entire class at once at a single address or alias.
Students can elect to forward their mail to an external
address.
The Moodle messaging system can deliver mail either online or
via email.
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Students can use the built-in
email functionality to email individuals or groups.
Students can use a searchable
address book.
Instructors can email the
entire class at once at a single address or alias.
Students can elect to forward their mail to an external
address.
The internal email system supports archiving, searching and
attachments. Students can spell check outgoing messages.
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Online Journal/Notes
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Students can make private notes about their course. Students
can also use Portfolios to manage online journaliing.
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Students can attach notes to any page and share their notes
with other students. They can make notes in a journal and choose
to make the notes private or to share them with their instructor
or with other students. Students can combine their notes with the
course content to create a personalized, printable study guide.
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Journal discussion type provides a way for students to share
notes and thoughts with the instructor and or other students. In
journals that are not private other students may leave comments or
rate journal posts using a flat scale or grading form (rubric)
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Real-time Chat
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The chat tool supports a
limited number of simultaneous rooms.
The chat tool supports
unlimited simultaneous group discussions
Instructors may moderate chats
and suspend students from the chat rooms.
The chat tool supports a
structured way for students to ask questions and instructors to
provide answers.
The system creates archive logs for all chat rooms.
ANGEL LIVE synchronous tools are included in ANGEL LMS at no
extra charge. Flexible, secure communication and collaboration
tools extend the learning environment and offer instructors easy
options to control or monitor participation. True "Virtual
Office Hours" go far beyond chats and include scheduling and
ANGEL's unique Queue Manager; "Desktop Sharing" makes it
easy to share desktop applications for collaboration and
convenience; "Whiteboard" stimulates creativity or the
ability to share complex concepts and imagery; Controlled Chat and
Instant Messenger allows instructors to easily customize, control,
monitor & moderate communications (allows simultaneous group
discussions, calendar scheduling, chat log review and user
suspension options), while the "Who's Online" nugget
quickly shows who's participating or available for discussion. The
system creates archive logs for all chat rooms.
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The chat tool supports
unlimited simultaneous group discussions
Students can create new rooms.
Instructors may moderate chats
and suspend students from the chat rooms.
The chat tool supports a
structured way for students to ask questions and instructors to
provide answers.
The system creates archive logs for all chat rooms.
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The chat tool supports
unlimited simultaneous group discussions
Instructors may moderate chats
and suspend students from the chat rooms.
The system creates archive logs for all chat rooms.
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The chat tool supports
unlimited simultaneous group discussions
Students can create new rooms.
Instructors may moderate chats
and suspend students from the chat rooms.
The chat tool supports a
structured way for students to ask questions and instructors to
provide answers.
The system creates archive logs for all chat rooms.
The Java-based chat tool supports unlimited simultaneous group
discussions and private messages. Instructors may moderate chats
and suspend students from the chat rooms. The system creates
archive logs for all chat rooms. Instructors can view chat logs
and share these with students. The virtual classroom tool supports
a structured way for students to ask questions and instructors to
provide answers.
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The chat tool supports
unlimited simultaneous group discussions
Instructors may moderate chats
and suspend students from the chat rooms.
The chat tool supports a
structured way for students to ask questions and instructors to
provide answers.
The system creates archive logs for all chat rooms.
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The chat tool supports a
limited number of simultaneous rooms.
The chat tool supports
unlimited simultaneous group discussions
Instructors may moderate chats
and suspend students from the chat rooms.
The chat tool supports a
structured way for students to ask questions and instructors to
provide answers.
The system creates archive logs for all chat rooms.
Chat is one feature of the ANGEL LIVE synchronous toolset
included in ANGEL. In addition to chat, ANGEL LIVE includes
virtual office hours, desktop sharing, whiteboard and instant
messaging to support real-time learning.
Virtual office
hours provide scheduling capabilities and a queue manager to
control student access. Students queue in a visual waiting room
until their appointment time, with options to sound a notification
alert when the instructor is ready. The instructor can review the
student queue and invite multiple attendees into the office for
shared discussion.
Instant messenger allows sending and
receiving to one person or the entire class. Includes ability to
block senders.
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The chat tool supports
unlimited simultaneous group discussions
Students can create new rooms.
The system creates archive logs for all chat rooms.
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The chat tool supports
unlimited simultaneous group discussions
Instructors may moderate chats
and suspend students from the chat rooms.
The chat tool supports a
structured way for students to ask questions and instructors to
provide answers.
The system creates archive logs for all chat rooms.
The system does not limit the number of simultaneous rooms.
Students can see who else is online across the entire system and
invite them to a chat room. That is combined with whiteboard tool,
see whiteboard description for more information.
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Whiteboard
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The whiteboard supports image
and PowerPoint uploading.
The software supports group web
browsing.
The software supports application desktop sharing.
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The whiteboard supports image
and PowerPoint uploading.
The whiteboard supports
mathematical symbols.
The software supports graphing,
polling, and instructor moderation.
The software supports group web
browsing.
The software supports
application desktop sharing.
The software can archive a
recording of whiteboard sessions for future viewing.
The software supports two-way voice chat.
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The whiteboard supports image
and PowerPoint uploading.
The whiteboard supports
mathematical symbols.
The software supports group web
browsing.
The software supports
application desktop sharing.
The software can archive a recording of whiteboard
sessions for future viewing.
The software supports a whiteboard that can have multiple
instances in the same course. The whiteboard supports mathematical
symbols, and image and PowerPoint uploading. The software supports
group web browsing. The software can archive a recording of
whiteboard sessions for future viewing.
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The whiteboard supports image
and PowerPoint uploading.
The whiteboard supports
mathematical symbols.
The software supports graphing,
polling, and instructor moderation.
The software supports group web
browsing.
The software supports
application desktop sharing.
The software can archive a
recording of whiteboard sessions for future viewing.
The software supports two-way voice chat.
Whiteboard tool is powered by Elluminate.
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The whiteboard supports image
and PowerPoint uploading.
The whiteboard supports
mathematical symbols.
The software supports graphing,
polling, and instructor moderation.
The software supports group web
browsing.
The software supports
application desktop sharing.
The software can archive a recording of whiteboard
sessions for future viewing.
Multiple users can interact on a whiteboard. Objects on the
whiteboard can be edited. The instructor controls access to the
whiteboard. Import content from any resources.
Desktop
sharing activity indicator lights show which users are using
slower connections to enable proper presentation pacing.
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There are several optional add-ons with whiteboard capabilities
such as Elluminate and DimDim.
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The whiteboard supports image
and PowerPoint uploading.
The whiteboard supports
mathematical symbols.
The software can archive a recording of whiteboard
sessions for future viewing.
Whiteboard usage can be moderated, and is combined with the
chat tool (see chat description for more information).
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Productivity Tools
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Bookmarks
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Students can create bookmarks to frequently-viewed content
items.
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Students and faculty use "What's New" feature which
informs users of any appropriate course activity since last
entrance into the course.
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Sort bookmarks by category. Set permissions to optionally allow
others to use them.
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Students can share their
bookmarks.
Students can create bookmarks
in a private folder.
Students can bookmark any content material in a course.
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Calendar/Progress Review
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Instructors and students can
post events in the online course calendar.
Instructors can post
announcements to a course announcement page.
Students have a personal home
page that lists all courses in which the student is enrolled, new
email and all course and system-wide events from their personal
calendar.
Students can view their grades
on completed assignments, total points possible, course grade,
and compare their grades against the class performance.
Students can subscribe to RSS feeds to be notified of
changes to materials.
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Instructors and students can
post events in the online course calendar.
Instructors can post
announcements to a course announcement page.
Students have a personal home
page that lists all courses in which the student is enrolled, new
email and all course and system-wide events from their personal
calendar.
Students can view their grades
on completed assignments, total points possible, course grade,
and compare their grades against the class performance.
Students can subscribe to RSS feeds to be notified of
changes to materials.
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Instructors can post
announcements to a course announcement page.
Students can view their grades on completed assignments,
total points possible, course grade, and compare their grades
against the class performance.
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Instructors and students can
post events in the online course calendar.
Instructors can post
announcements to a course announcement page.
Students have a personal home
page that lists all courses in which the student is enrolled, new
email and all course and system-wide events from their personal
calendar.
Students can view their grades on completed assignments,
total points possible, course grade, and compare their grades
against the class performance.
Instructors can post course-related events and announcements in
the course calendar or to the course homepage. The instructor can
assign tasks by using the calendar and the instructor can enable
an option so that the student can check their status at any point
in a course. Students can check their grades on submitted
assignments as well as compare their grades against the overall
class performance.
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Instructors can post
announcements to a course announcement page.
Students have a personal home
page that lists all courses in which the student is enrolled, new
email and all course and system-wide events from their personal
calendar.
Students can subscribe to RSS feeds to be notified of
changes to materials.
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Instructors and students can
post events in the online course calendar.
Instructors can post
announcements to a course announcement page.
Students can view their grades on completed assignments,
total points possible, course grade, and compare their grades
against the class performance.
Course scheduler allows instructors to set course dates for all
content from one page.
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Instructors and students can
post events in the online course calendar.
Instructors can post
announcements to a course announcement page.
Students have a personal home
page that lists all courses in which the student is enrolled, new
email and all course and system-wide events from their personal
calendar.
Students can view their grades
on completed assignments, total points possible, course grade,
and compare their grades against the class performance.
Students can subscribe to RSS feeds to be notified of
changes to materials.
Calendars can include personal, course or group or
institution-wide events. Customize calendar view as either list or
grid to suit individual preferences. Instructors can also post
announcements on the course homepage.
Instructors and
students stay organized with What’s New and Tasks presented
at login. ANGEL’s Activity at a Glance and Grades are also
presented at login on the course homepage. A click on any graph
takes the user to more detail. Students can compare their
individual performance to class performance.
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Instructors and students can
post events in the online course calendar.
Instructors can post
announcements to a course announcement page.
Students have a personal home
page that lists all courses in which the student is enrolled, new
email and all course and system-wide events from their personal
calendar.
Students can view their grades on completed assignments,
total points possible, course grade, and compare their grades
against the class performance.
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Instructors and students can
post events in the online course calendar.
Instructors can post
announcements to a course announcement page.
Students have a personal home
page that lists all courses in which the student is enrolled, new
email and all course and system-wide events from their personal
calendar.
Students can view their grades
on completed assignments, total points possible, course grade,
and compare their grades against the class performance.
Students can subscribe to RSS feeds to be notified of
changes to materials.
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Instructors and students can
post events in the online course calendar.
Instructors can post
announcements to a course announcement page.
