1. General Information
WebLearn: Collaboration - Content - Assessment - Information - Management View service level descriptions
WebLearn: Allowing members of the University to create and store materials to support their teaching and learning activities. Easy to create and upload materials, easy to foster collaboration and easy to secure access.
"All of our course outlines, timetables, lecture notes, reading lists, and resources are available on WebLearn. [....] It makes communicating information and sharing resources extremely effective since anyone in our course, including the administrator, can provide or receive up-to-date information at any time of day." - a Medical Sciences student
1.1. Old WebLearn Switch-off
Old WebLearn was switched off on September 18th 2012.
1.2. Announcements icon for the RSS feed
1.3. WebLearn Blog
Read the latest news and views in this blog centred mainly around WebLearn.
1.4. About the WebLearn Service
Figure icons/weblearn-qrcode.png [WebLearn QR Code]
WebLearn is a web-based Virtual Learning Environment (VLE), which can be used to both support and enhance teaching and learning. It provides tools to enable University members with very little web experience to set up a structured web site and provide an excellent resource for their students.
WebLearn is a free service offered to any member of the University - areas are available for all departments, faculties, colleges, schools and other administrative units to focus their electronic teaching and learning activity.
WebLearn areas can be made publicly available or restricted to specific individuals or ad-hoc and predefined groups. It is also possible to stipulate exactly what site members are allowed to do once they have entered a site. The system contains information regarding course and departmental affiliation for all staff and students, and it is this information that can be used to restrict access. As all areas are arranged in a hierarchy that matches the University's organisational structure, this promotes casual browsing.
IT Services offers training, support and advice for all of the above facilities, details are given later.
Dr Stuart Lee, Deputy CIO of IT Services, who is also a National Teaching Fellow (2009) and Lecturer in Old English uses WebLearn as part of his teaching. At the new WebLearn launch event he spoke about some of the facilities that have caught his eye and put WebLearn into context with other University systems that support teaching, learning and research. His engaging talk was recorded and is available for download here. He gives a number of tips on how he made his Old English WebLearn site lively and engaging and shows how up-to-the-minute technologies such as Twitter and You Tube.
WebLearn is based on an open source Collaborative Learning Environment called Sakai. Sakai is used in many of the world's leading Universities such as Cambridge, Yale, UCB, Stanford, ANU and MIT. Ian Dolphin who is the Joint Information Systems Council International Director of the e-Framework for Education and Research, and former Sakai Foundation Board member gave an excellent talk about the international Sakai Community at the WebLearn launch event.
1.4.1. Establishing a Presence in the WebLearn
To establish a presence in WebLearn, your Head of Department or College will need to authorise somebody to become a 'Local WebLearn Coordinator' and complete the Request for an Administration Site form. Once your department has an Administration Site, it is worth consulting with colleagues and deciding on a mutually agreed structure for consistency, for example, information could be provided by year, by course, by year or by tutor: there are a number of options. IT Services is very happy to offer advice on good practice in this area.
If you are unsure as to whether your unit has requested a presence or want to find out who your Local WebLearn Coordinator is then please consult this list of Administration Sites.
The Request for an Administration Site form also includes a set of guidelines for use of the system. For example, heed must be paid to copyright issues and there is a legal requirement that all material posted for download by students should be accessible (SENDA). The University has written an accessibility standard which gives tips on how to comply with SENDA.
1.4.2. Help With Creating Material
IT Services is happy to offer expert advice about building up an effective departmental presence. To request a one-to-one meeting please contact the WebLearn team by email. Unfortunately, IT Services is not able to actually create course material for departments, however, a commercial service is available from the Technology-Assisted Lifelong Learning Unit (TALL) which is part of the Department for Continuing Education.
1.4.3. Linking to WebLearn from your web page
The following HTML code, when clicked, will load the front page of WebLearn. The target of the link can be manually edited to jump to a specific department of college area if desired. It is quite acceptable to change the size of the WebLearn graphic; alternative graphics are available from the graphical resources section of this document.
1.5. WebLearn and Mobile Oxford
Figure images/mox.jpg [WebLearn Announcements via Mobile Oxford]
Did you know that you can have students complete a quick quiz during a lecture using their mobile phones and instantly see and discuss the results?
Did you know that students can use their mobile phones to receive course announcements, sign up to a tutorial or seminar, listen to a podcast on the train, or access library, weather and travel information?
The following articles may be of interest:
2. Using WebLearn
WebLearn mirrors the organisational structure of the University. The front page contains links to the 4 Divisions, the Colleges and the other top-level administrative units. Each Divisional area then contains links to individual departments, in much the same way the College area presents links to the individual colleges. This logical structure should make it easy to navigate to the desired target if the web address is not known. It also promotes casual browsing which can be a useful form of outreach.
2.2. Browsing and Logging In
Best results are achieved by using the FireFox web browser; Internet Explorer is also supported and can be used if FireFox is either not available or cannot be installed; FireFox is strongly recommended and using Internet Explorer will result in a slightly degraded experience. Apple Macintosh users should also use FireFox in preference to Safari.
You do not have to login to look at WebLearn; however, most colleges and departments will have their course materials in areas that do require you to log in. To gain access you need your 'WebAuth' Oxford Single Sign-On (SSO) username and password. (These credentials are the same as those used for Self-Registration, course booking and many other services around the University.) If you have never used your SSO account then you will need to activate it. If you have forgotten your password then you will have to reset it.
2.3. WebLearn For Students
"It would be a lot more difficult to catch up on my work if I didn’t have WebLearn." Fresher, Biological Sciences.
Most departments and colleges have resources in WebLearn. Usually your tutor will provide you with a link or advise you where to find your course material, alternatively you may browse either system and navigate to the appropriate college or department area.
Your local IT Support Staff provide the first level of on-the-spot help. Links to local IT support pages, which includes a list of who to contact if you have a problem, are available for most colleges and departments.
2.3.1. Finding Your Course Materials: A Quick Guide
Log in to WebLearn, to do this click on Oxford Account in the top right corner and log in using your 'WebAuth' Oxford Single Sign-On (SSO) username and password.
