Planet Sakai

September 02, 2015

Michael Feldstein

Breaking: Totara LMS Forks From Moodle And Changes Relationship

What interesting timing. Just as I published my interview with Martin Dougiamas, I was notified that Totara LMS, a Moodle derivative aimed at the corporate learning market, has forked from Moodle and is changing its relationship with the Moodle Community. From their newsletter released today (Sept 3 Australia time):

The relationship between Totara and Moodle is changing

We have made the carefully considered decision that from 2016 Totara LMS will no longer be in lockstep with Moodle. This will free the team at Totara Learning to focus on big leaps forward in usability and modernising the framework for our enterprise customers.

Further down, Richard Wyles wrote an additional post explaining the fork, starting with his long-term relationship with Moodle. He then explains:

Why are we forking?

From 2016 onwards we will no longer be in lockstep. Totara LMS will progressively diverge from its Moodle foundations.

Why have we made this decision? There are several factors;

  1. Innovation. A benefit of open source software is the ability to extend the code base of an application and develop it in a new direction. Over the past few years we have added more than 450,000 lines of code comprising a series of modular, interwoven extensions layered on top of a standard Moodle. All the additional features reflect the different needs of our user community and Totara LMS is now almost unrecognisable from a standard Moodle installation. We’ve taken a lot of care to achieve these results with minimal alterations to Moodle’s core codebase. That policy has been beneficial to both projects. However it also comes with constraints, particularly with some feature requests such as multi-tenancy. To do this well requires deep architectural changes. Overall, to continue, and accelerate our rate of innovation we need to start diverging the base platforms.
  2. Modernising the platform. It is our view, and we know it is a shared view with many Totara Partners, that the current product needs a significant investment in the overall UX. Due to the following point regarding collaboration we are unable to make this investment without diverging from Moodle. We are committed to doing the best by our Totara Partners, key stakeholders in our open source ecosystem, and our growing (collective) customer base. Our 2016 release (which will be tagged as Totara LMS version 9.0) will have a major focus on improving the UX design and overall quality assurance.

Richard goes on with other reasons and concludes:

The decision to forge a new direction is simply based on the need to deliver the best product we’re able – fit for purpose for modern workplace learning, guided by the needs of our partners and customers.

The Totara LMS home page links to a YouTube video introduction, and I note that the lack of reference to “Moodle” name.

Wow. This is a significant move for several reasons, including the following:

  • The long-term relationship of Richard and others in Totara to the Moodle Community, which will now diverge;
  • The importance of corporate learning for many, if not most, Moodle Partners;
  • One of the reasons not quoted above in Richard’s post is that “The leadership of Moodle Pty Ltd has made it clear to us that it is their intent to clone recent Totara LMS versions to offer the market ‘Moodle for Workplace.’” (read Richard’s post in full); and
  • Totara has contributed an large amount of code to Moodle, including “with Moodle HQ incorporating Totara developed features; Learning Plans and Competencies”.

I will now extend my core argument from last week’s post on Blackboard’s Moodle strategy in Latin America.

The Moodle community at large appears to be at an inflection point. This inflection point I see comes from a variety of triggers:

  • Blackboard acquisitions causing Moodle HQ, other Moodle Partners, and some subset of users’ concerns about commercialization;
  • Creation of the Moodle Association as well as Moodle Cloud services as alternate paths to Moodle Partners for revenue and setup;
  • Remote-Learner leaving the Moodle Partner program and planning to join the Moodle Association, with its associated lost revenue and public questioning value; and
  • Totara LMS forking and diverging from Moodle core.

Analysis post coming soon.

The post Breaking: Totara LMS Forks From Moodle And Changes Relationship appeared first on e-Literate.

by Phil Hill at September 02, 2015 07:43 PM

Interview With Martin Dougiamas On Changes To Moodle Community This Year

In my post last week on Blackboard’s Moodle strategy in Latin America, I made the following observation:

At the same time, this strategy and growth comes at a time where the Moodle community at large appears to be at an inflection point. This inflection point I see comes from a variety of triggers:

  • Blackboard acquisitions causing Moodle HQ, other Moodle Partners, and some subset of users’ concerns about commercialization;
  • Creation of the Moodle Association as well as Moodle Cloud services as alternate paths to Moodle Partners for revenue and setup; and
  • Remote-Learner leaving the Moodle Partner program and planning to join the Moodle Association, with its associated lost revenue and public questioning value.

