Open edX涉及的开发语言、框架和开源组件

本文首先总结所有Open edX相关的语言、框架、组件、服务,做一简要介绍。随后再分别撰文介绍每一项具体内容。

外部服务

##DataDog  https://www.datadoghq.com
SaaS 监测工具,针对 DevOps 团队,从你的 app 或者其他各种工具获取数据并提供数据可视化功能。它把从你基础设备和软件采集的数据统一处理并存储。允许你创建仪表盘和搜索访问你提供的数据。他们目前提供数据的聚合和展示而不是提供数据分析。
Datadog 的一个优点是了开放所有 API,可以让你很灵活的开发自己的指标或整合。

##AWS http://aws.amazon.com/

##NewRelic  https://newrelic.com/ 

服务器端性能监控,更多请见  性能监控的好工具 – NewRelic 简介

##splunkforwarder  http://www.splunk.com/zh-hans_cn

日志处理引擎,可扩展的日志分析平台。

语言和框架

Python&Django

Ruby&Sinatra

coffeescript

SASS

Node.js

Underscore.js   https://github.com/jashkenas/underscore  http://www.bootcss.com/p/underscore/

Backbone.js

Neat http://neat.bourbon.io/ 前端排版

开源组件

Ansible

cucumber  自动化测试工具

Ngnix

ElasticSearch

MySQL

MongoDB

RabbitMQ+Celery

Hadoop+Hive+Sqoop

Luigi

Annotator

Haystack

Gunicorn

协议

oAuth2

CAS

 

Open edX中国社区版分类功能需求文档

概述

实现二级分类的功能定制。该定制主要用于国内用户比较需要的首页展示需求。

edX的分类机制

原生代码中的分类其实是标签和搜索。通过扩展课程数据结构,并且把数据结构注册到搜索栏,可以在搜索的时候附加分类。这个分类是通过elasticsearch对课程数据的索引来做的,在查看所有课程/搜索页才可以筛选分类。

这个标签式的分类是一级的。在edX.org里面称为 Subjects,主题。

Cousera的分类机制

cousera有一个二级的机制。是在点击进入某个一级分类后的顶部有页面跳转链接。每个二级分类最多显示5个,还可以“更多”,将这个二级分类的内容全部呈现出来。一门课程可以属于多个二级分类。

而搜索界面实际上是个多维筛选器,和edX的搜索一样,分类只有一级。

观察搜索界面的分类方法,可以看到和目录的分类方法有明显不同。所以其实在Coursera里面这是两种检索方式:目录和类别。

目录法的类别为:

艺术与人文

历史|语言和文学|音乐与艺术|哲学

商务

领导与管理|金融|营销|创业|商务核心|商业战略

计算机科学

软件开发|移动和网络开发|算法|计算机安全和网络|设计和产品

数据科学

数据分析|机器学习|概率论与数理统计

生命科学

动物和兽医科学|生物信息学|生物|医疗保健|营养|临床科学

数学和逻辑

个人发展

物理科学与工程

社会科学

经济学|教育|政府与社会|法律|心理学

 

 

 

产品设计思路

社区二级分类产品可以借鉴cousera的方式。

Open edX搜索中的分类其实是标签tag,而且可以自己扩充很多标签。这个功能可以和要开发的二级分类完全独立。

二级分类可以有类似“目录”的形式,用于独立的展示,技术上做成容易调用的方式,在首页和其他页面方便的嵌入。

作为示例先在首页上实现。

 

 

分类的管理

分类信息

在MySQL中实现数据结构,

一级分类信息表Course_category_class1

id int(11)

category_name varchar(255)

category_cname varchar(255)

 

二级分类信息表Course_category_class2

id int(11)

category_name varchar(255)

category_cname varchar(255)

parent_id int(11)

 

 

在Django Admin实现二级分类信息的管理,

课程分类

课程对应分类表Course_category

id int(11)

course_id varchar(255)

category_id int(11)

 

在Django Admin里面实现课程对应分类的管理。

分类界面

edX.org

Cousera

xuetangX

社区二级分类模块可以采用国内习惯的二级菜单方式。菜单的样式可以多样,比如纵向一级展开横向二级;横向一级菜单展开纵向二级。

当前产品定义为横向一级分类展开纵向二级分类。

 