Students have a personal home
page that lists all courses in which the student is enrolled, new
email and all course and system-wide events from their personal
calendar.
Students can view their grades on completed assignments,
total points possible, course grade, and compare their grades
against the class performance.
Calendar entries can be linked to course materials and
activities. Events can be repeating. Institutional calendar events
and announcements can be added as well. When Intructors copy a
course from a previous term they can update all of the dates in
their course calendar in one step.
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Searching Within Course
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Students can search all course content and chat or virtual
classroom session recordings by name or dates.
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Students can search all assignments, course content, discussion
threads, and email messages in their course. Students can
constrain a search using filters. Search of content includes the
content of many common file formats such as HTML, Word, Excel,
PowerPoint, and PDF.
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Work Offline/Synchronize
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Students can compile and
download the content for an entire course into a format that can
be printed or stored locally.
Instructors can publish course
content on a CD-ROM that can be linked to dynamically from within
the online course or viewed offline.
Students can download course content and discussion group
content with a PDA.
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Students can compile and
download the content for an entire course into a format that can
be printed or stored locally.
Instructors can publish course
content on a CD-ROM that can be linked to dynamically from within
the online course or viewed offline.
Students can download course content and discussion group
content with a PDA.
Instructors can publish course content on a CD-ROM that can be
linked to dynamically from within the online course or viewed
offline. Students can download course content into a format that
can be accessed on a mobile device and synchronize calendar events
with a PDA.
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Students can compile and
download the content for an entire course into a format that can
be printed or stored locally.
Instructors can publish course
content on a CD-ROM that can be linked to dynamically from within
the online course or viewed offline.
Students can download course content and discussion group
content with a PDA.
Podcasting (course syndication) enables instructors to
broadcast audio or video files, links or content items by placing
an item in a course syndication folder. Students easily
download music and video files to iPods or other MP3 players.
Files can also be played in a standard browser – no MP3
player required. Text items are syndicated to RSS-enabled browsers
or readers.
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Students can compile and
download the content for an entire course into a format that can
be printed or stored locally.
Instructors can publish course content on a CD-ROM that
can be linked to dynamically from within the online course or
viewed offline.
Instructors may also publish podcasts or video lectures for
download and offline playback.
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Orientation/Help
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Students can access online tutorials, a student manual, the
product knowledge base, and the product reference center.
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eCollege provides 24 x 7 helpdesk support (email and phone) for
all users. Additionally, administrators are assigned one point of
contact to assist with any / all operational issues.
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In addition to context-sensitive help to aid in using the LMS,
ANGEL includes context-sensitive embedded instructional design
help developed by an ANGEL user who is also an experienced
instructional designer. Help can be edited, customized or turned
off by the institution.
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In addtion, Blackboard provides free orientation and training
material for students and instructors that can be included in any
courses. Additional training material may be licensed from
Blackboard and customized by the institution.
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Student Involvement Tools
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Groupwork
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Instructors can assign students
to groups.
The system can randomly create
groups of a certain size or a set number of groups.
Each group can have its own
discussion forum.
Each group can have its own
chat or whiteboard.
Each group can be given group-specific assignments or
activities.
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Instructors can assign students
to groups.
Students can self-select
groups.
Each group can have its own
discussion forum.
Each group can be given group-specific assignments or
activities.
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Instructors can assign students
to groups.
Each group can have its own
discussion forum.
Each group can have its own
chat or whiteboard.
Each group can be given group-specific assignments or
activities.
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Instructors can assign students
to groups.
The system can randomly create
groups of a certain size or a set number of groups.
Students can self-select
groups.
Each group can have its own
discussion forum.
Each group can have its own
chat or whiteboard.
Each group can be given
group-specific assignments or activities.
Groups may be private or instructors can monitor groups.
The software supports assigning students into groups by the
instructor. Each group can have its own shared file exchange,
private group discussion forum, synchronous tools, and group email
list.
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Instructors can assign students
to groups.
The system can randomly create
groups of a certain size or a set number of groups.
Students can self-select
groups.
Each group can be given
group-specific assignments or activities.
Groups may be private or instructors can monitor groups.
|
Instructors can assign students
to groups.
The system can randomly create
groups of a certain size or a set number of groups.
Each group can have its own
discussion forum.
Each group can have its own
chat or whiteboard.
Each group can be given
group-specific assignments or activities.
Groups may be private or instructors can monitor groups.
|
Instructors can assign students
to groups.
The system can randomly create
groups of a certain size or a set number of groups.
Each group can have its own
discussion forum.
Each group can have its own
chat or whiteboard.
Each group can be given group-specific assignments or
activities.
Instructors can associate groups with any course content and
create separate discussion environments for small groups. Groups
can be open to all or only a select set of students. Instructors
can create groups manually or ANGEL's random team generator can
guide instructors through the team creation process and can create
teams based on instructor-defined criteria.
|
Instructors can assign students
to groups.
Students can self-select
groups.
Each group can have its own
discussion forum.
Each group can be given
group-specific assignments or activities.
Groups may be private or instructors can monitor groups.
|
Instructors can assign students
to groups.
Each group can have its own
discussion forum.
Each group can have its own chat or whiteboard.
|
Instructors can assign students
to groups.
The system can randomly create
groups of a certain size or a set number of groups.
Students can self-select
groups.
Each group can have its own
discussion forum.
Each group can have its own
chat or whiteboard.
Each group can be given
group-specific assignments or activities.
Groups may be private or instructors can monitor groups.
Instructors can selectively release any course content or
activity to a group.
|
Community Networking
|
Students can create online
clubs, interest, and study groups at the system level.
Students from different courses can interact in
system-wide chat rooms or discussion forums.
|
|
|
Students can create online
clubs, interest, and study groups at the system level.
Students from different courses can interact in
system-wide chat rooms or discussion forums.
If allowed, students can create online clubs, interest, and
study groups. These groups can have their own catalog, templates,
discussion boards, and more.
|
|
Institutions can continue interaction after graduation with
Alumi areas of the student's personal homepage, etc.
|
Students can create online
clubs, interest, and study groups at the system level.
Students from different courses can interact in
system-wide chat rooms or discussion forums.
If allowed, students can create online clubs, interest or study
groups with access to email, calendar, announcements, discussions,
etc. The same functionality can apply to faculty, staff,
administration and alumni, allowing online meetings, discussion
and so on.
|
Students can create online
clubs, interest, and study groups at the system level.
Students from different courses can interact in
system-wide chat rooms or discussion forums.
|
|
|
Student Portfolios
|
|
|
|
Students can create a personal
home page in each course.
Students can use their personal
home page to selectively display their course work.
Students can export their personal home page.
Students can create a personal home page. Personal home pages
may include their photo, personal information, and links to
important websites. Students may create portfolios, which can be
private, shared with courses, shared with other users, or public.
Students can contribute links, documents, or template-driven
content to their portfolio, and can control the portfolio’s
look and feel. Portfolios can be exported.
|
|
Portfolios include assessment and personal portfolios as
structured by individual programs, departments, or institutions.
Portfolios can be shared with anyone given permission by the
student as well as by program faculty and administrators.
|
Students can create a personal
home page in each course.
Students can use their personal
home page to selectively display their course work.
Students can export their personal home page.
Students have a private personal folder and a public
course/team folder for displaying their work. Private personal
home pages can include a list of all discussion posts they have
submitted, their photo, personal information, links to websites,
artwork or pictures. Private folders can be made to be accessible
system wide to display student work. Students can use their
public personal home page in a course to display their work in
that course when assigned by the instructor. Students can export
their portfolio to an external email address.
|
|
Students have a home page where their blog and personal
calendar can be displayed. Custom blocks can be created to show
other information.
|
Students can create a personal
home page in each course.
Students can use their personal
home page to selectively display their course work.
Students can export their personal home page.
Students are given a private folder for content by default. A
personal profile tool is included in the product and empowers
students to choose what information to share with classmates. The
Blackboard Portfolio for CE and Vista is available at additional
cost and provides additional features for creationg of a personal
portfolio. See Blackboard website.
|
Administration Tools
|
Authentication
|
Administrators can allow guest
access to all courses.
The system can authenticate
against an external LDAP server.
The system can authenticate
using the Kerberos protocol.
The system supports Shibboleth.
The system can authenticate
against IMAP, POP3 or secure NNTP.
Administrators can set up
fail-through authentication against a secondary source (e.g. the
system's own database) in the event that the primary source (e.g.
LDAP server ) fails.
The system can support multiple organizational units and
virtual hosts within a server configuration.
|
Administrators can allow guest
access to all courses.
The system can authenticate
against an external LDAP server.
The system can authenticate
against IMAP, POP3 or secure NNTP.
Administrators can set up
fail-through authentication against a secondary source (e.g. the
system's own database) in the event that the primary source (e.g.
LDAP server ) fails.
The system can support multiple organizational units and
virtual hosts within a server configuration.
|
|
Administrators can allow guest
access to all courses.
The system can authenticate
against an external LDAP server.
The system can authenticate
using the Kerberos protocol.
The system supports Shibboleth.
The system supports the Central
Authentication Service (CAS).
Administrators can set up
fail-through authentication against a secondary source (e.g. the
system's own database) in the event that the primary source (e.g.
LDAP server ) fails.
The system can support multiple organizational units and
virtual hosts within a server configuration.
Administrators can set courses to be publicly accessible or
protect access to individual courses with a username and password.
The system can also authenticate against an external LDAP server,
Active Directory, Microsoft's .NET Passport Web Service, or using
other protocols (Kerberos, Shibboleth, and CAS have been
implemented). SIF is also compatible. User sessions can be
encrypted with SSL. Administrators can set up fail-through
authentication against multiple sources in the event that the
primary source fails. Passwords stored in the system database are
encoded.
|
Administrators can allow guest
access to all courses.
The system can authenticate
against an external LDAP server.
The system can authenticate
using the Kerberos protocol.
The system supports Shibboleth.
The system supports the Central
Authentication Service (CAS).
The system can authenticate
against IMAP, POP3 or secure NNTP.
Administrators can set up fail-through authentication
against a secondary source (e.g. the system's own database) in
the event that the primary source (e.g. LDAP server ) fails.
|
Administrators can allow guest
access to all courses.
The system can authenticate
against an external LDAP server.
The system can authenticate
using the Kerberos protocol.
The system supports Shibboleth.
The system supports the Central
Authentication Service (CAS).
The system can authenticate
against IMAP, POP3 or secure NNTP.
Administrators can set up
fail-through authentication against a secondary source (e.g. the
system's own database) in the event that the primary source (e.g.
LDAP server ) fails.