I’m working on a follow-up post that looks more deeply at these changes to the Moodle community, and as part of the research I’ve interviewed Martin Dougiamas, Moodle Founder and CEO, by email. Given Martin’s role, I wanted to avoid the risk of having his answers get buried within my upcoming analysis post; therefore, I’ve decided to publish the interview in full. The only changes I have made are for clarity: showing and correcting[1] full names instead of acronyms[2], correcting grammar, and reordering questions to show follow-up discussions in context.

Phil: Given Blackboard’s trend in acquisitions for Moodle (Remote-Learner UK, X-Ray Analytics, Nivel Siete), and assuming these are not the last, how do these moves affect the Moodle community and future (including roadmap, Moodle HQ funding, whatever)? What are the biggest benefits and / or what are the risks and downsides?

Martin: In any community there’s always going to be some concern about any one organisation trying to gain dominance. Our certified Moodle Partner program was designed specifically to avoid these kind of risks by building a large global network of different companies (currently 68 and growing, including Moonami and Elearning Experts recently in the US) who are committed to supporting Moodle HQ. The recent Blackboard acquisitions don’t bring any benefits to Moodle as a whole.

Phil: When you say “the recent Blackboard acquisitions don’t bring any benefits to Moodle as a whole”, I note that in Latin America the only other Moodle Partners are in Argentina (1) and Brazil (3). Would Blackboard / Nivel Siete expansion to service most of Latin America end up generating more official Moodle Partner revenue, thus helping fund more core development through HQ?

Martin: We have South American Moodle Partners in Argentina, Bolivia, Chile, Peru and several in Brazil, as well as Partners who work in South America from other locations. Our Partner program is all about supporting local businesses who are Moodle experts, and they support us by paying royalties.

There is always some talk around acquisitions which it’s good to be mindful of. From a Moodle point of view there’s no new “expansion” – it was already happening.

Nivel Siete, like Moodlerooms, was a tiny company of several people who grew to 20 or so people with our support over many years. Meanwhile, Blackboard has had offices and resellers selling Blackboard Learn in South America for many years. As you know, acquisitions usually happen to remove a competitor or to gain some capabilities that the buying company was not able to develop on their own.

Phil: Do you agree with my characterization that “Moodle community at large appears to be at an inflection point” this year, driven by the three examples listed?

Martin: Sorry, I don’t really agree with your characterization. Unlike nearly all other LMS companies, Moodle is not profit-focussed (all our revenue goes into salaries). We are an organisation that is completely focussed on supplying a true open source alternative for the world without resorting to venture capital and the profit-driven thinking that comes with that.

Of course we still want to grow our core development team significantly in order to help Moodle evolve faster. So some of the big new things you’re seeing from us this year have been in the pipeline for a while and are about driving that: the Moodle Association is a formalisation of crowd-funding for additional new core developments; and MoodleCloud is very much about supporting and strengthening the Moodle Partner brand (while helping those who want these new services).

Regarding our ex-Partner Remote-Learner, it’s a shame we’ve lost them as friends but they are driven by their own internal issues. Saying they have switched to the Association is a little like saying you switched to Kickstarter, it doesn’t mean much. In any case they cannot actually even join the Moodle Association as commercial LMS service providers are not eligible.

Phil: My note on “inflection point” is not based on a profit-driven assumption. The idea is that significant changes are underway that could change the future direction of Moodle. A lot depends on Blackboard’s acquisition strategy (assuming it goes beyond Remote-Learner UK and Nivel Siete), whether other Moodle Partners follow Remote-Learner’s decision, and whether Moodle Association shows signs of producing similar or larger revenues than the Moodle Partner program. What I don’t see happening is extension of the status quo.

Martin: Moodle’s mission is not changing at all, we are just expanding and improving how we do things in response to a shifting edtech world. We are starting the Moodle Association to fill a gap that our users have often expressed to us – they wanted a way to have some more direct input over major changes in core Moodle. There is no overlap between this and the Moodle Partners – in fact we are also doing a great deal to improve and grow the Moodle Partner program and as well as the user experience for those who need Moodle services from them.

Phil: You have previously described the Moodle model as a ‘benevolent dictatorship’. Do you see that core model changing in the near future based on the three items I mentioned under inflection point (Moodle Association, Blackboard acquisitions, Remote-Learner leaving Moodle Partner program) or do you see roughly the same model but just with additional crowd-funding through Moodle Association? I think you’re answering the latter, but I want to make sure.