这个分类的菜单直接读取数据中的Course_category_meta。点击二级后即刷新下方的课程展示为对应二级。默认展示为全部最新的课程。

 

首页上可以同时存在别的课程区别,比如推荐课程。一般推荐课程会在最上面的区块,而分类课程展示在第二个区块。

 

分类的刷新采用ajax,分类传递到后端py程序后,封装为json数据返回到前端显示。

 

由于已经是二级分类,不再显示更多按钮,直接显示此二级分类下的全部课程。

 

一级分类不可点击(移动版本考虑)

 

edX教学研究

edX.org网站在整理了一些联盟院校对教育和学习的研究,主要关注在以下方面:

  • 什么激励学生学习和坚持?
  • 什么帮助学生获得知识?
  • 教授复杂概念的最好方法是什么?
  • 我们怎么评估学生的学习?
  • 线上和线下教育哪个更好?

 

详细信息请看这里 https://www.edx.org/about/research-pedagogy

另外,Harvard和MIT公布了2012-2013年的edX学习数据 https://dataverse.harvard.edu/dataverse/mxhx,可以下载研究。

This release is comprised of de-identified data from the first year (Academic Year 2013: Fall 2012, Spring 2013, and Summer 2013) of MITx and HarvardX courses on the edX platform along with related documentation. These data are aggregate records, and each record represents one individual’s activity in one edX course. For more information about the existing analyses of these data and the first year of HarvardX and MITx courses, please see the HarvardX and MITx working paper “HarvardX and MITx: The first year of open online courses” by Andrew Ho, Justin Reich, Sergiy Nesterko, Daniel Seaton, Tommy Mullaney, Jim Waldo, and Isaac Chuang (http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2381263). The first release of this dataset is the HarvardX-MITx Person-Course Academic Year 2013 De-Identified dataset, version 2.0, created on May 14, 2014. File name: HMXPC13_DI_v1_5-14-14.csv The md5sum for this release (HMXPC13_DI_v2_5-14-14.csv) is: 2b09c674af772d45dae429045cf7acfc

 

 

 

Open edX安全警告: XSS Vulnerability in Teams Feature

Security Alert

Severity: High
Category: XSS
Affected Projects: edx-platform
Reporter: self-reported
Permanent URL: https://open.edx.org/CVE-2015-6960

During an internal code-review of the edx-platform code it was discovered that a bug allowed user submitted content to contain JavaScript that would execute in an end-user’s browswer.

The Common Vulnerabilities and Exposures (CVE) project has assigned the name CVE-2015-6960 to this issue. This is an entry on the CVE list (http://cve.mitre.org), which standardizes names for security problems.

More Information

This bug made it possible for an end user to create a team containing JavaScript code in its name and have this code executed in another user’s browser.

The fix is to correctly escape Javascript in team names before displaying them on the page.

The bug was fixed in this commit.

Open edX涉及到的License

参考:

http://www.unclekevin.org/?p=137

http://my.oschina.net/yangsheng/blog/190917

Open edX uses both the AGPL and the Apache license.  The code in Open edX is spread across a number of repositories on GitHub, and each is licensed under either the AGPL or the Apache license.

The AGPL (GNU Affero General Public License) is maintained by the Free Software Foundation. It allows for use and sharing of unmodified code, modifying code, and the use and sharing of modified code.

Under the AGPL, when you modify the Open edX platform, you must share those modifications.

The Apache License is maintained by the Apache Foundation. It allows for the same use, sharing, and modification as the AGPL, but modifications can be shared under a license other than the AGPL.

The Open edX code falls into three main categories: core components of the Open edX platform, libraries used by others to access the platform through our APIs, and tools that are not particular to the Open edX platform. Each of these categories has its own licensing considerations.

Code that is essential to the Open edX platform is AGPL. This license ensures that all changes to the platform are shared, guaranteeing that the platform is truly an open resource and that everyone will benefit from the improvements. This includes, but is not limited to:

Code that is used by others to access edX APIs is Apache. The propagating nature of the AGPL makes it difficult for some people to adopt. For repositories where broad use is more important than shared improvements, edX uses the Apache license. This includes API libraries such as XBlock.

Broad-interest, or developer, tools are also Apache. These are tools that have nothing in particular to do with Open edX, and do not run as part of the platform. They could be of interest to any Python developer, for example. Tools like this will be Apache-licensed to enable their broader use and adoption. This includes tools such as bok choy.

