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Permalink Reply by chris macrae on August 3, 2013 at 11:33am

http://en.wikipedia.org/wiki/Moodle

Moodle (acronym for Modular Object-Oriented Dynamic Learning Environment) is a free software e-learning platform, also known as a Learning Management System, or Virtual Learning Environment (VLE). As of June 2013 it had a user base of 83,008 registered and verified sites, serving 70,696,570 users in 7.5+ million courses with 1.2+ million teachers.[3]
Moodle was originally developed by Martin Dougiamas to help educators create online courses with a focus on interaction and collaborative construction of content, and is in continual evolution. The first version of Moodle was released on 20 August 2002.
The Moodle project comprises several distinct but related elements, namely
the software.
Moodle Pty Ltd (also known as Moodle.com and Moodle Headquarters, based in Perth, Western Australia), an Australian company which performs the majority of the development of the core Moodle platform.
the Moodle Community, an open network of over one million registered users who interact through the Moodle community website to share ideas, code, information and free support. This community also includes a large number of non-core developers, with Moodle's free source license and modular design allowing any developer to create additional modules and features that has allowed Moodle to become a truly global, collaborative project in scope.
the Moodle Partner network, which forms the commercial arm of the Moodle environment and provides the bulk of the funding to Moodle Pty Ltd through the payment of royalties.
Contents [hide]
1 Features
2 Deployment
3 Interoperability
4 Background
4.1 Origins
4.2 Pedagogical approach
4.3 Origin of the name
5 Moodle statistics and market share
6 Development
6.1 Releases[1]
7 Certification
8 Moodle conferences
9 See also
10 References
11 External links
11.1 Moodle
11.2 Other
Features[edit source | editbeta]

Moodle has several features considered typical of an e-learning platform, plus some original innovations (like its filtering system).[4] Moodle is very similar to a learning management system. Moodle can be used in many types of environments such as in education, training and development, and business settings.
Some typical features of Moodle are:[5]
Assignment submission
Discussion forum
Files download
Grading
Moodle instant messages
Online calendar
Online news and announcement (College and course level)
Online quiz
Wiki
Developers can extend Moodle's modular construction by creating plugins for specific new functionality. Moodle's infrastructure supports many types of plug-ins:
activities (including word and math games)
resource types
question types (multiple choice, true and false, fill in the blank, etc.)
data field types (for the database activity)
graphical themes
authentication methods (can require username and password accessibility)
enrollment methods
content filters
Many freely available third-party Moodle plugins make use of this infrastructure.[6]
Moodle users can use PHP to write and contribute new modules. Moodle's development has been assisted by the work of open source programmers.[7] This has contributed towards its rapid development and rapid bug fixes.
By default Moodle includes the TCPDF library that allows the generation of PDF documents from pages.
Deployment[edit source | editbeta]

Users can install Moodle from source, but this requires more technical proficiency than other automated approaches such as installing from a Debian package, deploying a ready-to-use TurnKey Moodle appliance,[8] using the Bitnami installer, or using a "one-click install" service such as Installatron.[9]
Some free Moodle hosting providers allow educators to create Moodle-based online classes without installation or server knowledge. Some paid Moodle hosting providers provide value-added services like customization and content development.
Interoperability[edit source | editbeta]

Moodle runs without modification on Unix, Linux, FreeBSD, Windows, Mac OS X, NetWare and any other systems that support PHP and a database, including most webhost providers.
Data goes in a single database. Moodle version 1.6 could use MySQL or PostgreSQL. Version 1.7, released November 2006, makes full use of database abstraction so that installers can choose one from many types of database servers such as Oracle and Microsoft SQL Server.
E-learning systems can have many dimensions of interoperability. Moodle's interoperability features include:
authentication, using LDAP, Shibboleth, or various other standard methods (e.g. IMAP)
enrollment, using IMS Enterprise among other standard methods, or by direct interaction with an external database
quizzes and quiz questions, allowing import/export in a number of formats: GIFT (moodle's own format), IMS QTI, XML and XHTML (NB although export works very well, import is currently not complete). Moodle provides various types of questions - Calculated, Description, Essay, Matching, Embedded Answers, Multiple Choice, Short Answer, Numerical, Random Short-Answer Matching, True/False.
resources, using IMS Content Packaging, SCORM, AICC (CBT), LAMS
integration with other Content Management Systems such as Drupal, Joomla or Postnuke (via third-party extensions)
syndication, using RSS or Atom newsfeeds - external newsfeeds can be displayed in a course, and forums, blogs, and other features can be made available to others as newsfeeds.
Moodle also has import features for use with other specific systems, such as importing quizzes or entire courses from Blackboard or WebCT. However, these import tools are not perfect. At the time of writing (Feb 2010), Moodle will not import Blackboard courses, apparently due to changes in php code-releases. Some available utilities help convert Blackboard courses to a Moodle-friendly format.[10]
In March 2012 Blackboard acquired two companies based on Moodle's software including Baltimore-based Moodlerooms Inc. and NetSpot of Adelaide, Australia.[11] Moodlerooms Inc. is located in the same building as another online education company called StraighterLine and has close relations.
Background[edit source | editbeta]

