The Bodington SystemThe Bodington System- Patently Previous- Patently Previous

Andrew BoothAndrew Booth

Institute of Life Sciences EducationInstitute of Life Sciences EducationFaculty of Biological SciencesFaculty of Biological Sciences

University of LeedsUniversity of Leeds

UKUK

University of Leeds todayUniversity of Leeds today

University of Leeds todayUniversity of Leeds today

University of Leeds in University of Leeds in 1994/51994/5

27,000 students on campus (75,000 27,000 students on campus (75,000 total).total).

Recently changed from terms to Recently changed from terms to semesters.semesters.

New modular course structure.New modular course structure. Many short modules (e.g. half semester)Many short modules (e.g. half semester)

with large recruitments (200-300).with large recruitments (200-300). Difficult to identify and help students with Difficult to identify and help students with

problems.problems.

Before Bodington - early Before Bodington - early attempts to ‘use the attempts to ‘use the

technology’technology’ We wanted a communication system for We wanted a communication system for

student support.student support. Tried email – disaster.Tried email – disaster. Tried nntp – worked for computer science Tried nntp – worked for computer science

students, failed for biology students.students, failed for biology students. Problem was scope – students needed Problem was scope – students needed

verifiable reassurance.verifiable reassurance. Developed web-based bulletin board. CGI Developed web-based bulletin board. CGI

script with MS-Access as database.script with MS-Access as database. Participant list and readers verifiable – no Participant list and readers verifiable – no

secret lurking!secret lurking!

The students’ acceptance of The students’ acceptance of the technologythe technology

They use it to ask for help – and They use it to ask for help – and check that it is coming!check that it is coming!

How do we assess the How do we assess the students’ acceptance of the students’ acceptance of the

technology? technology? They use it to ask for help – and They use it to ask for help – and

check that it is coming!check that it is coming! They use it to try to fool their They use it to try to fool their

teachersteachers

Towards Bodington 1995/6Towards Bodington 1995/6 Early system (cgi) replaced with Java-based Early system (cgi) replaced with Java-based

system (servlets plus Java Web Server). system (servlets plus Java Web Server). Microsoft SQL Server.Microsoft SQL Server.

Online assessments (MCQ, MRQ, short Online assessments (MCQ, MRQ, short answer) and feedback questionnaires addedanswer) and feedback questionnaires added

Simple web text tool addedSimple web text tool added Emphasis still firmly on support, Emphasis still firmly on support,

communication and collaboration, NOT on communication and collaboration, NOT on shovelwareshovelware

Piloted across university 1996Piloted across university 1996

Lessons learned during the Lessons learned during the pilotpilot

The needs of the students and teachers were The needs of the students and teachers were more diverse than expected.more diverse than expected.

The system (i.e. its developers) must not impose The system (i.e. its developers) must not impose or assume any pedagogic model or way of or assume any pedagogic model or way of working.working.

There was no agreed standard ‘template’ for the There was no agreed standard ‘template’ for the organization of learning resources.organization of learning resources.

Nor was there an agreed ‘view’.Nor was there an agreed ‘view’.Some wanted ‘collegial view’, other happy Some wanted ‘collegial view’, other happy

with with ‘course only’.‘course only’. This may mean a complex structure, so all This may mean a complex structure, so all

learning resources map to simple URLs – no query learning resources map to simple URLs – no query strings, easy to bookmark.strings, easy to bookmark.

Lessons learned during the Lessons learned during the pilotpilot

Single ‘roles’ are inadequate – teaching is more Single ‘roles’ are inadequate – teaching is more complex than you might expect. complex than you might expect.

Each user can have many ‘roles’, depending on Each user can have many ‘roles’, depending on the resources. the resources.

Each resource can be accessed by different Each resource can be accessed by different groups of users in different ways.groups of users in different ways.

Need to be able to devolve control to the Need to be able to devolve control to the teachers/managers and let them decide how the teachers/managers and let them decide how the resources should be organized and accessed with resources should be organized and accessed with no limit to levels of organization.no limit to levels of organization.

Therefore need to give them sophisticated group Therefore need to give them sophisticated group management tools. management tools.

Implementation of Bodington Implementation of Bodington at Leeds 1997at Leeds 1997

Hierarchical tree organization of learning Hierarchical tree organization of learning resources.resources.

Control of branches devolved to Control of branches devolved to departments.departments.

Control of sub-branches devolved to Control of sub-branches devolved to teachers/managers.teachers/managers.

Local ownership and control of learning Local ownership and control of learning resources.resources.

Users can have multiple roles for different Users can have multiple roles for different resources.resources.

‘‘Building’ metaphor for navigation.Building’ metaphor for navigation. No limit on the depth of the tree (rooms No limit on the depth of the tree (rooms

within rooms)within rooms)

Patently Previous?Patently Previous?

By 1997 Bodington was an internet-based By 1997 Bodington was an internet-based system for the preparation and delivery of system for the preparation and delivery of courses.courses.