To figure out which license a given repository uses, read the licensing file contained in the GitHub repository.

If you have any questions about edX’s licensing strategy, feel free to ask on the edx-code mailing list.

Open edX 及其模块授权协议 Affero GNU General Public License
http://www.gnu.org/licenses/agpl-3.0.html

Nginx Web服务器授权协议 2-clause BSD-like license
http://nginx.org/LICENSE

mongoDB 数据库授权协议 GNU AGPL v3.0 License,
http://www.mongodb.org/about/licensing/

Mysql 数据库授权协议 GNU General Public License v2
http://www.gnu.org/licenses/old-licenses/gpl-2.0.html

Django 框架授权协议 BSD license
http://code.djangoproject.com/browser/django/trunk/LICENSE

Python 授权协议 Python License
http://www.python.org/download/releases/2.6.5/license/

Node.js 授权协议 MIT License
https://raw.github.com/joyent/node/v0.6.18/LICENSE

Ruby授权协议 Ruby License and GPLt
http://www.ruby-lang.org/en/LICENSE.txt

Rails授权协议 MIT license
http://www.opensource.org/licenses/mit-license.php

RubyGems 授权协议 Ruby License
http://www.ruby-lang.org/en/LICENSE.txt

Rake 授权协议 Ruby License
http://www.ruby-lang.org/en/LICENSE.txt

ImageMagick授权协议
https://www.imagemagick.org/subversion/ImageMagick/trunk/LICENSE

Rmagick授权协议 MIT license,
http://www.opensource.org/licenses/mit-license.php

OpenSSL 授权协议 Apache License
http://www.openssl.org/source/license.html

Ncurses 授权协议 MIT license,
http://www.opensource.org/licenses/mit-license.php

Readline 授权协议 GPL license
http://www.gnu.org/copyleft/gpl.html

Zlib 授权协议 zlib License
http://www.gzip.org/zlib/zlib_license.html

Libiconv 授权协议 LGPL license
http://www.gnu.org/licenses/lgpl.html

Expat 授权协议 MIT license
http://www.opensource.org/licenses/mit-license.php

Freetype 授权协议 The Freetype Project License
http://freetype.sourceforge.net/FTL.TXT

Open edX Cypress完整汉化语言包

感谢@hhf及@Abbeville的辛勤工作。

下载翻译

1.切换至edxapp账户并加载环境变量
sudo -u edxapp bash
source /edx/app/edxapp/edxapp_env

2.删除现有语言包并上传新语言包
cd /edx/app/edxapp/edx-platform/conf/locale/zh_CN/LC_MESSAGES/
rm *
wget http://mirrors.edustack.org/LC_MESSAGES/django.po
wget http://mirrors.edustack.org/LC_MESSAGES/djangojs.po

3.执行翻译
cd /edx/app/edxapp/edx-platform
paver i18n_fastgenerate

4.退出edxapp账户并重启edxapp
exit
sudo /edx/bin/supervisorctl restart edxapp:

修改翻译

1.切换至edxapp账户并加载环境变量
sudo -u edxapp bash
source /edx/app/edxapp/edxapp_env

2.编辑django.po 或djangojs.po
vi django.po
vi djangojs.po
修改要更改的内容,保存退出。

3.执行翻译并重启edxapp
cd /edx/app/edxapp/edx-platform
paver i18n_fastgenerate
exit
sudo /edx/bin/supervisorctl restart edxapp:

在内部网络为edX配置视频服务

在部署使用Open edX的过程中,一个普遍的问题是:视频放在哪儿?

Open edX本身并不是设计来存储视频的。edX本质上提供了一套学习工具和学习过程,而一些比较专业化的资源是置于外部的,比如视频以及机器学习、自动评分等等。

CMS中有提供文件上传功能。如果你的edX仅仅是提供给少数人用的,你也可以把视频放到这里,并在视频模块中输入相应的链接。你需要考虑的是edX主机的空间是否足够存储视频;视频播放带来的cpu内存损耗能否能让edX代码正常的运行;edX主机的网络带宽能支持播放多少并发?