Origins[edit source | editbeta]
Martin Dougiamas, who has graduate degrees in computer science and education, wrote the first version of Moodle. Dougiamas started a Ph.D. to examine "the use of open source software to support a social constructionist epistemology of teaching and learning within Internet-based communities of reflective inquiry." Although how exactly social constructionism makes Moodle different from other eLearning platforms is difficult to show, it has been cited as an important factor by Moodle adopters.[12][13] Other Moodle adopters, such as the Open University in the UK, have pointed out that Learning Management Systems can equally be seen as "relatively pedagogy-neutral".[14]
Pedagogical approach[edit source | editbeta]
The stated philosophy of Moodle[15] includes a constructivist and social constructionist approach to education, emphasizing that learners (and not just teachers) can contribute to the educational experience. Using these pedagogical principles, Moodle provides a flexible environment for learning communities.[16]
Origin of the name[edit source | editbeta]
The acronym Moodle stands for Modular Object-Oriented Dynamic Learning Environment. (In the early years the "M" stood for "Martin's", named after Martin Dougiamas, the original developer). As well as being an acronym, the name was chosen because of the dictionary definition of Moodle[17] and to correspond to an available domain name.[18]
"Moodle" is a trademark in many countries around the world registered to Martin Dougiamas. Only Moodle Partners may legally use the trademark to advertise any Moodle-related services such as hosting, customization, training and so on.
Moodle statistics and market share[edit source | editbeta]

By 31 August 2011:
Moodle had a user-base of 55,110 registered sites with 44,966,541 users in 4,763,446 courses in 214 countries and in more than 75 languages.[19]
The site with the most users, moodle.org, has 66 courses and 1,090,234 users. Following a £5 million investment in 2005, The Open University, UK is the second-largest Moodle deployment by user-base, with 714,310 users and 6,093 courses. A comprehensive list of the top ten Moodle sites (by courses and by users) is maintained at moodle.org.[20]
Development[edit source | editbeta]