The system can support multiple organizational units and
virtual hosts within a server configuration.
|
Administrators can allow guest
access to all courses.
The system can authenticate
against an external LDAP server.
The system can authenticate
using the Kerberos protocol.
The system supports Shibboleth.
The system can authenticate
against IMAP, POP3 or secure NNTP.
Administrators can set up
fail-through authentication against a secondary source (e.g. the
system's own database) in the event that the primary source (e.g.
LDAP server ) fails.
The system can support multiple organizational units and
virtual hosts within a server configuration.
Users can log into ANGEL and access systems outside ANGEL
without leaving the ANGEL environment.
|
|
Administrators can allow guest
access to all courses.
The system can authenticate
against an external LDAP server.
The system can authenticate
using the Kerberos protocol.
The system supports Shibboleth.
The system supports the Central
Authentication Service (CAS).
The system can authenticate
against IMAP, POP3 or secure NNTP.
The system can support multiple organizational units and
virtual hosts within a server configuration.
Different users can have different authentication settings. The
Moodle Network enables different servers to join in trust
relationships to provide single sign-on between Moodle sites.
|
The system can authenticate
against an external LDAP server.
The system can authenticate
using the Kerberos protocol.
The system supports Shibboleth.
The system supports the Central
Authentication Service (CAS).
Administrators can set up
fail-through authentication against a secondary source (e.g. the
system's own database) in the event that the primary source (e.g.
LDAP server ) fails.
The system can support multiple organizational units and
virtual hosts within a server configuration.
Blackboard supports both inbound and outbound authentications
allowing rich interactions with external applications
|
Course Authorization
|
|
The system supports restricting
access based on roles and roles can also be customizedby the
service provider.
Administrators can create an
unlimited number of custom organizational units and roles with
specific access privileges to course content and tools.
Administrators can distribute
the permissions and roles across multiple institutions or
departments hosted in the server environment.
Instructors or students may be assigned different roles in
different courses.
|
|
The system supports restricting
access based on roles and roles can also be customizedby the
service provider.
Administrators can create an
unlimited number of custom organizational units and roles with
specific access privileges to course content and tools.
Administrators can distribute
the permissions and roles across multiple institutions or
departments hosted in the server environment.
Instructors or students may be assigned different roles in
different courses.
Administrators can create multiple domains, and designate
users, courses, roles, and brands to each domain. Administrators
can create an unlimited number of custom organizational units and
roles with specific access privileges to course content and tools.
Instructors or students may be assigned different roles in
different courses. Administrators and Instructors can assign
different levels of access to the system or to specific courses
based on pre-defined roles. Administrators can delegate
administration of the system to different organizational entities
within an institution or consortia. The system can access
authorization information stored in an LDAP directory.
|
The system supports restricting
access based on roles and roles can also be customizedby the
service provider.
Administrators can create an
unlimited number of custom organizational units and roles with
specific access privileges to course content and tools.
Instructors or students may be assigned different roles in
different courses.
|
The system supports restricting
access based on roles and roles can also be customizedby the
service provider.
Administrators can create an
unlimited number of custom organizational units and roles with
specific access privileges to course content and tools.
Administrators can distribute
the permissions and roles across multiple institutions or
departments hosted in the server environment.
Instructors or students may be assigned different roles in
different courses.
System is architected into nodes which allows administrators to
report on, setup, or message to specific schools, programs,
departments, terms, and users with ease.
|
|
The system supports restricting
access based on roles and roles can also be customizedby the
service provider.
Administrators can distribute
the permissions and roles across multiple institutions or
departments hosted in the server environment.
Instructors or students may be assigned different roles in
different courses.
|
The system supports restricting
access based on roles and roles can also be customizedby the
service provider.
Administrators can create an
unlimited number of custom organizational units and roles with
specific access privileges to course content and tools.
Administrators can distribute
the permissions and roles across multiple institutions or
departments hosted in the server environment.
Instructors or students may be assigned different roles in
different courses.
|
The system supports restricting
access based on roles and roles can also be customizedby the
service provider.
Administrators can create an
unlimited number of custom organizational units and roles with
specific access privileges to course content and tools.
Administrators can distribute
the permissions and roles across multiple institutions or
departments hosted in the server environment.
Instructors or students may be assigned different roles in
different courses.
|
Registration Integration
|
Instructors can add students to
their courses manually or allow students to self-register.
Administrators can batch add
students to the system using a delimited text file.
Administrators can transfer
student information bidirectionally between the system and an SIS
using delimited text files.
The software supports data
interchange with student information systems through an
event-driven API.
The software supports
integration with SCT Banner, SCT Luminis, Datatel, PeopleSoft 8
or customized integration with other SIS or portal systems.
The software is compliant with the IMS Enterprise
Specification for Student Data.
|
Instructors can add students to
their courses manually or allow students to self-register.
Administrators can batch add
students to the system using a delimited text file.
Administrators can transfer
student information bidirectionally between the system and an SIS
using IMS Enterprise Specification v1.1 XML files via web
services.
The software is compliant with the IMS Enterprise
Specification for Student Data.
|
Instructors can add students to
their courses manually or allow students to self-register.
Administrators can batch add
students to the system using a delimited text file.
Administrators can transfer student information
bidirectionally between the system and an SIS using delimited
text files.
|
Instructors can add students to
their courses manually or allow students to self-register.
Administrators can batch add
students to the system using a delimited text file.
Administrators can transfer
student information bidirectionally between the system and an SIS
using delimited text files.
The software supports data
interchange with student information systems through an
event-driven API.
The software supports
integration with SCT Banner, SCT Luminis, Datatel, PeopleSoft 8
or customized integration with other SIS or portal systems.
The software is compliant with the IMS Enterprise
Specification for Student Data.
Administrators and Instructors can batch add students to a
course using a delimited text file or students can self-register.
Administrators can batch create courses, users, and enrollments in
the system. The software supports integration with student
information systems through an event-driven API or through their
tool which is based on scheduled system extracts. Administrators
can transfer student information bi-directionally between the
system and an SIS in batch or in real time. The system supports
the use of SOAP-based data integration. Integration with Student
Information Systems is available through existing plug-ins. The
service provider will assist, as a services engagement, in
transferring student registration information between the CMS and
the institutional SIS. The software is compliant with the IMS
Enterprise specification for student data.
|
|
Instructors can add students to
their courses manually or allow students to self-register.
Administrators can batch add
students to the system using a delimited text file.
Administrators can transfer
student information bidirectionally between the system and an SIS
using delimited text files.
Administrators can transfer
student information bidirectionally between the system and an SIS
using IMS Enterprise Specification v1.1 XML files via web
services.
The software supports data
interchange with student information systems through an
event-driven API.
The software supports
integration with SCT Banner, SCT Luminis, Datatel, PeopleSoft 8
or customized integration with other SIS or portal systems.
The software is compliant with the IMS Enterprise
Specification for Student Data.
|
Instructors can add students to
their courses manually or allow students to self-register.
Administrators can batch add
students to the system using a delimited text file.
Administrators can transfer
student information bidirectionally between the system and an SIS
using delimited text files.
The software supports data
interchange with student information systems through an
event-driven API.
The software supports
integration with SCT Banner, SCT Luminis, Datatel, PeopleSoft 8
or customized integration with other SIS or portal systems.
The software is compliant with the IMS Enterprise
Specification for Student Data.
As an open, flexible system, integration is a particular
strength area of ANGEL. ANGEL provides a complete set of database
integration tools standard with the system. These tools have
successfully been applied to a wide variety of commercial and
customer specific databases and applications.
|
|
Instructors can add students to
their courses manually or allow students to self-register.
Administrators can batch add
students to the system using a delimited text file.
Administrators can transfer
student information bidirectionally between the system and an SIS
using delimited text files.
Administrators can transfer
student information bidirectionally between the system and an SIS
using IMS Enterprise Specification v1.1 XML files via web
services.
The software supports data
interchange with student information systems through an
event-driven API.
The software supports
integration with SCT Banner, SCT Luminis, Datatel, PeopleSoft 8
or customized integration with other SIS or portal systems.
The software is compliant with the IMS Enterprise
Specification for Student Data.
|
Instructors can add students to
their courses manually or allow students to self-register.
Administrators can transfer
student information bidirectionally between the system and an SIS
using IMS Enterprise Specification v1.1 XML files via web
services.
The software is compliant with the IMS Enterprise
Specification for Student Data.
Vista supports real-time integration with multiple Student
Information Systems allowing multiple institutions to run from one
Vista installation
|
Hosted Services
|
Enterprise level systems solutions for institutions seeking
optimal performance, reliability and the security of partnering
with award-winning, highly responsive technical experts. ANGEL
hosting services offers 24x7x356 comprehensive web environment
monitoring that ensures peak performance, fully redundant systems
and daily backup with offsite storage at our disaster recovery
facility. A historically stable 99.8% uptime standard is offered,
with additional options available to meet individual institution
needs. While all software maintenance and upgrades are performed
by application engineering experts, you maintain complete control
of your ANGEL instance.
|
|
|
The product provider offers a hosted system that includes
99.75% Service Level Agreements with guaranteed system
availability and performance on a network of high-performance,
fault-tolerant servers with fail-over capability including load
balancing and clustering, managed software installation, redundant
Internet connections, redundant and conditioned power, redundant
hosting platforms, 24x7x365 monitoring, 10GB – 20GB storage
space to start, managed bandwidth usage, redundant T3 connections,
daily data backups and weekly tape backups, and a secure facility
with environmental control and a modern alarm/security system.
|
The product provider offers a
hosted solution.
The product provider offers
only a hosted solution.
Hosting and support services from Commercial Affiliates.
|
As a true .asp outsource solution, every user is on the latest
version of eCollege. Customers never have to upgrade to newer
versions as all upgrades are made available to everyone
automatically.
|
Hosting services provide 24x7x365 comprehensive web environment
monitoring that ensures peak performance, fully redundant systems
and daily backup with offsite storage. A historically stable 99.8%
uptime standard is offered, with additional options available to
meet individual institution needs. ANGEL personnel perform all
maintenance and upgrades, but institution retains complete control
of teaching and learning functionality and set up.
|
|
|
The product provider offers a hosted system that includes
service level agreements with guaranteed system availability,
utilizes a network of high-performance, fault-tolerant servers, a
secure facility with environmental control, redundant and
conditioned power, a modern alarm/security system, 24x7x365
monitoring, a direct T3 connection with second redundant T3
connection, and daily offsite tape backups. Individuals can access
course and system information from any computer that has a web
browser and Internet connection.
|
Course Delivery Tools
|
Test Types
|
Multiple choice
Multiple answer
Matching
Ordering
Calculated
Fill-in the blank
Short answer
Survey questions
Essay
Questions can contain other
media elements (images, videos, audio)
Custom question types can be defined.
|
|
|
|
|
|
Multiple choice
Multiple answer
Matching
Ordering
Calculated
Fill-in the blank
Short answer
Survey questions
Essay
Questions can contain other
media elements (images, videos, audio)
Custom question types can be defined.
|
|
Multiple choice
Multiple answer
Matching
Ordering
Jumbled sentence
Calculated
Fill-in the blank
Short answer
Essay
Questions can contain other
media elements (images, videos, audio)
Custom question types can be defined.
|
|
Automated Testing Management
|
The system can randomize the
questions and answers.