It provided the tools to teachers for course It provided the tools to teachers for course preparation.preparation.

It allowed users with different permissions It allowed users with different permissions or roles to access learning resources in or roles to access learning resources in different ways.different ways.

This was widely and publicly This was widely and publicly demonstrated.demonstrated.

We have all the logs from 1997 onwards.We have all the logs from 1997 onwards.

Nathan Bodington Building Nathan Bodington Building 19971997

Named after Sir Nathan Bodington (1848-1911)

First Vice Chancellor ofThe University of Leeds

How do we assess the How do we assess the students’ acceptance of the students’ acceptance of the

technology? technology? They use it to ask for help – and They use it to ask for help – and

check that it is coming!check that it is coming! They use it to try to fool their They use it to try to fool their

teachersteachers They use it to set their own learning They use it to set their own learning

objectives – new forms of learningobjectives – new forms of learning

Bodington 1999/2000Bodington 1999/2000

Local FE (Community) colleges Local FE (Community) colleges interested (with money!)interested (with money!)

Complete re-write of code. Now similar Complete re-write of code. Now similar to Enterprise Java Beans. System now to Enterprise Java Beans. System now very stable. Generalized SQL support.very stable. Generalized SQL support.

Added web publishing.Added web publishing. Added pigeon holes (drop boxes) and Added pigeon holes (drop boxes) and

portfolios.portfolios.

Bodington 2002/2003Bodington 2002/2003 Victim of its own success at Leeds.Victim of its own success at Leeds. Service delivery stifling development.Service delivery stifling development. Little resource provided for development Little resource provided for development

at Leeds.at Leeds. Needed more developers.Needed more developers. Released code as open source.Released code as open source. 2002 – Oxford made contact and chose 2002 – Oxford made contact and chose

Bodington as VLE – with developersBodington as VLE – with developers 2003 – UHI did the same2003 – UHI did the same 2004 – bodington.org transferred to Oxford2004 – bodington.org transferred to Oxford

Bodington 2004-presentBodington 2004-presentMore rapid developmentMore rapid developmentMore tools added:More tools added:

‘‘My modules’My modules’ RSS feedsRSS feeds Peer markerPeer marker etc.etc.

IMS CP and QTI updatedIMS CP and QTI updatedShibboleth (Guanxi) Shibboleth (Guanxi)

IdP and SP functionality added by UHIIdP and SP functionality added by UHI

My group at LeedsMy group at Leeds

Joint online M.Sc. in Bioinformatics Joint online M.Sc. in Bioinformatics between Leeds and Manchester.between Leeds and Manchester.

Move away from monolithic LE.Move away from monolithic LE. Move towards plugging in ‘best of Move towards plugging in ‘best of

breed’ learning tools.breed’ learning tools. Link VLEs/LMSs – share resources Link VLEs/LMSs – share resources

securely.securely. Use the Shibb/Guanxi functionality to Use the Shibb/Guanxi functionality to

link to other resourceslink to other resources

Shibboleth/GuanxiShibboleth/Guanxi

IdPVLE/LMS

Learning Resource

Serv

ice P

rovid

er

VLE makes request for access to resource

Shibboleth/GuanxiShibboleth/Guanxi

IdPVLE/LMS

Learning Resource

Serv

ice P

rovid

er

Request is intercepted by the SP

Shibboleth/GuanxiShibboleth/Guanxi

IdPVLE/LMS

Learning Resource

Serv

ice P

rovid

er

SP requests authentication assertion from the IdP

Shibboleth/GuanxiShibboleth/Guanxi

?VLE/LMS

Learning Resource

Serv

ice P

rovid

er

IdP ensures that the user has authenticated

Shibboleth/GuanxiShibboleth/Guanxi

?VLE/LMS

Learning Resource

Serv

ice P

rovid

er

IdP ensures that the user has authenticated

Shibboleth/GuanxiShibboleth/Guanxi

IdPVLE/LMS

Learning Resource

Serv

ice P

rovid

er

IdP sends authentication assertion to the SP

Shibboleth/GuanxiShibboleth/Guanxi

IdPVLE/LMS

Learning Resource

Serv

ice P

rovid

er

SP sends attribute request to the IdP

Shibboleth/GuanxiShibboleth/Guanxi

IdPVLE/LMS

Learning Resource

Serv

ice P

rovid

er

IdP checks the Attribute Release Policy for the SP…

Attribute Store

ARP

Shibboleth/GuanxiShibboleth/Guanxi

IdPVLE/LMS

Learning Resource

Serv

ice P

rovid

er

…and releases the user’s attributes to the SP

Attribute Store

ARP

Shibboleth/GuanxiShibboleth/Guanxi

IdPVLE/LMS

Learning Resource

Serv

ice P

rovid

er

The SP checks its Attribute Acceptance Policyand then allows the request through to the resource.The resource may use the attributes for e.g. account creation.A session cookie then allows further access.

AttributesAttributes

Institutional membershipInstitutional membershipOK for online journals etc.OK for online journals etc.