Moodle has continued to evolve since 1999 (since 2001 with the current architecture). Major improvements in accessibility and display flexibility were developed in 1.5. The current version can be seen at the top of the table of releases, below. It has been translated into 82 different languages.
Not having to pay license fees or to limit growth, an institution can add as many Moodle servers as needed. The Open University of the UK currently uses a Moodle installation for their 200,000 users.[21]
It is often known for individual departments of institutions to use the unlimited feature, such as the maths department of the University of York.
The development of Moodle continues as a free software project supported by a team of programmers and an international user community, drawing upon contributions posted to the online Moodle Community website that encourages debate and invites criticism. As of July 11, 2012, Moodle is developing Moodle Mobile on HTML5 and Phonegap. It is planned to be released at the end of 2012.[22]
Users can freely distribute and modify the software under the terms of the GNU General Public License version 3 or any later version.[2]
There are many vendors that host Moodle such as Remote-Learner and MoodleRooms - which was recently purchased by Blackboard. Because Moodle is an open source software, Moodle can be customized to fit academic needs for students, instructors and the Moodle administrators. Remote-Learner provides their flavor of Moodle called ELIS and MoodleRooms has their own flavor called joule.
Releases[1][edit source | editbeta]
Branch Original
release date Current version Current version
release date Support Model Release notes
1.0 20 August 2002 1.0.9 30 May 2003 EOL
1.1 29 August 2003 1.1.1 11 September 2003 EOL
1.2 20 March 2004 1.2.1 25 March 2004 EOL
1.3 25 May 2004 1.3.5 9 September 2004 EOL
1.4 31 August 2004 1.4.5 7 May 2005 EOL
1.5 5 June 2005 1.5.4 21 May 2006 EOL
1.6 20 May 2006 1.6.9 28 January 2009 EOL
1.7 7 November 2006 1.7.7 28 January 2009 EOL
1.8 30 March 2007 1.8.14 3 December 2010 EOL
1.9 3 March 2008 1.9.19 9 July 2012 EOL (Maintained from March 2008 to June 2012. Third-party extended support until December 2013)[23]
2.0 24 November 2010 2.0.10 9 July 2012 EOL (Maintained from November 2010 to June 2012)
2.1 1 June 2011 2.1.10 14 January 2013 EOL (Maintained from June 2011 to December 2012)
2.2 5 December 2011 2.2.11 8 July 2013 EOL (Maintained from December 2011 to June 2013)
2.3 25 June 2012 2.3.8 8 July 2013 Active (Maintained from June 2012 to December 2013)
2.4 3 December 2012 2.4.5 8 July 2013 Active (Maintained from December 2012 to June 2014)
2.5 14 May 2013 2.5.1 8 July 2013 Active (Maintained from May 2013 to November 2014)
Legend:Old versionOlder version, still supportedLatest version
Certification[edit source | editbeta]

Since 2006 there has been an official certification available for teachers using Moodle. Initially called the Moodle Teacher Certificate (MTC), this was renamed in 2008 to the Moodle Course Creator Certificate (MCCC). MCCC is available only through Moodle Partners, and through Central Certification Services. Discussion is ongoing regarding an official Moodle Administrators Certificate.
Moodle conferences[edit source | editbeta]

MoodleMoot is the name given to the meetings held by the Moodle community.[24] Such conferences take place regularly all over the world and are normally hosted by a university or other institution. They are typically supported by a Moodle Partner and some are preceded by a technical Unconference.
Moodle Conference Center[25] has announcements of Annual Meetings and open MoodleMoots.
See also[edit source | editbeta]

Portal icon Free software portal
Student Information System
Learning management system
List of applications with iCalendar support
Online learning community

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KERRY GLASGOWIS HUMANITY'S LAST BEST CHANCE - Join search for Sustainaabilty's Curricula

101ways-generation.docx 101 ways education can save the world WHAT IF WE DESIGNED LIFELONG LIVELIHOOD LOEARNING SO THAT so that teachers & students, parent & communities were empowered to be ahead of 100 times more tech rather than the remnants of a system that puts macihnes and their exhausts ahead of human life and nature's renewal 2016 is arguably the first time thet educatirs became front and centre to the question that Von neummn asked journalist to mediate back in 1951- what goods will peoples do with 100 times more tech per decade? It appears that while multilaterals like the Un got used in soundbite and twittering ages to claim they valued rifghts & inclusion, pubblic goods & safety, they fotgot theirUN tech twin in Genva has been practising global connectivity since 1865, that dellow Goats of V neumnn has chiared Intellectual Cooperation in the 1920s which pervesrely became the quasi trade union Unesco- it took Abedian inspired educations in 2016 ro reunite ed and tecah as well as health and trade ; 7 decades of the UN not valuing Numenn's question at its core is quite late, but if we dare graviate UN2 aeound this digital coperation question now we give the younger half if the world a chnace especially as a billion poorest women have been synchronised to deep community human development since 1970