Instructors can create
self-assessments.
Instructors can set a time
limit on a test.
Instructors can permit multiple
attempts.
The students are allowed to
review past attempts of a quiz.
The system supports a MathML
editor for the inclusion of mathematical formulas in both
questions and answers.
Instructors can specify whether
correct results are shown as feedback
The system supports proctored tests.
|
The system can randomize the
questions and answers.
Instructors can create
self-assessments.
Instructors can permit multiple
attempts.
The students are allowed to
review past attempts of a quiz.
The system supports a MathML
editor for the inclusion of mathematical formulas in both
questions and answers.
Instructors can specify whether correct results are shown
as feedback
|
The system can randomize the
questions and answers.
Instructors can create
self-assessments.
Instructors can set a time
limit on a test.
Instructors can permit multiple
attempts.
Instructors can specify whether correct results are shown
as feedback
|
The system can randomize the
questions and answers.
Instructors can create
self-assessments.
Instructors can set a time
limit on a test.
Instructors can permit multiple
attempts.
The students are allowed to
review past attempts of a quiz.
The system supports a MathML
editor for the inclusion of mathematical formulas in both
questions and answers.
Instructors can specify whether
correct results are shown as feedback
The system supports proctored tests.
Instructors can create different levels of feedback messages.
Instructors can import questions from existing test banks.
Instructors can set dates and times for when students must access
tests. Instructors can use passwords to restrict access to tests.
Instructors can use the MathML and WebEQ equation editors to
enable students to enter and edit mathematical notations.
Instructors can create unit-specific tests or course-level tests.
Instructors can provide personalized comments for essay/short
answer questions, and can add comments to assessment results.
Instructors can create extra-credit questions that can be scored
separately. Instructors can differentially weight tests and create
grading rules. Instructors can choose which attempt(s) to include
in the grade calculations. Instructors can override the automated
scoring and determine how to communicate test results to students.
|
The system can randomize the
questions and answers.
Instructors can create
self-assessments.
Instructors can set a time
limit on a test.
Instructors can permit multiple
attempts.
The students are allowed to
review past attempts of a quiz.
Instructors can specify whether correct results are shown
as feedback
|
The system can randomize the
questions and answers.
Instructors can create
self-assessments.
Instructors can set a time
limit on a test.
Instructors can permit multiple
attempts.
The students are allowed to
review past attempts of a quiz.
The system supports a MathML
editor for the inclusion of mathematical formulas in both
questions and answers.
Instructors can specify whether
correct results are shown as feedback
The system supports proctored tests.
|
The system can randomize the
questions and answers.
Instructors can create
self-assessments.
Instructors can set a time
limit on a test.
Instructors can permit multiple
attempts.
The students are allowed to
review past attempts of a quiz.
The system supports a MathML
editor for the inclusion of mathematical formulas in both
questions and answers.
Instructors can specify whether
correct results are shown as feedback
The system supports proctored tests.
Question Sets allow instructors to group questions and apply
different delivery rules to each group. Mastery Mode presents
questions in a self-study mode that allows students to drill
against a set of questions until they achieve the proficiency
level set by the instructor. Ability to fine-tune how students
receive review commentary. Reviews can be presented any number of
days after a user submission, after the assessment is disabled or
after a specific date. Secure Browser enables secure testing
without a dedicated lab. The browser blocks all other programs and
locks the student in the testing environment. The secure browser
can easily be provided to a remote proctor allowing distance
students to travel to a local setting for secure testing. An
additional medium security quiz option restricts mouse and
keyboard functionality by not allowing right clicking, printing,
etc.
|
|
The system can randomize the
questions and answers.
Instructors can create
self-assessments.
Instructors can set a time
limit on a test.
Instructors can permit multiple
attempts.
The students are allowed to
review past attempts of a quiz.
Instructors can specify whether
correct results are shown as feedback
The system supports Remote Quiz Protocol which allows
questions to be rendered and scored externally to the system via
standards-based web services.
The system supports latex rendering of mathematical equations.
|
The system can randomize the
questions and answers.
Instructors can create
self-assessments.
Instructors can set a time
limit on a test.
Instructors can permit multiple
attempts.
The students are allowed to
review past attempts of a quiz.
Instructors can specify whether correct results are shown
as feedback
The system supports a MathML editor for the inclusion of
mathematical formulas in questions. Test access can be restricted
by IP range. Instructors can randomize answer order for multiple
choice questions. Instructors can create questions sets and
categorize questions by difficulty and skill. Instructors can
import and export question sets, quiezzes, surveys, and
self-assessments for sharing with other courses.
|
Automated Testing Support
|
Instructors can create personal
test banks.
Instructors can create system
wide test banks.
Questions can be imported from
external test banks that support QTI.
The system provides test analysis data.
|
Instructors can create personal
test banks.
Instructors can create system
wide test banks.
The system provides test analysis data.
|
|
Instructors can create personal
test banks.
Instructors can create system
wide test banks.
Questions can be imported from
external test banks that support QTI.
The system provides test analysis data.
Instructors can create question pools, an export and import
those pools. The system provides analysis data for surveys and
test item results can be exported for analysis.
|
|
Instructors can create personal
test banks.
Questions can be imported from
external test banks that support QTI.
The system provides test analysis data.
Test analysis data includes mean, median, mode, range, SIQR,
Standard Deviation, Difficulty (P Value), as well as both exam and
question level statistics.
|
Instructors can create personal
test banks.
Instructors can create system
wide test banks.
Questions can be imported from
external test banks that support QTI.
The system provides test analysis data.
Item Analysis reports reliability, discrimination, difficulty,
frequency and distribution and mean for each assessment item to
evaluate the assessment’s ability to discriminate between
students who understand the material and those who
don’t. Assessment-at-a-Glance assessment summary displays
assessments completed, in process or not yet attempted; shows
high, low, median and mean scores for all submitted assessments;
details distribution of question types and points assigned to each
question type; and, provides a view of all assessment settings in
one place. Keyword Manager ensures the consistent use of
keywords in assessments for tagging all assessment
items. Questions Banks in ANGEL Learning Object Repositories
manage assessment item storage, organization and retrieval.
Assessment item inventory can be searched by term, keyword,
standard, objective and question difficulty or question type.
Search results can be previewed and individual questions selected
for inclusion. Questions are stored in the database only once to
preserve disk space. Updates to source question can flow
automatically to all instances of that question if those
subscribing to the question choose. Question Pool items are
selected using powerful search tools so they can be configured
with exactly the questions instructors want individual pools to
contain. Question Pools search results can be fine tuned with any
of all of these parameters: question type, question bank location,
difficulty level, keywords, associated standards, associated
objectives. Selection boxes allow removal of specific results from
the results set. Supports IMS QTI 2.1.
|
|
Instructors can create personal
test banks.
Instructors can create system
wide test banks.
The system provides test analysis data.
There are a wide range of supported question types for import,
and new question importers are easy to write.
|
Instructors can create personal
test banks.
Questions can be imported from
external test banks that support QTI.
The system provides test analysis data.
Analysis reports are created items and for tests allowing
instructors to determine where students hae the most difficulty.
If an instructor needs to fix a question, they can change the
answer to a question and then automatically regrade the entire
class or selective students as necessary on the new question.
|
Online Marking Tools
|
Instructors can choose to mark
each student on all questions or to mark each question on all
students.
Instructors can choose to
evaluate student responses anonymously.
Instructors can enable students to rate and comment on
submissions of other students.
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|
|
Instructors can choose to mark
each student on all questions or to mark each question on all
students.
Instructors can choose to
evaluate student responses anonymously.
Instructors can enable students to rate and comment on
submissions of other students.
Instructors, and teaching assistants can mark paragraph
questions, and mark and return assignments turned in through the
Assignment tool. Instructors can provide feedback on quizzes and
tests through annotations.
|
|
|
Instructors can choose to mark
each student on all questions or to mark each question on all
students.
Instructors can choose to
evaluate student responses anonymously.
Instructors can enable students to rate and comment on
submissions of other students.
|
|
|
Instructors can choose to mark
each student on all questions or to mark each question on all
students.
Instructors can choose to
evaluate student responses anonymously.
Instructors can enable students to rate and comment on
submissions of other students.
|
Online Gradebook
|
When an instructor adds an
assignment to the course, the software automatically adds it to
the gradebook.
Instructors can add grades for
offline assignments.
Instructors can add details to
the gradebook in custom columns.
Instructors can export the
scores in the gradebook to an external spreadsheet.
Instructors can create a course grading scale that can
employ either percents, letter grades, or pass/fail metrics.
|
When an instructor adds an
assignment to the course, the software automatically adds it to
the gradebook.
Instructors can add grades for
offline assignments.
Instructors can add details to
the gradebook in custom columns.
Instructors can export the scores in the gradebook to an
external spreadsheet.
|
When an instructor adds an
assignment to the course, the software automatically adds it to
the gradebook.
Instructors can add grades for
offline assignments.
Instructors can export the
scores in the gradebook to an external spreadsheet.
Instructors can create a course grading scale that can
employ either percents, letter grades, or pass/fail metrics.
|
When an instructor adds an
assignment to the course, the software automatically adds it to
the gradebook.
Instructors can add grades for
offline assignments.
Instructors can add details to
the gradebook in custom columns.
Instructors can export the
scores in the gradebook to an external spreadsheet.
Instructors can create a course grading scale that can
employ either percents, letter grades, or pass/fail metrics.
Instructors can add the grades for offline assignments to the
online gradebook. Instructors can sort and view grades in the
gradebook by assignment, by student, by category and for all
students on all assignments. Instructors can import and export a
comma-delimited version of the gradebook from/to an external
spreadsheet program. Instructors can search the gradebook to find
all students who meet a specific performance criteria, mark, or
status such as exam completion. Instructors can create a course
grading scale that can employ raw scores, percentages, letter
grades or pass/fail metrics. When an instructor adds an assessment
or assignment to the course, the software automatically adds it to
the gradebook. The gradebook supports the creation of custom
columns which can contain either grade information or other
instructor-determined details. Instructors can delegate the
responsibility for grading assignments. Instructors can manually
edit all grades. The software automatically calculates the average
grade on each assignment. Instructors can download the results of
a test across sections of a course and across semesters.