If you already know the web address (URL) of your material, type it into your browser in the same way as for any website. WebLearn will take you directly to the correct location.
To find your course materials you can do any of the following:
If you cannot find what you are looking for you should contact your course tutor.
2.3.2. User Guides
There are a number of student guides available in the WebLearn Guidance site. These include:
In addition, WebLearn also has a link to context-sensitive pop-up help on every single page; this is generally correct but may be out of date in some areas, please refer to the guidance site first..
2.3.3. Skills Development Courses
188.8.131.52. Career Development Skills (commissioned by the University Skills Group)
The WebLearn team has been working closely with the University Skills Group (USG - formerly the Graduate Skills Advisory Group) to move the former ‘Online courses’ (now called ‘Career Development Skills’) into WebLearn. The courses were previously hosted within a different VLE service (provided by Continuing Education) which required a special username and password.
Although the courses are aimed at graduate students and researchers, they are available to all Oxford users. Each course (with the exception of Avoiding Plagiarism 2) contains a test which has a pass mark of 80%; successful completion will trigger the dispatch of an electronic 'certificate' via email.
There are a total of 15 Career Development Skills courses. These are:
184.108.40.206. Research Skills Toolkit
The Research Skills Toolkit is a special area of WebLearn where researchers can explore a variety of IT tools and online services. Although the site has been designed with research students in mind, it is open to any member of Oxford University.
The Skills Toolkit is a joint project from the IT Learning Programme at IT Services, the Bodleian Libraries and the Careers Service. It complements a series of live events held at IT Services. Groups of research students are invited to try out a selection of IT tools and online services, and to talk to specialist IT teachers and Libraries staff.
2.4. WebLearn for Departments and Colleges
Please refer to the earlier section for details about how to establish a WebLearn presence for your department or college.
|In relation to the institutional VLE, WebLearn, lecturers within the same course should: Provide students with the same “base level” of service (i.e. in making PowerPoint presentations, lecture notes and so forth available), even if they do not all use the other tools and features provided. A key recommendation taken from the Thema project.|
2.4.1. Course-related Support
The classic use of WebLearn is for supporting courses. There are numerous facilities that may be of use ranging from the storage of lecture notes and reading lists through to the organising of tutorials or meetings.
Departments may like to divide their presence by course, or have separate areas for undergraduates, postgraduates and staff. Colleges often have separate areas for tutorials, (where each tutor would have his or her own site(s),) subjects, the library, specialist study centres and learning-related administrative information.
2.4.2. Pandemic Planning
Figure images/flu_flag_red.jpg [Red 'Flu Flag]
WebLearn offers many facilities which will be invaluable should parts of the University have to close due to a pandemic.
WebLearn has many tools that will allow teaching and learning to continue in the absence of face-to-face meeting between students and tutors. The most obvious approach is to set up a site with all members of a course or tutorial group listed as participants. This site can then host learning materials in the Resources tool within a WebLearn site; any documents stored in Resources can be found by the Search tool.
The document repository can be backed up by the use of the Chat and Forums tools for synchronous and asynchronous communications respectively. The Sign-up tool could be used to arrange a series of online tutorials in much the same way as it can be used to organise face-to-face tutorials and /or the site Schedule (calendar) can be used to indicate when a tutor will be present in the chat-room to answer student questions.
The Email archive (mail list) and Announcements tool also facilitate easy communication within a course. The Assignments tool (with optional 'Turnitin' plagiarism checking) can be used for the on-line submission of essays, and tests can be conducted within the Tests assessment tool.
There are more details about the individual tools in the section entitled Tools in the WebLearn.
We would recommend that departments and colleges begin planning now; the first thing to do is establish a WebLearn presence and begin setting up and infrastructure that can be brought into play should there be a need.
2.4.3. Outreach and Publicity / Open Days
We would like to recommend that all colleges and departments have totally public 'home pages' in WebLearn - this site can be used both for general outreach and to support the annual Open Day. The ease that one can upload documents and create or edit web pages will make the process of disseminating essential information painless.
One excellent use of such pages is to highlight teaching and learning activities. Example materials such as resource packs, podcasts, reading lists and course handouts could be made available on such sites to give a flavour of the quality of teaching in order to help with recruitment.
WebLearn also offers a survey tool for conducting free surveys, either to collect information prior to an event, or feedback after an event.
2.4.4. Liaising with Pre-arrival Students
Now that students are supplied with their Oxford SSO credentials before they arrive at University they will be able to access WebLearn in advance of starting their studies. Reading lists and documents can be circulated and formative assessment carried out so that new students are able to 'hit the ground running' when they arrive.
A WebLearn site for pre-arrival students could contain the following:
2.4.5. Training and Help
As well as the ITLP training courses, IT Services can provide special training sessions located within a department so long as there will be 10 or more attendees. Please contact the WebLearn team for more information.
There is also a very useful WebLearn Guidance site which contains guides to most of the WebLearn tools.
2.4.6. Advertising WebLearn
There area number of resources available for download and customisation allowing departments or colleges to create their own documentation or advertise WebLearn in public areas.
2.4.7. Case Studies
There are a number of case studies which outline how different people are using WebLearn. Here are some of the highlights:
2.5. WebLearn For Staff
All University staff are entitled to an area within which to host teaching and learning material. To check if your department already has an area you should login to WebLearn and use the navigation menu on the lower left-hand side of the page to enter the division within which your unit is located. Similarly, use the 'Colleges' link to see which colleges currently have a presence. If an area exists, then enter it by clicking on the link, contact one of the owners listed in Site Info and ask to be given permission to create an area for your own material. Many tutors like to have area within their college site for material relating to their tutorials.
Help on getting started is available on the WebLearn front page which also contains a link to further help on getting started.
WebLearn also contains a comprehensive WebLearn Guidance site containing a variety of user guides, case studies, exemplar and showcase sites plus links to software packages that may prove useful when establishing a departmental presence. WebLearn also has a link to context-sensitive pop-up help on every single page.
Your local IT Support Staff provide the first level of on-the-spot help. Links to local IT support pages are available for most colleges and departments.