Dear Robert - you kindly asked for a short email so that you could see if there is a CGTN anchor in east coast who might confidentially share views with my expectation of how only Asian young women cultural movements (parenting and community depth but amplified by transparent tech in life shaping markets eg health, food, nature..) can return sustainability to all of us
three of my father's main surveys in The Economist 1962-1977 explain imo where future history will take us (and so why younger half of world need friendship/sustainable adaptation with Chinese youth -both on mainland and diaspora)
 1962 consider japan approved by JF Kennedy: argued good news - 2 new economic models were emerging through japan korea south and taiwan relevant to all Asia Rising (nrxt to link the whole trading/supply chains of the far east coast down through hong kong and cross-seas at singapore)
1 rural keynsianism ie 100% productivity in village first of all food security- borlaug alumni ending starvation
2 supercity costal trade models which designed hi-tech borderless sme value chains- to build a 20 million person capital or an 8 million person superport you needed the same advances in engineering - partly why this second economic model was win-win for first time since engines begun Glasgow 1760 ; potentially able to leverage tech giant leaps 100 times ahead; the big opportunity von neumann had gifted us - knowhow action networking multiply value application unlike consuming up things
1976 entrepreneurial revolution -translated into italian by prodi - argued that future globalisation big politics big corporate would need to be triangularised by community scaled sme networks- this was both how innovation advancing human lot begins and also the only way to end poverty in the sense of 21st C being such that next girl born can thrive because every community taps in diversity/safety/ valuing child and health as conditions out of which intergenerational economic growth can spring
in 1977 fathers survey of china - argued that there was now great hope that china had found the system designs that would empower a billion people to escape from extreme poverty but ultimately education of the one child generation (its tech for human capabilities) would be pivotal ( parallel 1977 survey looked at the futures of half the world's people ie east of iran)
best chris macrae + 1 240 316 8157 washington DC
IN MORE DETAIL TECH HUMAN EXPONENTIALS LAST CHANCE DECADE? 
 - we are in midst of unprecedented exponential change (dad from 1960s called death of distance) the  tech legacy of von neumann (dad was his biographer due to luckily meeting him in his final years including neumann's scoping of brain science (ie ai and human i) research which he asked yale to continue in his last lecture series). Exponential risks of extinction track to  mainly western top-down errors at crossroads of tech  over last 60 years (as well as non transparent geonomic mapping of how to reconcile what mainly 10 white empires had monopoly done with machines 1760-1945 and embedded in finance - see eg keynes last chapter of general theory of money); so our 2020s destiny is conditioned by quite simple local time-stamped details but ones that have compounded so that root cause and consequence need exact opposite of academic silos- so I hope there are some simple mapping points we can agree sustainability and chinese anchors in particular are now urgently in the middle of
Both my father www.normanmacrae.net at the economist and I (eg co-authoring 1984 book 2025 report, retranslated to 1993 sweden's new vikings) have argued sustainability in early 21st c will depend mostly on how asians as 65% of humans advance and how von neumann (or moores law) 100 times more tech every decade from 1960s is valued by society and business.
My father (awarded Japan's Order of Rising Sun and one time scriptwriter for Prince Charles trips to Japan) had served as teen allied bomber command burma campaign - he therefore had google maps in his head 50 years ahead of most media people, and also believed the world needed peace (dad was only journalist at messina birth of EU ) ; from 1960 his Asian inclusion arguments were almost coincidental to Ezra Vogel who knew much more about Japan=China last 2000 years ( additionally  cultural consciousness of silk road's eastern dynamics not golden rule of Western Whites) and peter drucker's view of organisational systems
(none of the 10 people at the economist my father had mentored continued his work past 1993- 2 key friends died early; then the web turned against education-journalism when west coast ventures got taken over by advertising/commerce instead of permitting 2 webs - one hi-trust educational; the other blah blah. sell sell .sex sell. viral trivial and hate politicking)
although i had worked mainly in the far east eg with unilever because of family responsibilities I never got to china until i started bumping into chinese female graduates at un launch of sdgs in 2015- I got in 8 visits to beijing -guided by them around tsinghua, china centre of globalisation, a chinese elder Ying Lowrey who had worked on smes in usa for 25 years but was not jack ma's biographer in 2015 just as his fintech models (taobao not alibaba) were empowering villagers integration into supply chains; there was a fantastic global edutech conference dec 2016 in Tsinghua region (also 3 briefings by Romano Prodi to students) that I attended connected with  great womens education hero bangladesh's fazle abed;  Abed spent much of hs last decade hosting events with chinese and other asian ambassadors; unite university graduates around sdg projects the world needed in every community but which had first been massively demonstrated in asia - if you like a version of schwarzman scholars but inclusive of places linking all deepest sustainability goals challenges 
and i personally feel learnt a lot from 3 people broadcasting from cgtn you and the 2 ladies liu xin and  tian wei (they always seemed to do balanced interviews even in the middle of trump's hatred campaigns), through them I also became a fan of father and daughter Jin at AIIB ; i attended korea's annual general meet 2017 of aiib; it was fascinating watching bankers for 60 countries each coming up with excuses as to why they would not lead on infrastructure investments (even though the supercity economic model depends on that)
Being a diaspora scot and a mathematician borders (managers who maximise externalisation of risks) scare me; especially rise of nationalist ones ;   it is pretty clear historically that london trapped most of asia in colomisdation ; then bankrupted by world war 2 rushed to independence without the un or anyone helping redesign top-down systems ; this all crashed into bangladesh the first bottom up collaboration women lab ; ironically on health, food security, education bangladesh and chinese village women empowerment depended on sharing almost every village microfranchise between 1972 and 2000 especially on last mile health networking
in dads editing of 2025 from 1984 he had called for massive human awareness by 2001 of mans biggest risk being discrepancies in incomes and expectations of rich and poor nations; he suggested that eg public broadcast media could host a reality tv end poverty entrepreneur competition just as digital media was scaling to be as impactful as mass media
that didnt happen and pretty much every mess - reactions to 9/11, failure to do ai of epidemics as priority from 2005 instead of autonomous cars, failure to end long-term carbon investments, subprime has been rooted in the west not having either government nor big corporate systems necessary to collaboratively value Asian SDG innovations especially with 5g
I am not smart enough to understand how to thread all the politics now going on but in the event that any cgtn journalist wants to chat especially in dc where we could meet I do not see humans preventing extinction without maximising chinese youth (particularly womens dreams); due to covid we lost plans japan had to relaunch value of female athletes - so this and other ways japan and china and korea might have regained joint consciousness look as if they are being lost- in other words both cultural and education networks (not correctly valued by gdp news headlines) may still be our best chance at asian women empowerment saving us all from extinction but that needs off the record brainstorming as I have no idea what a cgtn journalist is free to cover now that trump has turned 75% of americans into seeing china as the enemy instead of looking at what asian policies of usa hurt humans (eg afghanistan is surely a human wrong caused mostly by usa); a; being a diaspora scot i have this naive idea that we need to celebrate happiness of all peoples an stop using media to spiral hatred across nations but I expect that isnt something an anchor can host generally but for example if an anchor really loves ending covid everywhere then at least in that market she needs to want to help united peoples, transparency of deep data etc