Martin: Yes, the latter.

I don’t use the ‘benevolent dictatorship’ term myself although it’s common in the open source world. Yes, I wrote everything in the first versions of Moodle, and my company continues to lead the project via Moodle Pty Ltd [aka Moodle HQ].

However, rather than any kind of dictatorship we see our mission as being *servants* to the community of teachers and learners who need Moodle and quality open source Free software. Our core duty is to give away the software we develop. Our values are to support educators with respect, integrity, openness and innovation. See This is never going to change.

This is in contrast to multi-billion companies whose value is in increasing their EBITDA [earnings before interest, taxes, depreciation and amortization] before a sale, and whose mission is to expand by acquiring markets in other countries.

Phil: Could you comment on the deep penetration of Moodle worldwide into corporate learning (maybe equal to higher ed / K-12)?

Martin: Yes, Moodle is used a lot in corporate learning worldwide. In fact something like 40% of the many thousands of clients using Moodle Partners as service providers are using Moodle for company training, including some really huge ones. We have a few case studies on our website at if you’re interested.

  1. Changing references to “Remote Learner” to follow the proper “Remote-Learner” usage
  2. For example, replacing “BB” with “Blackboard”, “NS” with “Nivel Siete”, etc

The post Interview With Martin Dougiamas On Changes To Moodle Community This Year appeared first on e-Literate.

by Phil Hill at September 02, 2015 06:59 PM

Sakai Project

Sakai 11 Skin Contest

Announcing a Sakai 11 skin contest!
Winner(s) to be announced at the Sakai Virtual Conference.

by NCaidin at September 02, 2015 04:01 PM

August 31, 2015

Dr. Chuck

Abstract: The Next Generation of Teaching and Learning Tools

The phrase “learning management system” and the first commercial products in the marketplace emerged from a number of higher education institutions. As these early products were commercialized it was very clear that the LMS market was very lucrative. For the past fifteen years, the ideal product strategy arc seemed to start with higher education, and then expand into corporate education, and later into K12 education. With so much churn due to new entrants, shifts in market share, and market change through acquisition, the mainstream LMS vendors have never succeeded beyond higher education in a serious way. While the LMS market players were distracted fighting for market share, vendors like Edmodo (55 Million users) and Schoology quietly evolved very successful K12 offerings. The structure of K12 market is quite different than higher education, so these vendors developed completely different business models and software architectures. Is there a way forward that takes the best of these two independently developed approaches and blends them together? What can the two halves of the marketplace learn from each other? If we were to develop a ground-up learning environment, could it be built to satisfy both sub-markets? Could open source products, open content, and open communities, be a significant part of the founding vision of this next generation market for next generation software to help teachers and learners?

by Charles Severance at August 31, 2015 05:53 PM

Apereo Foundation

2015 Sakai Virtual Conference

Join the Sakai community on Wednesday, November 4th for a faculty-friendly online conference focused primarily on Teaching and Learning topics in Sakai!

by admin at August 31, 2015 05:03 PM

2015 Sakai Virtual Conference

Join the Sakai community on Wednesday, November 4th for a faculty-friendly online conference focused primarily on Teaching and Learning topics in Sakai!

by admin at August 31, 2015 05:03 PM

August 29, 2015

Michael Feldstein

Personalized Learning is Hard

Paul Fain has written a really good, nuanced article at IHE covering the update that Essex County College gave of their developmental math adaptive learning pilot at a recent conference in Washington, DC. We did a twopart case study on ECC in our e-Literate TV series). The headline results are as follows:

  • In the first year, the pass rate was worse than  in the traditional classes. (The first semester was “disastrous.”)
  • This year—the second year—the pass rate is coming closer to the traditional class but is still underperforming.
  • The article seems to imply that students who earn a C in the personalized learning class do better than students who earn a C in the traditional class, but the article is not explicit about that.

There is no magic pill. As Phil and I have been saying all along—most recently in my last post, which mentioned ECC’s use of adaptive learning—the software is, at best, an enabler. It’s the work that the students and teachers do around the software that makes the difference. Or not. In ECC’s case, they are trying to implement a pretty radical change in pedagogy with an at-risk population. It’s worth digging into the details.