2.5.1. Useful Links
2.6. WebLearn for ITSS / Webmasters
Please refer to the earlier section for details about how to establish a WebLearn presence for your department or college; this website has a list of all units that have already requested an area in WebLearn.
There are regular briefing sessions for ITSS, these will be advertised through the usual channels and booking will be possible via IT Services ITS3 pages. There is a special 'Least You Need To Know' guide giving an overview of WebLearn for ITSS and there is lots of other useful information on the WebLearn Guidance site.
2.6.1. Advertising WebLearn
There area number of resources available for download and customisation allowing departments or colleges to create their own documentation or advertise WebLearn in public areas.
2.7. Ten reasons to use WebLearn
2.8. What People Have Said About WebLearn
"As academic colleagues we constantly discuss both the content of our research and research practices, but we rarely discuss exactly what or how we teach. Using WebLearn we can see each others' teaching materials and share our approaches to tutorial and class teaching, subject by subject. It helps us to exchange ideas and encourages each of us to reflect on our own teaching practices." Teresa Morgan
"WebLearn is a wonderful system with many features which benefit both teaching and the management of students' work. It is easy and fun to use. The most important thing is that you must stretch the imagination and try to explore the facilities to expand your teaching." Shio-yun Kan, a lecturer in Chinese Language.
"We believe the active engagement in the course is due to three factors: deep interest in the subject, engaging teaching methods, and the WebLearn Virtual Learning Environment." Dr Amanda Burls, Department of Primary Health Care
"I'm not an expert IT user but have found WebLearn easy to learn." Rita Rattray, Conference of Colleges
"Having worked my way through the basics, I have to say the New WebLearn is a great improvement over the old. WebDAV in particular will make life much easier. Thank you for all the work you have put into it." Rachel Crawford, IT Support Officer, Oxford Department of International Development
"It’s brilliant! I was up and running in half an hour. It gives you something you can start playing with instantly." Peter Darrah, Lecturer in Biological Sciences talking about site templates
2.8.2. Hosting Documents
"One of the reasons we are using the Wiki tool is so that we can put files up in this area that [...] members can edit without overwriting each other's work. At the moment we've managed to split our tasks in a way that we can keep track of the changes each of us makes, but once we've collected all the material we need and begin the editing process of the full corpus, we will need to work on a 'master' document that all of us can access and edit at different times. The wiki tool is perfect to meet this requirement." Dr Rohini Jayatilaka, Faculty of English Language and Literature
"WebLearn is bringing the whole of the Conference of Colleges together in a new searchable, legible, comprehensive and hierarchical series of sites and folders. On the Senior Tutors' site, facilities mean that new sets of information are now available - and can be readily used and shared. One small but powerful example of the greater access and control is the single click Senior Tutors' mail-list with archiving of correspondence. I'm sure that as it develops WebLearn will have beneficial effects on how the University does its business." Dr Nicola Trott, Senior Tutor of Balliol
"Using the drop box facility in WebLearn was perfect as a simple and secure way of allowing Exam Board Administrators to transfer the Results Spreadsheet to the Examinations team in Student Administration. It took one morning to set up. People in Departments have told us that this change to the process (they were using memory sticks before) was a huge improvement. They found it more convenient, easy to use (training consisted of a one page training HOW TO guide). It meant that time was saved in the process, staff didn't have to walk down to exams more than once. Everybody had access, it was easy to maintain, staff in the Examination Team found it ideal to manage spreadsheets coming in from 300+ exam boards." Victoria Clark, Change and Process Manager, Student Administration, Academic Administration Division
"Since the documents in our WebLearn site are essentially the raw material for our project, what WebLearn has enabled us to do is to make our work accessible to team members based outside Oxford, whilst keeping it secure until we publish it." Dr Rohini Jayatilaka, Faculty of English Language and Literature
"There are two important benefits of using WebLearn: 1. We can easily maintain and update it ourselves without having to ask a webmaster to change things on an intranet; 2. We can carefully control access to various areas and particular resources." Nicola Harvey-Cooper (Examinations Schools)
"The single most useful thing undergraduates in a tutorial group can do is to talk to each other. If they are not able to meet face to face over, for example, a cup of coffee, then WebLearn is the next best thing. I know very quickly which tutorial groups talk together as it shows in their work. By discussing the topics of lectures and tutorials they quickly discover alternative ways of looking at the subject by seeing it through the eyes of another undergraduate. I always encourage my tutorial groups to talk to each other, to perhaps divide up a reading list between them and then pool their resources and ideas, and also to share their essays. Anything WebLearn is able to do to enhance the undergraduate's learning experience can only be good." Anne Lee, social psychology tutor for the Department of Experimental Psychology
"It's easy to use and the fact that you are notified via email simplifies things." Sam Smith, Chinese Language student.
"I would say that the forums and resources tool has been really excellent and extremely useful for our Summer School students to use - we have a great amount of use particularly on the forums. Also, the Survey tool has allowed us to collect confidential data in a way which has substantially increased the productivity of our office. " Kathryn Spicksley, UNIQ Summer Schools Coordinator,
"I think that the fact it looks more 'grown-up' than [old] WebLearn is not irrelevant. The one thing I still miss about [old] WebLearn as it currently is, is the ability to group email every member of a class, so I am delighted that this is a key feature of the new WebLearn." Craig Clunas, Professor of History of Art
"We have found that WebLearn is a very effective way of communicating with our multitude of committees and is ideal for storing, protecting and distributing minutes, agendas and other important documents." Rita Rattray, Conference of Colleges
"The way assignments are set up is good, with the deadline and grade once it's been marked. Chat-rooms and announcements are a good way to communicate with teachers and classmates, and bring important things to our attention." Marie-France Johns, Chinese Language student.