2021 afore ye go to glasgow cop26-

please map how and why - more than 3 in 4 scots earn their livelihoods worldwide not in our homeland- that requires hi-trust as well as hi-tech to try to love all cultures and nature's diversity- until mcdonalds you could use MAC OR MC TO identify our community engaging networks THAT SCALED ROUND STARTING UP THE AGE OF HUMANS AND MACHINES OF GKASGOW UNI 1760 1 2 3 - and the microfranchises they aimed to sustain  locally around each next child born - these days scots hall of fame started in 1760s around   adam smith and james watt and 195 years later glasgow engineering BA fazle abed - we hope biden unites his irish community building though cop26 -ditto we hope kamalA values gandhi- public service - but understand if he or she is too busy iN DC 2021 with covid or finding which democrats or republicans or american people speak bottom-up sustainable goals teachers and enrrepreneurs -zoom with chris.macrae@yahoo.co.uk if you are curious - fanily foundation of the economist's norman macrae- explorer of whether 100 times more tehc every decade since 1945 would end poverty or prove orwell's-big brother trumps -fears correct 2025report.com est1984 or the economist's entreprenerialrevolutionstarted up 1976 with italy/franciscan romano prodi

help assemble worldrecordjobs.com card pack 1in time for games at cop26 glasgow nov 2021 - 260th year of machines and humans started up by smith and watt- chris.macrae@yahoo.co.uk- co-author 2025report.com, networker foundation of The Economist's Norman Macrae - 60s curricula telecommuting andjapan's capitalist belt roaders; 70s curricula entreprenurial revolution and poverty-ending rural keynesianism - library of 40 annual surveys loving win-wins between nations youth biographer john von neumann


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101%20ways%20that%20lifelong%20education%20can%20prevent%20your%20kids%20being%20the%20extinction%20generation.docx

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