在公网上的edX可以直接购买视频云服务,例如腾讯云、阿里云等。服务商保证了视频的可用性和播放速度,也不会对edX主机的性能造成影响。还可以根据视频的需求扩展资源。如果不想在视频投入成本,也可以使用@wwj的优酷视频Xblock。当然,会有优酷广告(没有免费的午餐)。

场景

有几种场景需要搭建内网视频服务器来配合edX:

  • 内网是和外网隔离的,用户不能使用外网视频云。
  • 内网和外网链接的速度有限,而且内网有足够的计算存储资源用来存储视频。
  • 只希望视频资源在内网可访问。

一般这种场景出现在教育机构和大型企业中。此时应该搭建专门的视频服务器。

选择视频格式

目前最常见的视频播放格式就是FLV和MP4。对应的有flash播放器以及HTML5播放器。

由于flash播放器的兼容性以及未来flash技术的前景,不建议选择这种格式。

目前HTML5播放技术比较成熟,但仍存在一些兼容问题,具体可见 http://www.jwplayer.com/html5/

根据上面链接的资料,H264格式是受支持最广的,所以一般应该用这个格式来编码课程视频。

视频版权保护DRM方面,可见这个讨论 http://stackoverflow.com/questions/2983555/is-there-a-way-to-use-drm-on-html5-video,W3C已经提出了EME(Encrypted Media Extensions)标准,并已经得到支持。不过目前还并不能在HTML5中很方便的进行视频版权保护。

搭建视频服务器

比较简单的方案,自行搭建Nginx来提供视频播放。

Nginx中有一些和视频相关的模块:

http://nginx.org/en/docs/http/ngx_http_flv_module.html

The ngx_http_flv_module module provides pseudo-streaming server-side support for Flash Video (FLV) files.

It handles requests with the start argument in the request URI’s query string specially, by sending back the contents of a file starting from the requested byte offset and with the prepended FLV header.

http://nginx.org/en/docs/http/ngx_http_mp4_module.html

The ngx_http_mp4_module module provides pseudo-streaming server-side support for MP4 files. Such files typically have the .mp4, .m4v, or .m4a filename extensions.

Pseudo-streaming works in alliance with a compatible Flash player. The player sends an HTTP request to the server with the start time specified in the query string argument (named simply start and specified in seconds), and the server responds with the stream such that its start position corresponds to the requested time, for example:

http://nginx.org/en/docs/http/ngx_http_hls_module.html

The ngx_http_hls_module module provides HTTP Live Streaming (HLS) server-side support for MP4 and MOV media files. Such files typically have the .mp4, .m4v, .m4a, .mov, or .qt filename extensions. The module supports H.264 video codec, AAC and MP3 audio codecs.

可见ngx_http_flv_module和ngx_http_mp4_module都是为了flash播放器而准备的,主要都是提供了视频定位的功能,让flash播放器可以直接定位到视频中的时间点,根据指定的参数start。所以这两个模块如果不用flash播放器就无需安装。其中pseudo-streaming是一种伪流技术,实现了服务器端和flash播放器之间的通信。

ngx_http_hls_module提供了对于HLS的支持。HLS是苹果定义的一个基于HTTP的流媒体传输协议,可实现流媒体的直播和点播。如不打算用HLS对课件进行编码,这个模块也可以不装。

那么不安装附加的组件是否就不可以在HTML5播放器对视频进行时间定位?W3C有一个标准Media Fragments URI http://www.w3.org/TR/media-frags/,可以实现浏览器传递时间参数。可以在浏览器输入 课程视频来测试。在视频后面加入不同的参数:

http://cdn.cs50.net/2014/fall/lectures/0/w/week0w-360p.mp4#t=1000

http://cdn.cs50.net/2014/fall/lectures/0/w/week0w-360p.mp4#t=2000

这里http://jsfiddle.net/s6dkZ/也展示了使用js来定位视频时间的方式。

视频集群负载均衡

对于一个机构内部的在线课程视频服务,需要经过计算来确定视频集群的数量。这里给出一个比较粗放的计算方法。

首先确定用户数量。这里有几个概念:总用户数/在线用户数/并发数。例如一个学校内部有10000个学生用户,在线用户可能为1000人,同时并发观看视频的有200人。具体的数量关系目前并没有统计数据,需要经过调查及观察,在不同时间段还会有不同的峰值,比如晚上学生下课后观看人数比白天会多得多。