2.8.5. Surveys / Feedback
"I have been pleased with the trial we did using WebLearn for lecture feedback last term. It saved me a great deal of time in processing the results for presenting to the tutors, as we carry out feedback requests to undergraduates for each lecturer each term. The different formats of report was also useful." Elaine Sherrott, Earth Sciences
2.8.6. Mobile Oxford and WebLearn
[The WebLearn Poll session via Mobile Oxford was] "much better than normal CAL as this can be a waste of time, would be better to have a poll quiz like this every week during CAL time." 1st year Undergraduate Medicine student, May 2011
We were impressed at how enthusiastic those students with internet enabled mobiles were for the Mobile Oxford interface and observed that students were clearly engaged actively in the session. Helen Christian, teacher of 1st year Undergraduate Medicine, May 2011
2.9. Contact Information
If you cannot find the answer to your questions on the WebLearn Guidance site or by clicking on the help links or by speaking to your local IT support officer then send an email to email@example.com
3. Tools in the WebLearn
The effective use of WebLearn to support teaching and learning in a face-to-face institution can be difficult to visualise. We see our students several times a week, in lectures and tutorials, they can physically access the library, they are digital 'natives' and are comfortable finding their own resources on the web, aren’t they?
Past experience has shown that it helps to develop a conceptual framework to visualise a VLE and the types of things it can do. Any VLE provides the following five main areas of functionality:
Using this conceptual framework, one sees that the virtual learning environment, just as with the physical learning environment, demands thorough course design and planning. Once such a virtual site has been designed and created, it assists lecturers, tutors and students to collect course materials and access them in a structured, convenient and collaborative way.
WebLearn tools. (Image credit: cultivatelearning.com)
3.1. Tool Descriptions
Figure images/wl-icon/1_announcements.png [announcements icon]The Announcements tool is used to inform site participants about current items of interest. There is an option to advise all site participants by email that an announcement has been posted. WebLearn sites that use the Announcements tool show a synoptic Recent Announcements window on the site’s Home page; the Announcements tool in My Workspace shows all announcements from all the sites to which you belong.
More information:Step-by-step guide for Announcements; Video tutorials for Announcements
Figure images/wl-icon/2_assignments.png [Assignments icon]The Assignments tool allows students to electronically submit assignments and teachers to author, edit, publish and grade assignments. It is integrated with the Markbook tool for keeping track of grades and progress and the Schedule and Announcements tool for alerts and calendaring. Teachers can create assignments ahead of time and set a date for the assignment to be published. Teachers can also configure how long the assignment will be posted and when grades will no longer be accepted.
Figure images/assignments.png [Assignments screen shot]
More information:Step-by-step guide for Assignments; Video tutorials for Assignments
3.1.3. Chat Room
Figure images/wl-icon/3_chat_room.png [chat room icon]You can use the Chat Room tool for real-time, unstructured conversations among site participants who are signed on to the site at the same time.
3.1.4. Drop Box
Figure images/wl-icon/4_drop_box.png [drop box icon]The Drop Box tool allows tutors and students to share documents within a private folder for each student. Like Resources, Drop Box allows uploading of many types of files and multiple files at a time.
More information:Step-by-step guide for Drop Box
3.1.5. Email Archive
Figure images/wl-icon/5_email_archive.png [email archieve icon]This tool allows email to be sent to the entire site membership using a single email address. Messages sent using the Email Archive tool are archived and searchable within the site.
More information:Step-by-step guide for Email Archive; Video tutorial for Email Archive
3.1.6. Email Sender (previously called 'Mailtool')
Figure images/wl-icon/8_email_sender.png [Email Sender icon]E-mail Sender allows a user to send an email message to site participants. Emails sent from E-mail Sender need to be composed inside the WebLearn site, but the tool allows emails to be sent to sub-sets of the site membership (e.g., by role, to groups, to individually-selected members). Emails can also be sent to Email Archive (if turned on) for archiving and viewing later.
More information:Step-by-step guide for Email Sender
3.1.7. Find Sites
Figure images/wl-icon/40_find.png [Find site icon]This tool appears only on the Welcome page and the WebLearn Guidance site (maintainers cannot add it to their sites). It searches titles of WebLearn sites that are included in the public index of sites.
Figure images/wl-icon/6_forums.png [forums icon]Forums is a communication tool that site leaders can use to create an unlimited number of areas for asynchronous discussion. All site members are able to post, read and reply to messages from other members of the site.
More information:Step-by-step guide for Forums; Video tutorials for Forums
3.1.9. Graduate Training (aka Student Enrolment System)
The Graduate Training tool allows one to search for and read about courses and modules from all providers of graduate training within Oxford University. Graduates may use WebLearn to request a place on courses offered by the MPLS and Social Sciences divisions (although generally the applicant must at least be registered within the host division). Courses offered by other training providers offer a link to a third-party site when a place can be requested. The list of courses is updated on a nightly basis and also includes a number of on-line modules.
3.1.10. Group Manager
Figure images/wl-icon/43_group.png [group manager icon]WebLearn is integrated with the Oak person store. This store holds information culled from the University Card database, the Oracle Student System, the IT Services Registration Database and a number of other sources. Unit and course affiliation can be used to generate dynamic lists of users which can then be used to grant access (or protect) to WebLearn sites. This facility is accessed through the Site Info tool.
3.1.11. Hierarchy Manager
Figure images/wl-icon/41_sitemap.png [Hierarchy Manager icon]Users with the appropriate role can use the Hierarchy Manager to create new sites, reuse preexisting sites and organise their sites into a hierarchical structure. The Hierarchy Manager can also be used by departmental coordinators to devolve rights to their colleagues so they themselves can create sites.
3.1.12. Home / Worksite Setup
Figure images/wl-icon/7_home.png [home tool icon]On the Home page of each site, there are areas for general information (e.g., Worksite Information) and ‘synoptic’ views for communication tools (e.g., Recent Announcements, Messages and Forums Notifications, and Recent Chat Messages) used in the site. If one has the appropriate rights, one may customise the front page of the site.
More information: Video tutorial for Home tool
3.1.13. Markbook (Gradebook)
Figure images/wl-icon/9_markbook.png [markbook icon]The Markbook tool allows tutors to calculate and store students’ scores, grades and comments and distribute the information to students online. It communicates with the Tests and Assignments tools. Information can be imported from and exported to Microsoft Excel (in .csv format).
Figure images/wl-icon/10_membership.png [membership icon]In My Workspace, the Membership tool allows a user to see a list of all the worksites that they have created, as well as those to which they currently belong. It also allows users to browse through a list of joinable sites.