Instructors can aggregate data and perform item-level analysis of
individual survey items across the entire system.
|
|
When an instructor adds an
assignment to the course, the software automatically adds it to
the gradebook.
Instructors can add grades for
offline assignments.
Instructors can add details to
the gradebook in custom columns.
Instructors can export the
scores in the gradebook to an external spreadsheet.
Instructors can create a course grading scale that can
employ either percents, letter grades, or pass/fail metrics.
Gradebook supports weighting and / or point based assessment.
All course tools associate with the gradebook allowing the
instructor to see only the student's work they are interested in
at the time.
|
When an instructor adds an
assignment to the course, the software automatically adds it to
the gradebook.
Instructors can add grades for
offline assignments.
Instructors can add details to
the gradebook in custom columns.
Instructors can export the
scores in the gradebook to an external spreadsheet.
Instructors can create a course grading scale that can
employ either percents, letter grades, or pass/fail metrics.
Gradebook Setup Wizard configures the gradebook. Batch grade
allows the grader to enter the same grade for multiple students
with just a click. Link a single grading column to several content
items, e.g., give different teams different quizzes; every quiz is
in the same gradebook column. Categories for assignments, e.g.,
quizzes, homework, dissection, with unlimited category
configurations. Edit multiple categories or assignments at once.
Auto-calculate category weights. The gradebook sums the number of
possible points for each assignment. That number becomes the
category weight. Make a change and weights dynamically
recalculate. Weights are supported independent of actual points
for a category. Override any grade for any user on any assignment.
Lock grades by assignment to manage exceptions. Flag a category as
extra credit. When viewing grades, users are paginated and
“frozen” while the pane to the right of the students
is scrollable. Easily switch to viewing a particular category or
just averages. Switch between viewing percentages, scores or
chosen default for all items on the screen. Grade with points or
percentages. Enter whichever you prefer. ANGEL calculates the
other. Printer friendly format.
|
When an instructor adds an
assignment to the course, the software automatically adds it to
the gradebook.
Instructors can add grades for
offline assignments.
Instructors can add details to
the gradebook in custom columns.
Instructors can export the
scores in the gradebook to an external spreadsheet.
Instructors can create a course grading scale that can
employ either percents, letter grades, or pass/fail metrics.
|
When an instructor adds an
assignment to the course, the software automatically adds it to
the gradebook.
Instructors can add grades for
offline assignments.
Instructors can export the
scores in the gradebook to an external spreadsheet.
Instructors can create a course grading scale that can
employ either percents, letter grades, or pass/fail metrics.
Instructors can add detailed comments to manually graded items
in the Assignment module, Lesson module, and Quiz module.
|
When an instructor adds an
assignment to the course, the software automatically adds it to
the gradebook.
Instructors can add grades for
offline assignments.
Instructors can add details to
the gradebook in custom columns.
Instructors can export the
scores in the gradebook to an external spreadsheet.
Instructors can create a course grading scale that can
employ either percents, letter grades, or pass/fail metrics.
Gradeable assignments, discussions and assessments are
automatically added to the gradebook when added to a course. Name
columns are frozen on left when scrolling grade book. Instructors
can import gradebook columns and data from spreadsheet.
Instructors can create grading form (rubric) columns in the grade
book and evaluate cumulative performance within that grading form.
This allows instructors to see more just students did well or
poorly on an assignment
|
Course Management
|
Instructors can selectively
release assignments, assessments, and announcements based on
specific start and stop dates.
Instructors can release
materials based on a single criteria (date, grade, etc.) or
instructors can use Boolean expressions to identify multiple
selective release criteria.
Instructors can set up specific
course content that is released on a specific date and must be
completed by students before they continue with the course.
Instructors can link
discussions to specific dates or course events.
Instructors can personalize
access to specific course materials based on group membership.
Instructors can personalize
access to specific course materials based on previous course
activity.
Instructors can personalize access to specific course
materials based on student performance.
ANGEL's uniue AGENT technology offers simple ways to identify
at-risk learners, view student performance or create custom
learning paths with maximum flexibility and
personalization.Instructors can selectively release materials,
assessments, announcements, and emails based on previous course
activity or specific start and end dates. Instructors can
personalize access to specific course materials and assessments,
based on access rights, group membership, previous course
activity, or student performance and/or specific start and end
dates or other criteria. Instructors can set up specific course
content that is released on a specific date and that students must
complete before they continue with course. Instructors can link
discussions to specific dates or course events. Instructors can
design courses for instructor facilitated learning or system
managed self-study.
|
Instructors can selectively
release assignments, assessments, and announcements based on
specific start and stop dates.
Instructors can release
materials based on a single criteria (date, grade, etc.) or
instructors can use Boolean expressions to identify multiple
selective release criteria.
Instructors can set up specific
course content that is released on a specific date and must be
completed by students before they continue with the course.
Instructors can link
discussions to specific dates or course events.
Instructors can personalize access to specific course
materials based on group membership.
|
Instructors can selectively
release assignments, assessments, and announcements based on
specific start and stop dates.
Instructors can personalize access to specific course
materials based on group membership.
|
Instructors can selectively
release assignments, assessments, and announcements based on
specific start and stop dates.
Instructors can release
materials based on a single criteria (date, grade, etc.) or
instructors can use Boolean expressions to identify multiple
selective release criteria.
Instructors can set up specific
course content that is released on a specific date and must be
completed by students before they continue with the course.
Instructors can link
discussions to specific dates or course events.
Instructors can personalize
access to specific course materials based on group membership.
Instructors can personalize
access to specific course materials based on previous course
activity.
Instructors can personalize access to specific course
materials based on student performance.
Instructors can selectively release assessments, announcements
and other materials based on previous course activity, previous
grade, or specific start and end dates. Instructors can specify
start and stop dates for the entire course or for specific
materials.
|
|
Instructors can selectively
release assignments, assessments, and announcements based on
specific start and stop dates.
Instructors can link
discussions to specific dates or course events.
Instructors can personalize access to specific course
materials based on group membership.
|
Instructors can selectively
release assignments, assessments, and announcements based on
specific start and stop dates.
Instructors can release
materials based on a single criteria (date, grade, etc.) or
instructors can use Boolean expressions to identify multiple
selective release criteria.
Instructors can set up specific
course content that is released on a specific date and must be
completed by students before they continue with the course.
Instructors can link
discussions to specific dates or course events.
Instructors can personalize
access to specific course materials based on group membership.
Instructors can personalize
access to specific course materials based on previous course
activity.
Instructors can personalize access to specific course
materials based on student performance.
ANGEL Agent Technology enables faculty to predefine acceptable
student performance levels and monitors student performance and
course activity and executes faculty-defined actions on a
scheduled or event-driven basis. Actions that occur in response to
student behavior include sending a personalized email, releasing
content based on performance, notifying advisors or mentors.
Features granularity allows the instructor to monitor a class, a
group within a class or individual students. Learning Outcomes
Management tools enable instructors to map any course content or
assessment item to state, accrediting body or professional
certification standards or institution, department or instructor
objectives. Institutions administer standards for all faculty to
use. Instructors map content and assessments using powerful browse
and searching tools. Mapping progress reports show which content
items and assessments are mapped to each standard and identify
gaps in coverage. Scheduled or ad hoc reports show student
progress against standards/objectives.Date Manager helps
instructors prepare to teach their courses in a new semester. The
manager displays every lesson item in a course and all dates
associated with that item in a single tabular view. A calendar
pop-up shows an active lesson item and two months of dates with
dates the class meets highlighted. Instructors select a date and
select the appropriate scheduling buttons: visible or hidden,
assigned or due; enabled or disabled.
|
Instructors can selectively
release assignments, assessments, and announcements based on
specific start and stop dates.
Instructors can set up specific
course content that is released on a specific date and must be
completed by students before they continue with the course.
Instructors can link
discussions to specific dates or course events.
Instructors can personalize access to specific course
materials based on group membership.
|
|
Instructors can selectively
release assignments, assessments, and announcements based on
specific start and stop dates.
Instructors can release
materials based on a single criteria (date, grade, etc.) or
instructors can use Boolean expressions to identify multiple
selective release criteria.
Instructors can set up specific
course content that is released on a specific date and must be
completed by students before they continue with the course.
Instructors can link
discussions to specific dates or course events.
Instructors can personalize
access to specific course materials based on group membership.
Instructors can personalize
access to specific course materials based on previous course
activity.
Instructors can personalize access to specific course
materials based on student performance.
Program and institutional goals may be specified using the
"Goals" tool and tied to particular activities in the
course.
|
Student Tracking
|
Instructors can track the
frequency and duration of student access to individual course
components.
Instructors can get reports
showing the time and date and frequency students as an aggregated
group accessed course content.
Instructors can get reports
showing the number of times, time, date, frequency and IP address
of each student who accessed course content, discussion forums,
course assessments, and assignments.
Instructors can review the
navigation record of each student.
Usage statistics can be aggregated across courses or
across the institution.
|
Instructors can track the
frequency and duration of student access to individual course
components.
Instructors can get reports
showing the time and date and frequency students as an aggregated
group accessed course content.
Instructors can get reports
showing the number of times, time, date, frequency and IP address
of each student who accessed course content, discussion forums,
course assessments, and assignments.
Usage statistics can be aggregated across courses or
across the institution.
|
Instructors can track the
frequency and duration of student access to individual course
components.
Instructors can get reports
showing the time and date and frequency students as an aggregated
group accessed course content.
Instructors can get reports showing the number of times,
time, date, frequency and IP address of each student who accessed
course content, discussion forums, course assessments, and
assignments.
|
Instructors can track the
frequency and duration of student access to individual course
components.
Instructors can get reports
showing the time and date and frequency students as an aggregated
group accessed course content.
Instructors can get reports showing the number of times,
time, date, frequency and IP address of each student who accessed
course content, discussion forums, course assessments, and
assignments.
The Performance Dashboard contains at-a-glance statistics about
student access, grades, and Discussion Boar participation. The
Early Warning System allows instructors to set rules for
acceptable performance, and track students based on those rules.
Students who appear to be at risk can be notified within the
system, and notifications are tracke. Instructors can get reports
showing the number of times and date on which each student
accessed course content, discussion forums and assignments.
Instructors can set a flag on individual course components to
track the frequency with which students access those components.
|
Instructors can track the
frequency and duration of student access to individual course
components.