Let’s start by reviewing the basics of their situation:

  • ECC has a 50% pass rate in their lowest level developmental math class, and a 50% pass rate in the next developmental math class up. Since a substantial majority of ECC students place into developmental math, a big part of ECC’s college completion problem can be traced to students failing developmental math.
  • ECC believes that a big reason they have a high failure rate is that students come into that class with an incredibly wide range of prior skills and knowledge—wide enough that a traditional lecture-based class would not address the needs of a majority of the students.
  • They decided to try a radical change in the way the developmental math course was structured.
    • Students would work self-paced on a mastery learning curriculum in labs using McGraw Hill’s ALEKS adaptive learning software. Students could ask each other or the roving instructor for help.
    • Students also met with a teacher each week, separately from the lab sessions, to report their progress of the week, assess the success or failure of their learning strategies, and set new strategies and goals for the next week.

So why does ECC think that they are not getting the results that they hoped for? Doug Walercz, ECC’s Vice President for Planning, Research, and Assessment, offered a few observations. From the article:

  • “[A]daptive courses provide less “accountability.” That’s because students move through content at different paces and it’s harder to make sure they master concepts by a certain point. ‘There is no classwide mile post.'”
  • “[T]he college leaned heavily on graduate students from nearby Rutgers University at Newark and the New Jersey Institute of Technology to teach parts of the adaptive courses during the first year.”
  • “’We underestimated the skill that you would need as a teacher to deliver that content,’ he said.”
  • “Faculty buy-in has also been a challenge. In adaptive courses, instructors do not give lectures or teach in the traditional format. Instead, they circulate among students who are working on computer-based courseware, offering help when needed, much like tutors. That feels like a job ‘below faculty status’ for some instructors, Walcerz said.”

Putting this all together, here is what I see:

  • ECC is starting with an at-risk population, a large portion of which probably has not been taught good meta-cognitive skills or help-seeking behaviors.
  • They are putting those students into a curriculum which, whatever its other virtues may be, puts a higher demand on those meta-cognitive and help-seeking behaviors than a traditional class would.
  • The burden of addressing that weakness in the course design falls on the faculty. But ECC has been working with untrained and inexperienced adjuncts—in, fact, graduate students—as well as some faculty who may be hostile to the project. (ECC has since moved away from using graduate students, according to the article.)

There may or may not also be problems with the software. For what it’s worth, Walercz seems to think highly of the software and doesn’t believe that it is contributing to the poor results. Personally, I think the problems with the match between the student skills and the course design are sufficient to explain the problem. The kind of burden that a self-paced program like this puts on these students is somewhat analogous to the burden that an online course puts on them. We know that the type of population that would be enrolled in a developmental math course in a community college in Newark, NJ typically does not do well in online courses. The difference is that, in ECC’s design, there actually are faculty there to intervene and coach the students personally. It stands to reason that the quality of that coaching would be a critical success factor.

Does this mean that ECC’s approach was a bad idea? I don’t think so. Differentiated instruction is a logical pedagogical response to a heterogeneous class problem. But it can only work in their environment if they have appropriately skilled, trained, and motivated faculty. ECC made substantial investments in software and facilities, but this result highlights the fact that the critical success factors in many cases will be making a substantial investment in providing faculty with appropriate professional development and a motivating compensation and promotion plan. It sounds like they have come to realize that and are taking some steps in that direction.

Truly effective innovation in education is hard. As Phil likes to stress, it takes both brutal honesty regarding the results and a commitment to iterate when the results are almost inevitably not what we hoped for in the first try. A while back, I blogged about an interesting case study at MSU where they did exactly that with a psychology class. If you read the comments thread in the follow-on post, you’ll see that Mike Caulfield brought up a potentially new insight that the course’s DWF pattern may be related to interactions between the course’s absence policy and the blended format. Course problems (and course successes) can be subtle and hard to tease out.

There. Is. No. Magic. Pill.

The post Personalized Learning is Hard appeared first on e-Literate.

by Michael Feldstein at August 29, 2015 04:04 PM

August 27, 2015

Adam Marshall

Blackboard users switch to Sakai (WebLearn)

332px-Sakai_Logo.svgThis article is an interesting read  and has good words about Sakai: Blackboard loses high-profile clients as its rivals school it in innovation.