But for e-learning we needBut for e-learning we need

UsernameUsername Real nameReal name Group membership(s)Group membership(s)

A new verbA new verb

to shib (verb, transitive)to shib (verb, transitive)

To produce a small software add-on To produce a small software add-on that receives a user’s attributes from that receives a user’s attributes from a Service Provider and uses them for a Service Provider and uses them for e.g. authorization, account creation e.g. authorization, account creation etc.etc.

Institution 1Bodington

Attribute Store

Institution 1Bodington

Attribute Store

SPSP

Publisher'sResources

Publisher'sResources

SPSP

SharedBulletin Board

SharedBulletin Board

SPSPSPSP

IdPIdP

SPSP

Online resourceshosted at

institution 3

Online resourceshosted at

institution 3

Institution 3VLE

Institution 3VLE

Institution 2Bodington

Attribute Store

Institution 2Bodington

Attribute Store

SPSPIdPIdP IdPIdP Institution 3Attribute StoreInstitution 3

Attribute Store

Institutional federation

Inter-institutional federation (e.g. WUN)

National federation(e.g. JISC)

Wide Area Freely Federated Learning Environment

SOCKETSOCKET

Service Oriented Consumer Kit for Service Oriented Consumer Kit for eLF Tools. JISC funded project.eLF Tools. JISC funded project.

Constructs service consumer servlets Constructs service consumer servlets from WSDL.from WSDL.

Allows web services to appear as Allows web services to appear as native VLE components.native VLE components.

Not tied to any VLE/LMS.Not tied to any VLE/LMS.

Thanks Thanks

LeedsLeedsJon Maber, Mike Thomas, Brian Clark, Rob Jon Maber, Mike Thomas, Brian Clark, Rob Garbutt, Atif SulemanGarbutt, Atif Suleman

OxfordOxfordAdam Marshall, Matthew Buckett, Colin Tatham, Adam Marshall, Matthew Buckett, Colin Tatham, Alexis O’ConnorAlexis O’Connor

UHIUHISean Mehan, Alistair Young, Antony Corfield, Sean Mehan, Alistair Young, Antony Corfield, Naomi MilesNaomi Miles

Melandra (Manchester)Melandra (Manchester)Peter CrowtherPeter Crowther

Some referencesSome references

Clark, B.P. and Booth, A.G. Clark, B.P. and Booth, A.G. (2006), SOCKET and the WAFFLE Bus for Beginners. (2006), SOCKET and the WAFFLE Bus for Beginners. http://www.elearning.ac.uk/features/sockethttp://www.elearning.ac.uk/features/socket

Booth, A.G. and Clark, B.P. Booth, A.G. and Clark, B.P. (2006), The WAFFLE Bus: a model for a service-oriented (2006), The WAFFLE Bus: a model for a service-oriented learning architecture, in Whitelock, D. & Wheeler, S. (Eds). The next generation. pp learning architecture, in Whitelock, D. & Wheeler, S. (Eds). The next generation. pp 172-181 Research proceedings of the 13th Association for Learning Technology 172-181 Research proceedings of the 13th Association for Learning Technology ConferenceConference

Booth, A.G.Booth, A.G. (2006),  QMShibb - Shibboleth enabling Questionmark Perception (2006),  QMShibb - Shibboleth enabling Questionmark Perception http://www.socketelf.org:8080/roller/page/socket?entry=http://www.socketelf.org:8080/roller/page/socket?entry=shibboleth_enabling_questionmark_perceptionshibboleth_enabling_questionmark_perception

Clark, B.P. and Booth, A.G.Clark, B.P. and Booth, A.G. (2006), SOCKET: Service-Oriented Consumer Kit for ELF (2006), SOCKET: Service-Oriented Consumer Kit for ELF Tools Tools http://www.socketelf.org:8080/eldg/sockethttp://www.socketelf.org:8080/eldg/socketsee also see also http://elrond.cetis.ac.uk/projects/detail.php/sockethttp://elrond.cetis.ac.uk/projects/detail.php/socket

Booth, A.G, Clark, B.P., Suleman, S., Garbutt, R.J., Young, A., and Kleeman, J.Booth, A.G, Clark, B.P., Suleman, S., Garbutt, R.J., Young, A., and Kleeman, J. (2006), SOCKET (2006), SOCKET http://www.jisc.ac.uk/whatwedo/programmes/elearning_framework/project_socket.asphttp://www.jisc.ac.uk/whatwedo/programmes/elearning_framework/project_socket.aspxx

Mehan, S., Young A. and Booth, A.G.Mehan, S., Young A. and Booth, A.G. (2005), Guanxi:Shibboleth in e-Learning (2005), Guanxi:Shibboleth in e-Learning http://www.jisc.ac.uk/uploaded_documents/Guanxi_Loughborough_160505.pdfhttp://www.jisc.ac.uk/uploaded_documents/Guanxi_Loughborough_160505.pdf