Figure images/wl-icon/11_messages.png [messages icon]Messages is a communication tool that allows site participants to communicate by composing and posting messages within the WebLearn site. The tool can also send messages to selected site members as email.
Figure images/wl-icon/14_news.png [news icon]The News tool uses RSS to bring dynamic news to a WebLearn site. It allows continuously updated content to appear in your site, for example, from a remote news site (e.g. the BBC News Channel or Twitter) or from something like Oxford Podcasts. It is possible to have more than one News feed appear in the tools menu.
The OXAM database of past exam papers contains all Oxford University exam scripts from 1999 onwards and has a free-text search a 'browse by course and year' facility.
3.1.18. Oxford Podcasts
Figure images/wl-icon/15_oxford_podcasts.png [Oxford Podcasts icon]The Oxford Podcasts tool makes it very easy to embed items from Oxford Podcasts into a site. (The Oxford Podcasts Collection website contains exactly the same material as Oxford’s iTunesU presence.)
Browse Oxford Podcast Collection
Once the tool has been added it will render complete with in-page media players so users do not have to download the podcast.
Oxford Podcast in-page display
Figure images/wl-icon/17_podcasts.png [podcasts icon]The Podcasts tool allows you to store your own podcasts in WebLearn, control access to them (including timed-release) and manage podcast feed information. this tool is ideal if you do not want your podcasts to be publicly available.
Figure images/wl-icon/18_polls.png [Polls icon]The Polls tool is a simple tool for anonymous voting. Users can vote for one or more of any number of answer options. The structure of the vote is governed by a maximum and minimum number of options that may be selected. Site owners can choose when results are available to voters: immediately, after voting, after the closing date, or never. Participants may only vote once per poll. Polls tool
More information:Step-by-step guide for Polls
Figure images/wl-icon/13_preferences.png [preferences icon]The Preferences tool allows users to customise features within WebLearn, including change how notifications from sites are received, reorder the list of active sites and change the current time zone and language. Preferences is found within My Workspace.
Figure images/wl-icon/44_profile.png [profile icon]The Profile tool gives basic information about users. With this tool users can view others' profiles, add information to one’s own profile, and specify what information is public.
3.1.23. Reading List
Figure images/wl-icon/20_reading_list.png [Reading List icon]The Reading List tool is actually part of Resources; select "Add Reading List" from the "Actions" menu in the resources tool. Improvements made at Oxford mean that it is possible to invoke SOLO, the Bodleian Library’s search interface, from within WebLearn.
SOLO has also been enhanced so that, at the click of a button, citations can be automatically inserted into a WebLearn Reading List.
Importing a search item into WebLearn
When viewed by a student, the Reading List will contain up-to-date availability information and, where available, links to full text versions of Journal Articles.
Student view of Reading List
More information:Step-by-step guide for Reading List
Figure images/wl-icon/21_resources.png [Resources icon]The Resources tool provides a flexible space for site owners to upload and manage site resources. These files could be Word documents, PDFs, and PowerPoint slides, but may also include images, video clips, and even web links. The Resources tool can also be used to create and edit both HTML and text files. Up to 10 files can be uploaded at once. New and existing files can be organised in folders. Site members can be notified via email that new materials have been added to the site.
More information:Step-by-step guide for Resources; Video tutorials for Resources
Figure images/wl-icon/22_schedule_calendar.png [schedule(calendar)icon]The Schedule tool allows site owners to post items in a calendar format. Any calendar item can have multiple attachments; links can be made from items in the calendar to other files – for example, link to lecture or lab notes from a calendar entry. Scheduled events from all of the sites to which you belong are collated and appear in the Schedule tool in My Workspace. The calendar can be viewed in a range of formats within WebLearn or it can be printed as a PDF.
More information:Step-by-step guides for Schedule
Figure images/wl-icon/23_search.png [search icon]Search allows users to search content created by most tools within the current site or across all sites to which a user belongs. It achieves this by creating an index of all content that the Announcements, Chat , Email Archive, Resources, and Wiki tools make available to the Search tool. This index is updated automatically, so as content is added to the site, it will be indexed after a short period of time. Filenames of material in Resources are also included in a Search index.
Figure images/wl-icon/25_sign_up.png [sign up icon]The Sign-up tool is available to all site owners and allows users to organise and sign up for tutorials, study groups, annual reviews, seminars, courses and the like.
It allows either single or repeated meeting to be scheduled and will automatically partition time slots into any number of equal-length sessions with an optionally specified maximum number of attendees. All meetings will be added to the site calendar and potential attendees can be notified of the details. The meeting can be displayed on one or more WebLearn sites.
Attendance is confirmed by visiting a site which displays the meeting and clicking on the “Sign-up” button; if a time slot is full, participants can add themselves to a waiting list.
The tool will send email notifications and add scheduled events to the site calendar (Schedule).
This deceptively simple tool should prove to be very powerful and will be of great use at Oxford in a large number of different contexts.
More information:Step-by-step guide for Sign-up
3.1.28. Site Info
Figure images/wl-icon/26_site_info.png [site info icon]The Site Info tool provides information about the current worksite. If one has a role that allows it, this tool can be used to make changes to information about the site, tools available in the site, and access to the site.
More information:Step-by-step guide for Site Info; Video tutorials for Site Info
3.1.29. Site Members (Roster)
Figure images/wl-icon/27_site_members.png [site members icon]The Roster tool shows a list of users in a site. The tool can show a picture of a user if they have uploaded one with the Profile tool. It also produces printer friendly views.
3.1.30. Site Stats
Figure images/wl-icon/28_site_stats.png [site stats icon]The Site Stats tool is designed to show summary information about site visits and tool activity, display visits and tool activity charts, and generate reports based on user visits, tool activity and Resources actions. Site statistics are only recorded after the tool has been turned on in a WebLearn site – it is not retrospective. Site Stats is only visible to those site members with a maintain or contribute role. It is strongly recommended that tutors turn the tool on in teaching sites in order to be able to monitor student activity and respond to students with low levels of activity. Site owners should be aware that the data collected by the Site Stats tool is protected under the Data Protection Act.