其次确定视频的码率,几种常见的码率:
流畅:码率—256kbps,分辨率—480*360,俗称360P
高清:码率—512kbps,分辨率—640*480,俗称480P
超清:码率—1024kbps,分辨率—1280*720,俗称720P

以720p为例,同时并发200人,并发流量为200*1024kbps=204800kbps=204mbps。再综合考虑服务器磁盘性能和网卡性能,对应交换机的性能,估算出需要什么规模的视频集群。

nginx视频负载均衡 http://nginx.org/en/docs/http/load_balancing.html

 

Open edX的生产环境性能和架构

github wiki有一篇文档说明了edx.org的架构https://github.com/edx/configuration/wiki/Hosting-edX-in-Production

edX.org 部署

EdX.org 通过AWS cloudformation部署在EC2。你可以看到cloudformation的摸板https://github.com/edx/configuration/blob/master/cloudformation_templates/edx-reference-architecture.json.

在2015-02-18的时候,部署大概是这样的:

几个名词:

ELB Elastic Load Balancing  http://aws.amazon.com/cn/elasticloadbalancing/

实例类型 http://aws.amazon.com/cn/ec2/instance-types/

EdXApp Servers (10 c3.4xlarge instances)

  • edxapp.yml
  • 1 external ELB hosting courses.edx.org

Forum Servers (2 m1.large instances)

  • forum.yml
  • 1 internal ELB hosting prod-edx-forum.edx.org

CommonCluster Servers (3 m3.large instances)

  • commoncluster.yml
  • 4 internal ELBs hosting
    • ElasticSearch
    • RabbitMQ
    • XQueue
    • XQueue internal

Worker Servers (2 m2.4xlarge instances)

xqwatcher Servers (2 m3.medium instances)

Insights Servers (2 m3.medium instances)

Certificates Servers (1 m3.medium instance)

MongoDB Hosted via Compose.io

MySQL Hosted via AWS RDS (Multi-AZ deployment of size db.m2.4xlarge)

  • Can also be deployed using a cluster of any mysql compatible database server.

Misc

  • Various legacy graders
  • Analytics related servers
  • Admin & Monitoring servers

可以看到的大概分割思路是这样的

  • edXAPP,包含LMS/CMS
  • 论坛
  • 一般节点,包含rabbitMQ/Xqueue
  • Worker,后端进程
  • xqwatcher,外部分析
  • Insight,数据分析
  • Certs,证书组件
  • MonogoDB节点
  • Mysql节点
  • 其他,如管理监控

微软发布新的Insert / Embed File XBlock

https://msopentech.com/blog/2015/06/26/open-edx-office-365/,微软在Office Mix XBlock之后,发布了新的Insert / Embed File XBlock。

最初微软是打算将Open edX和Office365进行整合,然后最终却开发出一个整合各种Public URL的文件共享Xblock。这个Xblock允许课程作者嵌入一个文件服务提供商的链接,目前已经测试的包括Box, Dropbox, Google docs, Office Mix, OneDrive, Slideshare, Soundcloud, TED, YouTube等。这里有完整的列表https://github.com/MSOpenTech/xblock-filestorage/blob/master/README.md

可以通过https://github.com/MSOpenTech/xblock-filestorage来了解更多情况和安装。

同时,Cypress版本也增加了对Office365的单点登录支持。这个支持是由 OpenCraft 的 Braden MacDonald 所贡献。

2015年Open edX会议内容介绍

Keynote

Mitch Resnick

教育家,技术专家和Scratch的开发者。

演讲主题为“给普通人的一个机会:通过项目、同伴、激情、娱乐来培养创新”。

在这份报告中,我将讨论帮助学生发展为创造性思想家的策略,基于项目、同伴、激情、娱乐的框架。我将借鉴的例子包括我在麻省理工学院媒体实验室研究小组组织的两个项目:Scratch网上社区(scratch.mit.edu)和学习创造性学习在线课程。

Jeff Jaffe

Jeff Jaffe,万维网联盟(W3C)的首席执行官。

演讲主题为“推动采纳开放网络标准”。

万维网联盟(W3C)在超过20年前由Web的发明者Tim Berners-Lee创建,确保万维网的长期增长。在他的主题演讲中,Jeff博士将说明为什么开放的网络标准对于网络的成功、使网络成为共享知识的自由,开放和无障碍环境是至关重要的。已被使用的一种机制,是直接从W3C提供这些标准的教育。这已经成为一个路径,从W3DevCampus培训计划扩大到了非常成功的推出了W3C在EDX的课程“从W3C了解HTML5”的X系列课程。