Instructors can get reports
showing the time and date and frequency students as an aggregated
group accessed course content.
Instructors can get reports
showing the number of times, time, date, frequency and IP address
of each student who accessed course content, discussion forums,
course assessments, and assignments.
Usage statistics can be aggregated across courses or
across the institution.
|
Instructors can track the
frequency and duration of student access to individual course
components.
Instructors can get reports
showing the time and date and frequency students as an aggregated
group accessed course content.
Usage statistics can be aggregated across courses or
across the institution.
|
Instructors can track the
frequency and duration of student access to individual course
components.
Instructors can get reports
showing the time and date and frequency students as an aggregated
group accessed course content.
Instructors can get reports
showing the number of times, time, date, frequency and IP address
of each student who accessed course content, discussion forums,
course assessments, and assignments.
Instructors can review the
navigation record of each student.
Usage statistics can be aggregated across courses or
across the institution.
Activity-at-a-Glance statistics presented at login report
student logons, mail messages, discussion posts, grades and so on.
Instructors click on any graph for more detail. Unified
reporting engine distills and delivers extensive course
information in one central console. Configure, customize, display
and share course reports via a single, easy-to-learn console.
Monitor performance and patterns of activity in real-time. Easily
pinpoint at-risk behavior. Intervene proactively. Securely share
learner performance reports with parents, mentors and other
stakeholders.
|
|
Instructors can track the
frequency and duration of student access to individual course
components.
Instructors can get reports
showing the number of times, time, date, frequency and IP address
of each student who accessed course content, discussion forums,
course assessments, and assignments.
Instructors can review the
navigation record of each student.
Usage statistics can be aggregated across courses or
across the institution.
|
Instructors can track the
frequency and duration of student access to individual course
components.
Instructors can get reports
showing the time and date and frequency students as an aggregated
group accessed course content.
Instructors can get reports
showing the number of times, time, date, frequency and IP address
of each student who accessed course content, discussion forums,
course assessments, and assignments.
Instructors can review the navigation record of each
student.
Instructors can export all student tracking data. Instructors
can share tracking information with students. In Vista, tracking
data can also be aggregated across departments or schools.
Administrators can extract tracking data for students and faculty
to optionally merge with other data sources and create reports
using a third party reporting tool.
|
Content Development Tools
|
Accessibility Compliance
|
The product provider
self-reports that the software complies with Section 508 of the
US Rehabilitation Act.
The product provider self-reports that the software
complies with the WAI WCAG 1.0 Level A guidelines.
|
|
The product provider
self-reports that the software complies with Section 508 of the
US Rehabilitation Act.
The product provider self-reports that the software
complies with the WAI WCAG 1.0 Level A guidelines.
|
The product provider
self-reports that the software complies with Section 508 of the
US Rehabilitation Act.
The product provider
self-reports that the software complies with the WAI WCAG 1.0
Level A guidelines.
The product provider self-reports that the software
complies with the WAI WCAG 1.0 AA guidelines.
To comply with Section 508 of the US Rehabilitation Act, the
software implements the following features: a tool for instructors
to add alt tags to uploaded images, alt tags on all system images,
data tables that are optimized for use with screen readers,
documentation to assist students and instructors in the use of the
assistive technologies the software supports, appropriately titled
framesets that describe the functionality of the frames layout,
and support for most screen reader technology including JAWS.
Developers and designers on the staff of the product provider are
trained in the use of Section 508 standards and development
techniques.
|
|
The product provider
self-reports that the software complies with Section 508 of the
US Rehabilitation Act.
The product provider self-reports that the software
complies with the WAI WCAG 1.0 Level A guidelines.
The product complies with many of the WAI WCAG 1.0 AA and AAA
guidelines are also. To help with content accessibility, the
software implements many features for course designers as well
|
The product provider
self-reports that the software complies with Section 508 of the
US Rehabilitation Act.
The product provider self-reports that the software
complies with the WAI WCAG 1.0 Level A guidelines.
Learners can create or upload personalized accessibility
profiles. Accessibility Wizard enables each user to create a
customized accessibility profile that addresses personal needs
either before or after login. All profiles are easily edited and
previewed. When the user is satisfied with profile settings,
Accessibility Wizard completes the profile template for the user.
Screen reader optimization settings include selecting preferred
speech rate, voice pitch, volume and more. Supports ACCLIP.
Students or faculty who have defined accessibility needs in other
systems can import them directly into their ANGEL profile. ANGEL
administrators can create default public accessibility profiles
for screen readers and for visually impaired and color deficient
users to provide accessible experiences in accordance with
institutional policies.
|
|
The product provider
self-reports that the software complies with Section 508 of the
US Rehabilitation Act.
The product provider
self-reports that the software complies with the WAI WCAG 1.0
Level A guidelines.
The product provider
self-reports that the software complies with the WAI WCAG 1.0 AA
guidelines.
The product provider self-reports that the software
complies with the WAI WCAG 1.0 AAA guidelines.
|
The product complies with many of the WAI WCAG 1.0 AA and AAA
guidelines are also. To help with content accessibility, the
software implements many features for course designers as well.
Blackboard is actively involved with universities around the world
to use a functional approach and not just a “code-based”
approach to achieving accessible courses for all users of online
learning.
|
Content Sharing/Reuse
|
Instructors can share content
with other instructors and students through a central learning
objects repository.
The repository can be
system-wide or for individual organizational units.
The repository supports IEEE LOM and metadata application
profiles such as, Dublin Core, Cancore, and custom profiles.
|
Instructors can share content
with other instructors and students through a central learning
objects repository.
The repository can be
system-wide or for individual organizational units.
The repository supports IEEE LOM and metadata application
profiles such as, Dublin Core, Cancore, and custom profiles.
|
|
Instructors can share content
with other instructors and students through a central learning
objects repository.
The repository can be
system-wide or for individual organizational units.
Tools are available to enable
version tracking and linking to specific versions as well as the
creation and management of workflows for collaborative content
creation and review.
The repository supports IEEE LOM and metadata application
profiles such as, Dublin Core, Cancore, and custom profiles.
The system supports sharing content across course and
institution boundaries. The system provides a central content
repository where course content files can be stored and accessed
by other instructors. Instructors can designate their files to be
private or publicly accessible. Content files can also be shared
with specific groups or users as well as individuals outside of
the system. Instructors can create links to content files in the
central content repository so that changes made to the linked
content are automatically displayed in their courses. Tools are
available to enable version tracking and linking to specific
versions as well as the creation and management of workflows for
collaborative content creation and review. Instructors can
describe course content using metadata. The repository supports
IMS, Dublin Core, and custom tagging standards.
|
|
Instructors can share content
with other instructors and students through a central learning
objects repository.
The repository can be
system-wide or for individual organizational units.
Tools are available to enable
version tracking and linking to specific versions as well as the
creation and management of workflows for collaborative content
creation and review.
The repository supports IEEE
LOM and metadata application profiles such as, Dublin Core,
Cancore, and custom profiles.
For any content in the repository, users can view reports
displaying every course in the system that is currently using the
selected item.
Content Manager added to the base system allows content sharing
across courses and programs.
|
Instructors can share content
with other instructors and students through a central learning
objects repository.
The repository can be
system-wide or for individual organizational units.
The repository supports IEEE LOM and metadata application
profiles such as, Dublin Core, Cancore, and custom profiles.
Includes unlimited, fully integrated, standards-based Learning
Object Repositories that enable storage, tagging, searching,
sharing, linking, reuse and management of learning objects. Share
and reuse learning objects across courses, sections, departments,
schools, campuses, institutions. Ability to link to content in a
learning object repository. Content updated in the repository is
updated wherever it occurs. Browse and search and create and edit
capabilities. Flexible permissions for easy access control. Search
the MERLOT (Multimedia Education Resource for Learning and Online
Teaching) learning objects database and link to appropriate
objects without leaving the ANGEL environment. Assessment
content sharing through Question Banks and Question Pools. See
Automated Testing Support.
|
|
Instructors can make complete copies of entire courses and/or
individual items in courses, and share them with other instructors
or load them into one of the eCMS systems with a Moodle
integration (Hive, Odalis, etc.)
|
Instructors can share content
with other instructors and students through a central learning
objects repository.
The repository can be
system-wide or for individual organizational units.
For any content in the repository, users can view reports
displaying every course in the system that is currently using the
selected item.
Content may be uploaded through WebDAV.
|
Course Templates
|
The software provides support
for template-based course creation.
The system provides course
design wizards that provide step-by-step guides that take faculty
and course designers through the completion of common course
tasks, such as setting up the course homepage, syllabus,
organizer pages, content modules, discussion.
Course content may be uploaded
through WebDAV.
Course templates may contain
selective release criteria and custom gradebook columns that
persist with each new course instance.
The system allows administrators to use an existing course
or a pre-defined template as a basis for a new course.
|
The software provides support
for template-based course creation.
The system provides course
design wizards that provide step-by-step guides that take faculty
and course designers through the completion of common course
tasks, such as setting up the course homepage, syllabus,
organizer pages, content modules, discussion.
The system allows administrators to use an existing course
or a pre-defined template as a basis for a new course.
|
|
The software provides support
for template-based course creation.
The system provides course
design wizards that provide step-by-step guides that take faculty
and course designers through the completion of common course
tasks, such as setting up the course homepage, syllabus,
organizer pages, content modules, discussion.
Course content may be uploaded
through WebDAV.
The system allows administrators to use an existing course
or a pre-defined template as a basis for a new course.
Instructors can use templates to create course content. Content
can be uploaded through WebDAV or a form.The templates include a
rich text content editor. Instructors can categorize course
content as announcements, calendar entries, course units,
discussion forums, handouts, instructor biography, lecture notes,
links, syllabus and course descriptions, tips, FAQs and resources.
Instructors can create new content templates. A Course Creation
Wizard enables instructors to easily set up a course using
templates.
|
|
The software provides support
for template-based course creation.
The system provides course
design wizards that provide step-by-step guides that take faculty
and course designers through the completion of common course
tasks, such as setting up the course homepage, syllabus,
organizer pages, content modules, discussion.
Course content may be uploaded
through WebDAV.
The system allows administrators to use an existing course
or a pre-defined template as a basis for a new course.
eCollege has an Academic Services team in-house to help with
Instructional Design, Course Development, Training, etc.
|
The software provides support
for template-based course creation.
The system provides course
design wizards that provide step-by-step guides that take faculty
and course designers through the completion of common course
tasks, such as setting up the course homepage, syllabus,
organizer pages, content modules, discussion.
Course content may be uploaded
through WebDAV.