We’re hoping that the release Sakai 11 (early next year) will turn more heads and cause another stir amongst the Blackboard community.

by Adam Marshall at August 27, 2015 04:12 PM

August 18, 2015

Apereo Foundation

August 17, 2015

Adam Marshall

WebLearn upgraded to version 2.10-ox5

WebLearn was upgraded between 17th and 19th August 2015 to version 2.10-ox5. If you want more details then please contact the WebLearn Team.

If you would like to suggest further improvements then please do so by contributing to the WebLearn User Voice feedback service.


  • Brand new authoring of Reading Lists – NB this currently only works when using Firefox, cross-browser support will be added in due course. We apologise for any inconvenience this may cause.
    • can add nested sections and subsections – these will ultimately be reflected in the ‘student view’
    • can add explanatory text to each section
    • this work is not yet complete and is being undertaken as part of the ORLiMS Innovation Fund Project
  • Lessons: One can now add or link to multiple files at once
  • Site Info: Paging at bottom of Site Info Participant list as well as at the top – this was a User Voice request
  • Researcher Training Tool: Administration Interface is no longer grouping on ‘teachingDetails’ instead of term.

by Adam Marshall at August 17, 2015 05:07 PM

Have you ever wondered how the Sakai CLE is governed?

332px-Sakai_Logo.svgThe Sakai Project Management Committee (PMC) is a group of dedicated individuals from various Sakai institutions who provide direction and leadership to the community and Sakai project.

The Project Management Committee is the body responsible for strategic oversight of the Sakai project and operates based on meritocratic principles of member selection, and consensus based decision making taken in an open and transparent manner.

The PMC comprises 17 full members (plus 5 Emeritus members). Two of the full members are from Oxford University (Adam Marshall and Matthew Buckett) which means that Oxford has quite a bit of influence on the future direction of Sakai.

The PMC meets informally with a lot of work being undertaken at the annual conference; other decisions are made via email conversations. If you have any ideas that you would like to be taken forward to the PMC then please let us know via the usual channels.

The PMC is part of Apereo Foundation whose staff members provide support to both the PMC and the Sakai community in general.


by Adam Marshall at August 17, 2015 02:00 PM

Dr. Chuck

Abstract: Standards to Enable an Open Learning Ecosystem

This is an abstract for an upcoming talk I will be giving this Fall at NERCOMP. It is just a draft.

The concept of a Learning Management System is nearly 20 years old. For the most part, modern-day Learning Management Systems are simply well-developed versions of those first learning systems developed at universities and commercialized through companies like Blackboard, WebCT, and Angel. Since the early LMS systems were developed for a single organization and developed as a single application, it was natural for them to keep adding more functionality to that single application. Vendors like WebCT and Blackboard added proprietary formal expansion points to their LMS systems like Building Blocks and PowerLinks. In 2010, the IMS Learning Tools Interoperability Specification was introduced and provided a basic expansion point across the whole industry. LTI greatly expanded the number of applications that could be integrated into an LMS – but those integrations were naturally limited because of the simplicity of LTI 1.1. In this talk we will look at the standards activities over the past five years that have been laying the groundwork to move from simple plug-in integrations to a learning ecosystem where the LMS is just one part of that ecosystem. We will look at the work that has been done and what is left to do to deliver an open learning ecosystem.

by Charles Severance at August 17, 2015 11:58 AM

August 10, 2015

Alex Balleste

Writing a game

Today I got the first review for a game I wrote at . Build this game was an excuse to learn all about publishing and promote an app.

The first phase of "The Cursed Windmill" was try to build and publish the game spending less than 25 hours. You'll see for the results that an ugly but addictive game can be written, but if you want something more elaborated I think that lot of time should be spent on graphics design, UX, etc...
I spend around 12 hours to write the code and test with some friends to give the game the touch of playability needed to be addictive. The rest of hours were spent on drawing the definitive sprites, selecting sounds, advertisement accounts, publishing staff (take screenshots,  write descriptions, ...).

Now I'm learning myself how to promote it and at the moment it's very discouraging. I realized that if I had a better game things would be easy, but it's not the goal. For now is only available for android > 4.4, but I'm thinking about porting to iOS.  Here is the dilema because I had to spend some money to get an iOS device and $99 developer account.

You can take a look at:

by Alex Ballesté ( at August 10, 2015 10:40 PM

July 19, 2015

Dr. Chuck

How much Freon does a General Motors 3800 AC system hold

Since I Googled for a very long time and could not find the answer to this super simple question I figured I would help owners of Chevrolet, Buick, Oldsmobie cars with the venerable 3.8 litre engine when they are recharging their AC.