Site Stats tool
More information:Step-by-step guide for Site Stats
3.1.31. Surveys (Beta)
Survey tool functionality
Figure images/wl-icon/29_surveys.png [surveys icon]The WebLearn Surveys tool (released as a Beta) can be used to design and manage electronic questionnaires to be delivered online. Surveys can be created to gather data for research purposes, general data gathering, or for course, lecturer or tutor evaluation, feedback and review.
Questionnaire templates can be created from scratch, or existing templates can be copied and modified. Various question types are available, such as Lickert scales, multiple choice with a single answer, multiple choice with multiple answers, and free text questions. Detailed settings control open and close dates, how participants access the survey, and who may view the results.
Survey tool options screen shot
A survey can be delivered to WebLearn site members, ad-hoc groups or the general public over a fixed time period. Although responses remain anonymous, the course administrator can track who has or has not completed the evaluation. The system can automatically notify users of upcoming surveys, and send reminders to complete an ongoing survey. The notification scheme is intended to increase the response rate.
Several reporting options are available – generate a PDF file showing frequency counts and bar charts, or export data to Excel to enable further analysis of participants’ responses.
More information:Step-by-step guide for Surveys
Figure images/wl-icon/30_syllabus.png [syllabus icon]If a tutor or department has prepared an online syllabus already, you can direct the Syllabus tool to link to it. Otherwise, it is possible to use the Syllabus tool to enter material to post directly to your syllabus. You can make your syllabus visible to the general public or just to members of the site.
3.1.33. Tests (formerly Tasks, Tests and Surveys (TT&S))
Figure images/wl-icon/31_tests.png [tests icon]The Tests tool enables the creation and management of a variety of types of online tests - it supports diagnostic, formative and evaluative assessment. It is strongly recommended that it is not considered as a means of conducting summative assessment. Whereas survey can be conducted using this tool, the dedicated Survey tool is much more suited to this task.
More information:Step-by-step guide for Tests
3.1.34. Web Content
Figure images/wl-icon/34_web_content.png [web content icon]The Web Content tool allows you to display other websites inside the site’s WebLearn frame. You can use Web Content links for the most important or most commonly used online resources for your subject. Links to these sites will appear on the site’s toolbar. Online resources which are not needed as frequently can be placed in Resources instead of in Web Content items.
Web Content tool
More information:Step-by-step guide for Web Content; Video tutorial for Web Content
Figure images/wl-icon/45_webdav.png [webdav icon]This is not a tool as such but is a more of service to allow users to treat a Resource tool or Drop Box as a desktop (or network) folder. WebDAV is a set of “http” extensions to that allows users to collaboratively edit and manage files on remote web systems. It is available on all the major operating systems (Windows, MacOS and Linux).
More information:Step-by-step guide for WebDAV; Video tutorial (under 'Resources')for WebDAV
Figure images/wl-icon/35_wiki.png [wiki icon]The Wiki is a tool that allows anyone with the appropriate permissions to read, create, and edit web pages (open editing). Students can use wiki pages to work on document production or other projects as a team. In this way the Wiki tool can be used to facilitate collaborative learning, group interaction, sharing and distribution of knowledge and expertise, and exchange of ideas.
More information:Step-by-step guide for Wiki
3.2. Primary and Secondary Tools
There are many facilities in the WebLearn, these are partitioned into Primary and Secondary Tools. The WebLearn Service Level Description details which category each tool falls into, see section 2.12. Section 2.21 explains the difference between the two classifications. In short, if a Primary tool is withdrawn then IT Services will endeavour to provide instructions on how to move the content of the tool to a suitable alternative; if a secondary tool is removed then there is no guarantee that IT Services will provide support for the transfer of content. The Secondary tools are:
4. Local WebLearn Coordinators (Departmental WebLearn Contacts)
Before a department or college can use WebLearn they must have an Administration Site and an associated list of Local WebLearn Coordinators (local administrators or contacts). There follows a list of administration sites and Coordinators.
5. WebLearn User Group
Figure images/WLUG-logo-small.jpg [WLUG Logo]
WebLearn User Group (WLUG) meetings are held every term in the Isis suite in IT Services. The meetings enable WebLearn users to come together to share ideas and practices and to hear about recent and future developments in WebLearn. It is an opportunity for users to voice their ideas and suggestions in order to inform the ongoing development and support of the system. Guest speakers are always invited to come and give a short informal presentation about how WebLearn works for them. The cream tea after the meeting has become a popular tradition. The three meetings of the WLUG in the 2009/2010 academic year were attended by a total of 85 staff members.
Guest speakers are always invited to come and give a short informal presentation about how WebLearn works for them - if you are interested in speaking then please get in touch.
To listen to past meetings you may take advantage of the WLUG RSS feed display page in WebLearn. This page includes an in-page media player to make it easy to access a recording.
There is a special WebLearn site entitled WebLearn User Group which is used to support the User Group; if you are interested then we recommend that you join the WLUG site. The site contains past agendas, notes and other useful snippets; the associated mail list is a useful way of learning about upcoming events and recent news. Being a member of the site means that you will receive email notifications, and it will appear under your 'My Active Sites' tab for ease of navigation.
Future WLUG meetings are shown below; booking is required:
6. Help and Training
IT Services run regular training courses to help get started with WebLearn. These courses are run in conjunction with the IT Learning Programme, in order to attend you must book a place online. If any courses are scheduled then they will appear directly below; this list also includes WebLearn User Group meetings.
If you have already attended a WebLearn course then extra face-to-face help is available most Friday mornings by booking a place for the WebLearn Drop-in Surgery at Computer8.
There is also a special WebLearn Guidance site within the new system which acts as a gateway to all sorts of useful information including documentation and information about training courses.