Course templates may contain
selective release criteria and custom gradebook columns that
persist with each new course instance.
The system allows administrators to use an existing course
or a pre-defined template as a basis for a new course.
Create and publish content templates complete with directions
and the ability to personalize course content. Ability to design
content wizards – embedding consistent pedagogy into the
wizard steps.
|
The system provides course design wizards that provide
step-by-step guides that take faculty and course designers
through the completion of common course tasks, such as setting up
the course homepage, syllabus, organizer pages, content modules,
discussion.
|
The software provides support
for template-based course creation.
Course content may be uploaded
through WebDAV.
The system allows administrators to use an existing course
or a pre-defined template as a basis for a new course.
|
The software provides support
for template-based course creation.
Course content may be uploaded
through WebDAV.
Course templates may contain
selective release criteria and custom gradebook columns that
persist with each new course instance.
The system allows administrators to use an existing course
or a pre-defined template as a basis for a new course.
Vista course templates are parallel to the course delivery
environment and allows instructors and instructional designers to
work in an environment unavailable to students. Templates may
contain look and feel settings, course frameworks, or entire
course curricula. Institutions can create one or more base
templates which can be used as a starting point for creation of
templates for specific courses with a particular pedagogical style
and/or look and feel, thus providing choice, while increasing
standardization. Course templates may be copied (as new) to
provide a starting point for another template or version of the
same template. Instructors can work on a template for the next
term while delivering courses based on this term. Instructors or
administrators may copy sections to a template, thus ensuring
instructors that the work they have done in one term may be
carried forward as a template for sections in subsequent terms
quickly and easily without affecting the original in any way.
Administrators and instructors can organize learning objects into
reusable learning sequences.
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Customized Look and Feel
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The system provides default
course look and feel templates.
Instructors can change the
navigation icons and color schemes for a course.
Instructors can change the
order and name of menu items for a course.
Institutions can create their
own look and feel templates across the entire system, including
their own institutional logos, headers, and footers.
The system can support multiple institutions, departments,
schools or other organizational units on a single installation
where each unit can apply its own look and feel templates as well
as institutional images, headers and footers.
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The system provides default
course look and feel templates.
Instructors can change the
navigation icons and color schemes for a course.
Instructors can change the
order and name of menu items for a course.
Institutions can create their
own look and feel templates across the entire system, including
their own institutional logos, headers, and footers.
The system can support multiple institutions, departments,
schools or other organizational units on a single installation
where each unit can apply its own look and feel templates as well
as institutional images, headers and footers.
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The system provides default
course look and feel templates.
Instructors can change the
navigation icons and color schemes for a course.
Instructors can change the
order and name of menu items for a course.
Institutions can create their
own look and feel templates across the entire system, including
their own institutional logos, headers, and footers.
The system can support multiple institutions, departments,
schools or other organizational units on a single installation
where each unit can apply its own look and feel templates as well
as institutional images, headers and footers.
|
The system provides default
course look and feel templates.
Instructors can change the
navigation icons and color schemes for a course.
Instructors can change the
order and name of menu items for a course.
Institutions can create their
own look and feel templates across the entire system, including
their own institutional logos, headers, and footers.
The system can support multiple institutions, departments,
schools or other organizational units on a single installation
where each unit can apply its own look and feel templates as well
as institutional images, headers and footers.
Institutions can apply their own institutional images, headers
and footers across all courses. Instructors can change the
navigation icons and color schemes and the order, name, and
function of menu items for a course. Through domains, a system can
support multiple institutions, departments or schools on a single
installation, including images, headers and footers as well as
courses, users, and roles.
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Institutions can create their own look and feel templates
across the entire system, including their own institutional
logos, headers, and footers.
|
The system provides default
course look and feel templates.
Instructors can change the
navigation icons and color schemes for a course.
Instructors can change the
order and name of menu items for a course.
Institutions can create their
own look and feel templates across the entire system, including
their own institutional logos, headers, and footers.
The system can support multiple institutions, departments,
schools or other organizational units on a single installation
where each unit can apply its own look and feel templates as well
as institutional images, headers and footers.
Look and feel elements and rights are determined by the
institution at setup.
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The system provides default
course look and feel templates.
Instructors can change the
navigation icons and color schemes for a course.
Instructors can change the
order and name of menu items for a course.
Institutions can create their
own look and feel templates across the entire system, including
their own institutional logos, headers, and footers.
The system can support multiple institutions, departments,
schools or other organizational units on a single installation
where each unit can apply its own look and feel templates as well
as institutional images, headers and footers.
The user has the ability to change the “look and feel”
of their homepage by selecting/editing one of more than 30
predefined themes, or the user can create a new theme. When a user
logs into ANGEL, the user is presented with a homepage From this
page, the user can access an extensive set of tools that assist
the user with their work. The user can customize their homepage to
include those items of interest (e.g., courses, groups, email,
etc.). Even within an item, for example, courses, the user can
identify which courses they wish to display and always have the
ability to unhide those courses that were not selected. ANGEL
allows the instructor to develop content and present the resulting
material according to his/her individual pedagogical style. Course
themes provide the ability to customize the look and feel of the
course, course tab’s can be renamed, and an optional welcome
page is also available. The instructor has many alternatives for
course content including: folders, web pages, uploaded files,
threaded discussion boards, hyperlinks, quizzes, surveys, and drop
boxes.
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The system provides default
course look and feel templates.
Instructors can change the
navigation icons and color schemes for a course.
Instructors can change the
order and name of menu items for a course.
Institutions can create their
own look and feel templates across the entire system, including
their own institutional logos, headers, and footers.
The system can support multiple institutions, departments,
schools or other organizational units on a single installation
where each unit can apply its own look and feel templates as well
as institutional images, headers and footers.
|
The system provides default
course look and feel templates.
Instructors can change the
navigation icons and color schemes for a course.
Instructors can change the
order and name of menu items for a course.
Institutions can create their
own look and feel templates across the entire system, including
their own institutional logos, headers, and footers.
The system can support multiple institutions, departments,
schools or other organizational units on a single installation
where each unit can apply its own look and feel templates as well
as institutional images, headers and footers.
|
The system provides default
course look and feel templates.
Instructors can change the
navigation icons and color schemes for a course.
Instructors can change the
order and name of menu items for a course.
Institutions can create their
own look and feel templates across the entire system, including
their own institutional logos, headers, and footers.
The system can support multiple institutions, departments,
schools or other organizational units on a single installation
where each unit can apply its own look and feel templates as well
as institutional images, headers and footers.
|
Instructional Design Tools
|
Instructors can organize
learning objects, course tools, and content into learning
sequences that are reusable.
Instructors can create linear
learning sequences organized hierarchically by course, lesson,
and topic.
Instructors can reuse courses as templates for future
lessons.
|
Instructors can organize
learning objects, course tools, and content into learning
sequences that are reusable.
Instructors can create linear
learning sequences organized hierarchically by course, lesson,
and topic.
Instructors can reuse courses as templates for future
lessons.
|
|
Instructors can organize
learning objects, course tools, and content into learning
sequences that are reusable.
Instructors can create linear
learning sequences organized hierarchically by course, lesson,
and topic.
Instructors can reuse courses as templates for future
lessons.
Instructors can create both linear and nonlinear learning
sequences using a content library. Instructors can access
information and tips and tutorials on instructional design and on
creating a collaborative learning environment. Instructors can
create relationships between assignments and required resources
which can then serve as templates for future lessons. The product
provider also offers instructional design services for a fee to
help instructors create their courses.
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Instructors can organize
learning objects, course tools, and content into learning
sequences that are reusable.
Instructors can create linear
learning sequences organized hierarchically by course, lesson,
and topic.
Instructors can reuse courses as templates for future
lessons.
|
Instructors can organize
learning objects, course tools, and content into learning
sequences that are reusable.
Instructors can create linear
learning sequences organized hierarchically by course, lesson,
and topic.
Instructors can reuse courses as templates for future
lessons.
Master Courses to ensure consistent pedagogy, instructional
integrity and course look and feel across all sections of large
enrollment courses. Individual course sections refer to the
content in the ANGEL Master Course. A designated lead instructor
has permission to edit Master Course content. Changes made to
Master Course content apply to all course sections. Flexible
permissions give alternate instructors such as course section
teaching assistants rights to supplement Master Course content
with unique files, assessments and other learning objects to
enable individualized instruction.
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|
Instructors can organize
learning objects, course tools, and content into learning
sequences that are reusable.
Instructors can create linear
learning sequences organized hierarchically by course, lesson,
and topic.
Instructors can reuse courses as templates for future
lessons.
|
Instructors can organize
learning objects, course tools, and content into learning
sequences that are reusable.
Instructors can create linear
learning sequences organized hierarchically by course, lesson,
and topic.
Instructors can reuse courses as templates for future
lessons.
All items can be conditionally released to provide appropriate
progression or remediation as needed, based on time, grade book
criteria, group membership and user ID
|
Instructional Standards Compliance
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The software has been issued a certificate of compliance with
SCORM 1.2 level LMS-RTE3. The software has been self tested to
support SCORM 2004 (aka SCORM 1.3) and is undergoing independent
SCORM 2004 certification. The system supports the following
standards: IMS Metadata vocabulary v1.2.1, IMS Content Packaging
1.1.2, IMS Enterprise Specification 1.01. The system includes
tools to facilitate the migration of course content between
different versions of the software.
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A standards leader, ANGEL Learning recognizes that our learning
management suite is just one part of a complex network of systems
that must integrate seamlessly. Our standards-based approach
drives development of ANGEL LMS as an open system and simplifies
integrations. As an IMS GLC contributing member, ANGEL Learning
actively participates in standards creation and management. In
addition to the standards marked on the checklist, ANGEL supports
the IMS Common Cartridge format, IMS QTI 2.1, IMS TI – Tools
Interoperability, IMS ACCLIP – Accessibility for Learning
Information Packages. The software has been self-tested to support
SCORM 2004 (SCORM 1.3) and is committed to supporting the SCORM
specification.
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Hardware/Software
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Client Browser Required
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ANGEL® is designed to support the widest variety of
client-side operating systems and client-side browsers through its
limited use of client-side technologies. While ANGEL products
generally function well in many browsers, the following are
formally supported and tested:
*With PCs running Windows
OS: Internet Explorer, Firefox and Mozilla With Macs running
OS X: Firefox and Mozilla Testing is performed on the latest
generally available versions for the above platforms and browsers
with each General Release of ANGEL products, ensuring full support
at that time. As a new browser version is made available, testing
is performed to ensure that ANGEL is fully functional in the new
browser. Any issues identified with a new release of a browser
will be resolved within 90 days of the new browser version's
general availability date. Any identified fixes will be
implemented and released via ANGEL Monthly Updates.If issues are
identified with other ANGEL Learning products (ie - ePortfolio),
those will be resolved with the next scheduled update package for
the product.