Speakers

部署和开发Open edX平台

  • OpenStack和edX  / Adolfo Brandes and Florian Haas

在OpenStack中运行Open edX,在实验室环境中按需提供给学生使用。https://open.edx.org/blog/spotlight-adolfo-brandes-and-florian-haas

  • UQx澳大利亚昆士兰大学的务实发展课程 /  Andrew Dekker and John Zornig

讨论UQx团队在过去18个月所进行的开发,包括edX平台的实际限制、如何在平台内开发新的工具、如何利用这个平台创造最好的体验。我们将详细介绍开发解决方案的技术和工艺并提出建议。

  • Life in the Avant-Garde /  Regis Behmo

我们遵循edX的主分支,另一方面我们的基础设施有很大的不同,特别是用于存储。我们如何设法跟上上游分支,同时保持我们的理智?在这次演讲中,我们将介绍我们的内部部署过程中的技巧。

  • 在飞行的时候建造飞机 – 迁移现有MOOC到EDX  / Mike Bifulco, Andrew Miller, Jeremy Osborn, and Michael Bingham-Hawk

在过去的一年中,Aquent公司的设计师MOOC平台Gymnasium已由第三方的SaaS平台迁移到Open  edX。在这次演讲中,我们将讨论我们的迁移 – 包括需求收集,主题和edX的定制,数以千计的现有学生档案的迁移,创造edX课程,建立生产部署环境,托管合作伙伴的生命周期。

  • 配置入门 / Feanil Patel

Open edX使用ansible进行配置管理。本演讲介绍配置仓库的概述,介绍我们ansible角色的布局和组织,对如何使用它们的一些例子。

  • 向 Open edX贡献代码 / Xavier Antoviaque and Sarina Canelake

本演讲将介绍贡献代码的过程,并提供一些范例。

  • Open edX与校园系统的整合 / Beth Porter, Braden MacDonald, and Phil MacGachey

Open edX平台的两个主要优点在于支持互操作的校园系统,即机构身份提供者和学习管理系统。通过使用SAML(Security Assertion Markup Language)和Shibboleth我们现在允许学生使用他们学校认证来登录Open edX。使用LTI(Learning Tools Interoperability),我们也允许教师平滑地融入Open edX教学内容到Canvas和Blackboard的课程。使用这些开放式的教育标准,我们加入了服务提供商的大型社区,在这里允许学习者使用在线学习资源来丰富自己的校园为基础的体验。在这次演讲中,我们将讨论这些平台方面的能力,以及用于设计,验证和实现功能的过程。

  • 为了可用性开发 / Mark Sadeki

edX致力于使Open edX平台成为一个完全可用的平台,这也是我们的目标,价值观,愿景和使命,使我们的合作伙伴和社区为每个人创造高质量的教育经验。edX可用协调员Mark Sadecki将谈论正在进行的努力,使平台符合WCAG 2.0 AA标准(以及这个的含义),并且还将指出Open edX贡献者可能会遇到常见的可访问性挑战的细节。

  • 组织最大的Open edX黑客马拉松+ 冠军: 在视频中嵌入练习的Xblock / Laurent David, Philippe Chiu, Elie Mietkiewicz, Arnaud Wijns, Hajar Mouradi

找出在#openedxhack所学到的, 在法国举办的第一届 Open edX 黑客马拉松, 也是有史以来最大的超过 180 个参与者。我们想鼓励人们组织更多的 Open edX 黑客马拉松来分享最佳实践。法国Open edX Hackathon 的获胜团队也会展示项目:使用Xblock在视频中嵌入问答题。


数据分析

ANALYSE: A learning analytics extension for Open edX

Pedro Jose Munoz Merino

This talk aims at presenting ANALYSE, a learning analytics tool developed for Open edX at Universidad Carlos III de Madrid. We will present the defined and implemented higher level indicators as transformation of low level data in ANALYSE as well as the correspondent visualizations. In addition, we will present ways of how to use ANALYSE by teachers and students in order to improve the learning process. You can find a video demo of ANALYSE on YouTube.