Most of the systems take 2.2 pounds of freon. There is a nice little sticker on your car that tells you how much freon to add. So make sure to check the sticker – it will probably say 2.2 pounds.

by Charles Severance at July 19, 2015 12:30 AM

July 16, 2015

Sakai Project

Sakai 10.5 Release

The Sakai community is pleased to announce the release of Sakai 10.5

by MHall at July 16, 2015 11:25 PM

June 27, 2015

Steve Swinsburg

Sakai and MariaDB via Vagrant

Sakai has recently switched over to using the MariaDB connector for MySQL databases, and a number of institutions are running MariaDB in production, so I thought I might as well change my dev machine over to MariaDB.

To ease the transition, I whipped up a Vagrant box so I could run this in a VM and spin it up whenever I needed it.

Clone this:

Run this: vagrant up


by steveswinsburg at June 27, 2015 03:06 PM

June 25, 2015

Steve Swinsburg

MySQL via Vagrant

Ever needed an instance of MySQL to test something or develop against or just for fun but didn’t want to go through the hassle of installing etc?

Clone this:

Run this: vagrant up


by steveswinsburg at June 25, 2015 12:55 PM

June 23, 2015

Earle Nietzel

throw ThoughtException

A ThoughtException represents a thought about software engineering! You can think of it as exceptions to thinking about software which any software programmer might have.

by Earle at June 23, 2015 08:26 PM

June 01, 2015

Steve Swinsburg

Sakai, ditch the custom classloaders

A few years ago I added support to the Sakai Maven Plugin to deploy everything that normally goes into /shared/lib and common/lib into just /lib, as per the standard Tomcat classloader layout.

To use, add to the build command. Everything gets deployed to /lib and Sakai starts up without any modifications (except the standard connector modification in server.xml and the optional performance improvements in

Enjoy the future!

by steveswinsburg at June 01, 2015 11:06 AM

May 28, 2015

Apereo OAE

Apereo OAE cloud hosting partnership

Cloud or above-campus services can provide many benefits for higher education, including management simplicity and cost effectiveness. Such services can also create challenges; from reducing the ability to integrate or innovate, through to legal, ethical and data privacy concerns that cross national boundaries. Apereo exists to help higher education and other institutions meet those challenges. Above all, we believe that cloud based offerings should enable choice, openness, and institutional control, rather than setting up yet another remote, rent-extracting gatekeeper. That's why the Apereo Open Academic Environment is available by a variety of routes to suit the needs of your institution.

One route will be familiar. Your institution can choose to download OAE, and install and run it for your faculty and students - and, if you wish, others. OAE is licensed under an Apache license, allowing you the freedom to customize, tweak, and run OAE in a  variety of contexts. OAE is a growing and vibrant community which provides peer to peer support in a classic open source manner. Our ESUP colleagues in France have chosen this route to deployment for French higher education.

If, on the other hand, you wish to avoid the complexity of installation, configuration, and maintenance, and take advantage of OAE's strong network effects and its ability to seamlessly collaborate and share across institutional boundaries, other options are open to you. Apereo has partnered with a commercial provider - *Research, a member of the core OAE stakeholder group - to provide a graduated, co-operative hosting agreement. This agreement has three main options:

  • Option 1: Receive an institutional tenant that can be used for free without an SLA/data processing agreement, but under a reasonable use policy. Under this arrangement, individual users will need to accept a Terms and Conditions agreement before using the environment
  • Option 2: Receive an institutional tenant with an SLA and a data processing agreement. The institution will only be charged the full economic costs of providing this service to the institution, plus a 20% contribution towards the further development of the OAE platform.
  • Option 3: Become a strategic OAE project partner and contribute to the strategic direction of the project. In exchange, the project partner receives an option to use Option 2 at no cost for 12 months. The project partner investment goes directly to the Apereo OAE project to support further design, development and maintenance.

All these options allow your institution to retain full control of the look-and-feel of the tenant, and to control which institutions you choose to collaborate and share with. Content migration tools will become available in the next period of OAE development that will allow you to move between options. They will be free and open source. 

You can read the details behind these options and the full partnership agreement below. We believe they provide a path to participation, sustainability and growth that remains 100% open. Join the 383 institutions with OAE tenancies, and begin to explore the next generation of academic collaboration today.


by Nicolaas Matthijs at May 28, 2015 03:51 AM