Note: Full functional testing is done on
generally available major versions of browsers with any
revision/minor versions released being reviewed for further
testing if known issues are identified specific to a revision
version. Also note that standard procedure for QA testers is to
keep browsers current so that general testing done by the QA team
is done on most current versions, including latest revisions. We
also make efforts to keep a prior version available for test
comparisons when needed. *Note: Some older browsers by default
do not provide support for the LiveConnect module that is required
for ANGEL LIVE functionality (introduced in LMS v7.1). This is
currently not supported with newer versions of various web
browsers on a Mac. For instance, the Firefox, Mozilla or Netscape
browsers on a Mac do not have support for the LiveConnect module.
If the user has one of these or similar web browser configurations
you should instruct them to download the LiveConnect module from
Sourgeforge.net.
Please refer to knowledgebase
article for more information
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A full browser matrix is available. Compatible browsers for
Windows 2000 include IE 6.0, Netscape 7.1 and 8.0, Firefox 1.0.
Compatible browsers for Windows XP include IE 7.0, and Netscape
7.1. Compatible browsers for Mac OS 10.2 and 10.3 include IE 5.2,
Netscape 7.1, Firefox 1.0, Safari 1.0, 1.1, 1.2 and 2.0.
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eCollege can be accessed with any browser.
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ANGEL® is designed to support the widest variety of
client-side operating systems and client-side browsers through its
limited use of client-side technologies. ANGEL products generally
function well in many browsers. The following are formally
supported and tested:
*With PCs running Windows OS:
Internet Explorer, Firefox and Mozilla With Macs running OS X:
Firefox and Mozilla Testing is performed on the latest
generally available versions for the above platforms and browsers
with each General Release of ANGEL products, ensuring full support
at that time. As a new browser version is made available, testing
is performed to ensure that ANGEL is fully functional in the new
browser. Any issues identified with a new release of a browser
will be resolved within 90 days of the new browser version's
general availability date. Any identified fixes will be
implemented and released via ANGEL Monthly Updates.If issues are
identified with other ANGEL Learning products (ie - ePortfolio),
those will be resolved with the next scheduled update package for
the product.
Note: Full functional testing is done on
generally available major versions of browsers with any
revision/minor versions released being reviewed for further
testing if known issues are identified specific to a revision
version. Also note that standard procedure for QA testers is to
keep browsers current so that general testing done by the QA team
is done on most current versions, including latest revisions. We
also make efforts to keep a prior version available for test
comparisons when needed.
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IE, Firefox, Safari-Compliant
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All major web browsers work fine.
|
Please view the full list. -
http://www.webct.com/tuneup/viewpage?name=tuneup_browser_tuneup_information#browsers
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Database Requirements
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The system supports Oracle.
The system supports MS SQL
Server.
The system supports MySQL.
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The system supports Oracle.
The system supports MS SQL
Server.
The application requires only one database and can coexist
with tables from other applications.
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The system supports Oracle.
The system supports MS SQL
Server.
The system supports MySQL.
The system supports PostGreSQL.
The application requires only one database and can coexist
with tables from other applications.
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UNIX Server
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Windows Server
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Company Details/Licensing
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Company Profile
|
ANGEL Learning, recognized innovator of enterprise e-learning
software and services, develops and markets ANGEL LMS and ANGEL
ePortfolio. Recognized as a leader in product innovation and as a
provider of exceptional customer service, ANGEL's proven, powerful
systems are recognized for their unique balance of ease of use and
powerful features that empower educators and students to readily
adopt the product and encourage deeper system use, meaningful
collaboration and sharing. ANGEL products incorporate a community
innovation model for product development, with customers
participating throughout the product design process. Known for a
core belief in product openness, ANGEL provides system
administrators and technologists access to database schema for
maximum flexibility at no additional charge.
Headquartered
in Indianapolis, Indiana, ANGEL Learning was founded in July 2000.
ANGEL Learning and ANGEL LMS evolved from research and teaching
experience at Indiana University-Purdue University Indianapolis.
The initial research system deployed in 1996 became Indiana
University's OnCourse. ANGEL LMS was created using the early
system concepts and was made more generally applicable and
maintainable with a tailorable user interface, flexible backend
database integration, and a high performance, reliable component
architecture.
Today, though ANGEL Learning has grown from a
campus-based organization of university researchers and
instructors to a profitable firm with global reach, the company
stays loyal to its academic roots. Honed by use, our products
serve millions of students and instructors from K to corporate. We
enjoy a reputation for creating products with exceptional ease of
use, excellent vision into learner progress, and for keeping our
commitments.
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http://docs.moodle.org/en/About_Moodle
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Founded in 1997, Blackboard is a public company (NasdaqNM:BBBB)
that has over the years acquired CourseInfo, Web-Course-in-a-Box,
Prometheus, and WebCT course management systems. The Company's
product line consists of the Blackboard Academic Suite (including
the Blackboard Learning System, Blackboard Community System, and
Blackboard Content System) and the Blackboard Commerce Suite.
Blackboard is headquartered in Washington, D.C.
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eCollege, a true .asp provider of eLearning since 1996,
provides a comprehensive outsource solution to support the growth
of online distance programs for K-12, colleges, and universities.
As the only provider with all of the hardware, software and
support services under one roof, eCollege offers single-point
accountability to assure programs provide a high-quality
experience for students, which translates into strong program
retention and enrollment growth for the institution.
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Headquartered in Indianapolis, Indiana, ANGEL Learning was
founded in July 2000. ANGEL Learning and ANGEL LMS evolved from
research and teaching experience at Indiana University-Purdue
University Indianapolis. ANGEL LMS was created using early system
concepts and was made more generally applicable and maintainable
with a tailorable user interface, flexible backend database
integration, and a high performance, reliable component
architecture.
Today, though ANGEL Learning has grown from a
campus-based organization of university researchers and
instructors to a profitable firm with global reach, the company
stays loyal to its academic roots. Our flagship products are the
ANGEL Learning Management Suite and the ANGEL ePortfolio system.
Our products have been honed by use – with millions of
students and instructors served from K to corporate. We enjoy a
reputation for creating products with exceptional ease of use,
excellent vision into learner progress and for keeping our
commitments.
ANGEL LMS received the 2006 Software &
Information Industry Association CODiE award for Best
Postsecondary Course Management Solution. Educators ranked ANGEL
first in customer satisfaction in the IMS GLC Learn-Sat awards.
Having emerged from the academy ourselves, our core values reflect
those of our customers well.
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Faria Systems Inc. was formed by three alumni of the University
of Pennsylvania from the School of Arts and Sciences and the
Wharton School of Business. We are based in Philadelphia, PA. Our
mission is to provide technology infrastructure to support the
global community of IB (International Baccalaureate) schools.
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Blackboard Inc. (NASDAQ: BBBB) is a leading provider of
enterprise software applications and related services to the
education industry. Founded in 1997, Blackboard enables
educational innovations everywhere by connecting people and
technology. Millions of people use Blackboard everyday at academic
institutions around the globe, including colleges, universities,
K-12 schools and other education providers, as well as textbook
publishers and student-focused merchants that serve education
providers and their students. Blackboard is headquartered in
Washington, D.C., with offices in North America, Europe, Australia
and Asia.
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Costs / Licensing
|
Contact ANGEL Learning for cost and license information.
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The annual license fee is based on FTE students in an
institution (or school within an institution) or consortium. In
some markets, the annual license fee is determined on a per-user
basis.
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eCollege cost is based on a student technology fee - per
student / per course. Institutions pay only for what they use with
no licensing fee. As well, the more the instituion grows,
typically the more the individual student cost goes down.
eCollege's success is based on the institution's success.
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The standard ANGEL license is based on the number of user
accounts required by an institution. A user account is a unique
username that is marked as active in the database. A single user
may be enrolled in more than one course or group and still counts
as one user. The annual license fee includes the right to use, the
upgrades during the term, and support for the ANGEL
administrator(s). It permits use of the system in production and
on staging or development servers.
When comparing
licensing models, it is important to understand that ANGEL
includes essential capabilities. Specifically, the APIs, published
database schema, integration tools, content management module,
learning object repository, the portal environment and Learning
Outcomes Management functionality are all included in ANGEL.
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Annually at a cost of US$7,188
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The annual license fee is based on FTE students in an
institution or consortium. Optional annual licenses, with three
year terms are available.
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Open Source
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Optional Extras
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Also available from ANGEL Learning: ANGEL ePortfolio, ANGEL
Hosting Services, ANGEL End User Help Desk, ANGEL Consulting
Services.
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Digital Portfolio, Plagiarism Detection, Assessment Center
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The Blackboard Academic Suite is a tightly integrate set of
products encompassing Course Management, Content Management and
community building through a Portal server. Underlying the
technology is the Blackboard Building Blocks architecture, a set
of standards-based, open APIs. The APIs are available for free as
part of the Blackboard Software Developers Kit (SDK). Using the
Blackboard Building Blocks APIs developers can integrate
applications, tools and services – called Building Blocks,
to customize and enhance the Blackboard software. Clients can
search for and download nearly 200 Building Blocks (commercial,
free and open source) from the online catalog. Blackboard
Academic Suite is fully internationalized and is available in 8
languages including language packs for English, Spanish, Italian,
French, Simplified Chinese Japanese, Portuguese and German. A
language pack editor enables clients to create their own language
packs or edit existing languages and share them with their
peers.
Blackboard offers a range of professional services
to help clients reach their e-Learning goals by providing services
for strategic planning, implementation and customization,
training, ASP and 24x7 support.
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Program Intelligence Manager - allows for "data-mining"
to assess and correlate activity, grades, etc. Portfolios - allows
student and / or institutions to "showcase" work for
accreditation, assessment, or potential employment opportunities.
ExamGuard - integrates with Questionmark's product to "lock
down" browsers during system exams. Content Manager - allows
instructors or groups to hold content in a central repository for
easy updating and sharing of content.
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Additional ANGEL Products: ANGEL ePortfolio.
ANGEL
offers a full range of services to support ANGEL adoptions: End
User Help Desk, Education & Training, Technical Support,
Implementation and Technical Consulting and Application Hosting
Services.
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The M stands for Modular, new teaching and learning tools can
be created and freely shared by using the modular API to extend
the program's capabilities.
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The Blackboard Portfolio is available as an addon to Vista. In
addition, many optional PowerLinks are available from software
vendors or customers who have created them.
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