The following ITLP training courses are either available or planned.
|WebLearn User Group||Meet with members of the WebLearn team; give feedback; share ideas and practices; hear about developments.||2 hours||Once per term|
|WebLearn: Fundamentals||Orientation; navigation; roles; tools; basic site management.||3 hours||Twice per term|
|WebLearn: Design and Content||After having attended the 'WebLearn Fundamentals' course, and / or having used WebLearn for some time, site owners need to know more about the planning, structure and design of WebLearn sites and the effective use of WebLearn tools. This course builds upon 'Fundamentals' and highlights how to use some more advanced features of WebLearn||3 hours||Once per term|
|WebLearn: Surveys||Use of surveys; comparison of online survey tools; overview of the WebLearn survey tool; three steps to create a WebLearn survey; build your own survey using the WebLearn tool .||3 hours||Once per term|
|Learning and Teaching: Using Technology Tools||This workshop is aimed at academic staff who are interested in making more creative use of technology tools, to the overall benefit of student learning. There is some reference to WebLearn, among other possible tools.||3 hours||Trinity Term|
|WebLearn: Using Mobile Oxford||This one-hour course demonstrates the award-winning Mobile Oxford platform and a selection of WebLearn tools that can be accessed via a mobile device. Participants will have the opportunity to use their mobile devices to try out various WebLearn tools via the mobile platform.||1 hour||Once per term|
|WebLearn: Drop-in Surgery||One-to-one session available to all past course attendees.||2 hours||10am - 12pm every Friday during term-time|
|WebLearn: Tools to Support Teaching and Learning||The aim of this course is to explore WebLearn tools that are designed specifically to support teaching and learning in the electronic environment, as a supplement to face-to-face teaching and tutoring. Tools include messaging and mail tools, tutorial signup, syllabus, Oxford Podcasts, reading lists, timed release, tracking and reporting, surveys (brief overview) and tests (brief overview).||3 Hours||Once per term|
|WebLearn: Tools for creating interactive online resources||This one-hour session gives an overview of three free, open-source, e-learning authoring tools: eXe, Xerte and GLO Maker. It emphasizes the strengths of each tool and suggests where each might be applicable. A short demonstration of an aspect of each tool will be given.||1 Hour||Once per term|
|WebLearn: Assessment and Feedback||Overview of assessment practice; Assignments; Tests; Markbook; Dropbox; Forums (to be assessed) Prerequisite: WebLearn Fundamentals||1 Hour||Once per term|
|WebLearn Bytes: Assignments||Writing essays and receiving feedback on submitted work is an important part of the Oxford student experience. Did you know that the WebLearn Assignments tool allows a tutor or lecturer to set up an assignment (essay), with instructions, attachments, a specified due date and marking options? Students submit their essay in WebLearn, which keeps track of all submissions. Tutors have found that using this tool enables them to provide more extensive and meaningful feedback to students.||1 Hour||Once per term|
|WebLearn Bytes: Resources||What is the best way to make learning and organisational materials available to your students so that they can find them easily? Come and experiment hands-on with the Resources tool, using features such as creating HTML pages, reading lists, web content links, group-specific material and permissions.||1 Hour||Once per term|
|WebLearn Bytes: Site Management’||Are you making best use of your site management tool, Site Info? Do you know how to control site access and prepare or duplicate sites for the new academic year? Come and experiment hands-on with the Site Info tool.||1 Hour||Once per term|
|WebLearn Bytes: Surveys||Did you know that the WebLearn Surveys tool is freely available and can be used to create surveys for course or lecturer evaluation, research purposes, or general data gathering? Surveys can be delivered to site participants, ad-hoc groups, or the general public, with or without requiring login, and data can be exported for further analysis.||1 Hour||Once per term|
|WebLearn Bytes: Tests and Quizzes||The WebLearn Tests tool provides a useful way to design and deliver informal tests to your students for the purpose of ongoing formative assessment. Questions are entered into question pools, and you can create a test using manual or random selection of questions. Hints and immediate feedback can be provided to reinforce learning.||1 Hour||Once per term|
|Plagiarism: How to avoid it (for students)||Academic integrity requires authors to accurately record and acknowledge the source of words, ideas, diagrams, images, research results (all forms of output from others) that they use or refer to in their own work. This course supports students in learning how to avoid unintentional plagiarism. A customised version of the course can be delivered in colleges or departments, on request.||45 minutes||Once per term|
|Plagiarism: WebLearn and Turnitin||This lunch-time session is aimed at examiners, tutors and supervisors who need to use Turnitin plagiarism detection software to check assessed essays for originality and also for general formative purposes to improve student academic writing skills.||45 minutes||Once per term|
|Plagiarism: Turnitin Fundamentals||Accessing Turnitin; creating a class; advanced settings; enrolling students; submitting papers; originality reports; other tools in the Turnitin software suite||Once per term|
|Plagiarism: Interpreting Originality Reports using Turnitin||Lunch time session including overview of Turnitin originality reports; similarity index; viewing options; detailed look at originality reports||Once per term|
The following ITSS training courses are also available.
|Name||Topics||Length||Frequency (during term time)|
|WebLearn: For ITSS||Demonstration for technically astute ITSS.||45 minutes||Once per term|
The above are supplemented by the following documentation which is available on the WebLearn Guidance site:
6.1. Book: Sakai CLE Courseware Management
Figure images/sakai-book-2.png [Sakai book cover]
The Sakai Foundation and PACKT publishers are proud to announce the Sakai CLE Courseware Management book. This is the official guide to the Sakai CLE.
This book is the officially endorsed Sakai guide and is an update to the previous book, Sakai Courseware Management: The Official Guide. From setting up and running Sakai for the first time to creatively using its tools and features, this book delivers everything you need to know.
7. Graphical Resources
7.1. Embedding a Link to WebLearn
Copy the HTML below and paste onto your website to provide a link to the front page of WebLearn.
This will display: Visit WebLearn
7.2. Service Logo
Figure icons/wl-banner.gif 
The Logo uses Minion Pro font for the word "WebLearn" and Foundry Sterling (Book) for the 'strap line' underneath.
