Pixel International Conferences

New online technologies help erase boundaries and requirements for physical learning spaces, devices, and platforms while connecting students and cultures. Conversely, Learning Management Systems (LMSs) may seem to perpetuate boundaries between registered users and non-member “outsiders,” for the systems are basically built to offer services only to the enrolled users. For over six years, a team of LMS collaborators has attempted to blur remaining online walls between universities through online collaboration. In this way, students from different universities share learning materials, exchange ideas, and engage in collaborative activities transcending traditional environments without obvious borders.

The early research involved several online collaborative projects using Moodle Networking (MNet). MNet allows multiple Moodle installations to connect with a Single-Sign-On (SSO). The students studying with Moodle at each of four different universities in Japan collaborated across the borders of respective e-learning environment. A TOEIC-style quiz activity was created for all remote participants to challenge. A shared online discussion forum was created for intercollegiate exchanges of opinions. Also, a shared database was created for collaborative work among students from different schools. However, one larger limitation of MNet revealed that learning outcomes (grades, etc.) do not transcend this online border between LMSs.

Learning Tools Interoperability (LTI) is a method for giving remote access to a learning activity or course with the added ability to share learning outcomes. LTI was used for collaborative school projects in conjunction with the PoodLL multimedia plugin, which was developed in Japan. In one example, students each created a mock travel plan to the Grand Canyon and reported their plans in an LTI provided Moodle Database. In a second example, students made detailed travel plans and itinerary to a foreign city using an LTI provided Assignment. We confirmed later that each set of points received in the ratings from peer reviews and grades from facilitators were reflected in the local Moodle grade books.

We will illustrate how LTI can be utilized for integrating different remote activities for advanced online collaboration. We will also show the benefits and the limitations of these approaches.