7.2.1. Black and White Text
7.2.2. Coloured Text
7.3. Icons (Pentagon)
Figure icons/wl-low.png 
7.3.1. Low Resolution Version
7.3.2. Medium Resolution Version
7.3.3. High Resolution Version
7.3.4. Annotated Version
7.3.5. ICO Version
7.3.6. Tiny Version
7.3.7. Adobe Illustrator / In Design Originals
7.4. WebLearn Guidance Version
Figure icons/wl-guidance.jpg 
7.5. WebLearn Star Version
Figure icons/wl-coloured-star-big.png 
Figure icons/wl-white-star-big.jpg 
7.6. m.ox (Smartphone access)
Figure icons/wl-mox.png 
|Colour name||Display||Hex Value||RGB||CMYK||Pantone|
|Green||#005751||R=0 G=87 B=81||C=100 M=0 Y=61 K=68||330|
|Brown||#592C35||R=89 G=44 B=53||C=30 M=82 Y=44 K=78||504|
|Olive||#887B1B||R=136 G=123 B=27||C=17 M=17 Y=97 K=52||620|
|Red||#822433||R=130 G=36 B=51||C=0 M=100 Y=60 K=52||202|
|Mid blue||#4B92DB||R=75 G=146 B=219||C=63 M=36 Y=0 K=0||279|
7.8. Front Page Top Banner
Banner found at the top of the very first page
7.9. Icon used within WebLearn
WebLearn uses the Creative Commons licenced 'Silk' icons. Before you ask, these are not available in any other sizes! On occasions, it may be useful to display these images on a WebLearn page, for example to give instructions on what buttons or links to click on, or to add a dash of colour to written instructions. As these images are stored in a public area they can be used in all contexts. They will never be removed from the system.
7.10. Advertising WebLearn
There area number of resources available for download and customisation allowing departments or colleges to advertise WebLearn in public areas. These are available in JPEG and PDF as well as INDD or PSP formats.
8. Development Plans
This is the latest list of implementation time scales; the tranches of work should be in production by the first week of the stated term (or vacation). We will do our best to meet these deadlines but it is often difficult to estimate the amount of work required before actually starting. In addition, some of these milestones are based on work being undertaken by other members of the Sakai community, obviously we cannot predict when their deadlines will slip!
9. Your Questions Answered
9.1. Why opt for an Open Source VLE?
In 2005 the erstwhile Head of LTG Dr Stuart Lee wrote an interesting article on this topic entitled Finally a free lunch: the benefits of an open source VLE/LMS; even though he wrote about Bodington, (which is the software underpinning the original WebLearn,) most of the points pertaining to the open source nature of the product he made are as relevant today, to Sakai, as they were then.
9.2. Why Sakai?
9.3. How Does WebLearn Relate to Nexus (Groupware)?
WebLearn and Nexus (SharePoint / Exchange) are complementary systems, both provided by IT Services. WebLearn is primarily focused on Teaching and Learning whereas Groupware is aimed more at administration and research groups. It is also true that Nexus SharePoint part of the service is only just becoming available to early adopters (late 2009), so if you are looking to get started now putting documents up for selected groups to see (and haven't signed up to be a SharePoint early adopter), WebLearn can help with that. When SharePoint is available, IT Services will provide clear advice on which system to use; nobody will be 'forced' to use either system against their wishes.
WebLearn contains Teaching and Learning focused tools such as assessment and tutorial booking; Nexus SharePoint will support version control and work-flow. Which system you use will be partly based on what you are trying to achieve but may also depend on which system your department and its users are most familiar with. In order to help clarify the situation, the Office of the Director of IT have produced a very useful paper entitled WebLearn and Nexus - which tool for which activity?.
We are happy to answer any specific questions that people may have, drop us an email: firstname.lastname@example.org
Integration / Interoperability: IT Services is taking the issue of integration very seriously, indeed the Nexus project has a whole work package dedicated to ensuring that it will talk to other IT Services systems. IT Services is well represented on the Nexus Project Board, so we are confident that the WebLearn user's voice is feeding in loudly. (As a point of note it is the Project Board who are driving the project with IT Services implementing their recommendations.)
9.4. Is WebLearn Secure?
WebLearn does not currently have any known security issues and all connections and data transfers to and from the WebLearn are encrypted using the secure HTTPS network protocol.
The WebLearn team are kept constantly up to date by the Sakai Security Team and will act swiftly to close any loopholes should they appear.
The most likely breach of security will occur if users reveal their account details (e.g. through a user being taken in by a phishing attack or by having a computer infected by a spyware virus).
It is also possible for a naïve or careless site owner / maintainer to manually grant access to the general public or to a user that should not have access. Care needs to be taken in providing access to materials; maintainers are strongly recommended to attend WebLearn training delivered by IT Services.
9.5. Is WebLearn more secure than email?
WebLearn is hosted on a secure server administered by IT Services. All transactions are encrypted so, in general, the biggest risk again is a user revealing their account details to a malicious third party.
Email, on the other hand, is said to be no more secure than writing information on the back of a postcard as much of the traffic is sent unencrypted.
10. The Apereo Foundation
The University is a member of the Apereo Foundation. As members, Oxford University staff are entitled to a number of benefits including a reduced rate for attending the annual conference. The Apereo Foundation host a number of educational software products (including Sakai), publish a regular Sakai newsletter and administer a YouTube video channel.
10.1. The UK Sakai Community
The universities of Oxford, Hull and Cambridge use it as their institutional VLE. It is widely used at Lancaster, Newcastle, Bath and STFC (Daresbury) as either a VLE or a VRE (Virtual Research Environment).
If you are interested in this or the European Sakai community then please take a look at the Sakai in UK Higher Education blog.
11. The WebLearn Team (including blogs)
For general WebLearn enquiries please send an email to email@example.com; this is group address and is a safer (and more desirable) option than contacting an individual team member.
Figure /ltg/images/people/adam.jpg [Adam Marshall]
WebLearn Service Manager
Adam's WebLearn Blog
Sakai in UK Higher Education Blog
Figure /ltg/images/people/matthew.jpg 
Senior VLE Developer and member of the Sakai Maintenance team.
Figure /ltg/images/people/JillFresen.jpg [Jill Fresen]
Senior Learning Technologist
Turnitin At Oxford Blog
Figure /ltg/images/people/benholmes.jpg 
VLE Developer .
Figure /ltg/images/people/fawei.jpg [Fawei Geng]
|Fawei Geng (50%)