Digging through the data – MoocCzar

Andrew Dekker and John Zornig

This talk discusses the research data package that edX provides to partners, and how this data can be explored to learn more about the students taking our courses. To assist in this, we have developed a platform – MoocCzar, an open source project which helps edX teams uncover and disseminate data gathered from edX courses. The talk discusses the development and future of MoocCzar, and how this learning data can help influence future course design and development.

Analytics from edX

edX

EdX will present the current state and future roadmap of Insights. We will also highlight how the open community has contributed to its success and how you can too.

Real Time Analytics Using ELK

Felipe Montoya

This talk presents an application of the opensource ELK stack (Elasticsearch, Logstash and Kibana) to deliver actionable insights in real time from edX tracking log records.


Open edX实施中的课程

Leveraging Open Edx for Corporate Training

Cathy Herbert

Today’s corporate learner needs access to ondemand training delivered in easily consumable chunks – anytime, anywhere. They also need a forum to “talk to the instructor.” Open Edx provides the perfect platform for a blended training model which gives users what they need and better utilizes your training resources. (often product managers, or functional leaders). Targeted Sales Training for internal employees and partners – while traditional testing methods are effective, Edx gives us the ability to run “Best in Class” sales competitions (based on videos submitted by the employee/partner). This is huge – the system gives us the ability to have Sales professionals practice their pitch and get direct feedback from their manager and team members.

Deploying SPOCs in a University Institution with Open edX: What Do We Need?

Jose A. Ruiperez-Valiente

The presentation try to describe the experience of creating and exploiting of SPOCs at UC3M for use to supplement classroom training (flipping classroom) using the Open edX platform. In the presentation we will try various aspects like customizing the platform to adapt to our environment (for example LDAP support) and additional software tools which we have had to be developed to facilitate the whole process management and content creation, which takes associated with the creation of a MOOCs / SPOCs. In addition we have developed several XBlocks to include new features to our courses. We finally will treat aspects that an organization has to take into account to successfully approach these projects.

Building Successful Open edX Instructors from Non-Faculty Domain Experts

Julie Mullen, Lauren Edwards, and Vijay Gadepally

Traditionally, the knowledge held by professional engineers, scientists and researchers has only been accessible to a small number of co-workers. The open edX platform enables MIT Lincoln Laboratory to share the knowledge of world-class domain experts through technical education courses highlighting theory and its use in practice. Building successful online courses requires that technical professionals, with limited teaching experience, develop a teaching mindset. In this presentation we discuss the approaches used to help non-faculty instructors gain an awareness of the open edX andragogy and the path followed to transition from presenter to educational guide.

Navigating Barriers to Implementation of an International Medical Training Course in Developing Nations

Nicholus Warstadt, Silvia Vaca, and Feroze Naina

Clubfoot is a congenital birth deformity easily and effectively treatable by the low-resource requiring and non-surgical Ponseti method, but knowledge of this technique has yet to disseminate to rural hospitals and clinics in developing countries. Current training practices are dominated by non-profit organizations investing extensive time, resources, and man-power to host centralized, annual trainings. Here, we describe our experience in working with these same non-profit organizations to develop and implement a standardized digital training through the Open edX platform, including barriers of technology, multi-instance administration, and the need for content customization.

Online Geospatial Education in Africa through the Open edX Platform: Possibilities and Limitations

Thomas Ballatore

Here, we discuss the particular challenges of translating a set of successful onsite geospatial training courses into a set of Open edX online courses for learners in Africa. We present work done in 14 countries (Algeria, Burundi, Chad, Cote d’Ivoire, DR Congo, Egypt, Ethiopia, Kenya, Malawi, Morocco, Rwanda, Tanzania, Uganda, and Zimbabwe) about user experience with current edX courses as well as experience and lessons for planned Open edX courses on geospatial topics.


课程创作和扩展Open edX平台

MIT Learning Object Repository for Education

Ferdi Alimadhi

We will discuss our new project for managing courseware content across courses, disciplines and runs via our LORE project (https://github.com/mitodl/lore). LORE allows you to import Open edX courses and be paired with meta data from analytics such as the average grade, or number of attempts. From there you can use it to find, categorize, and mix and match problems or whole sections of different courses to share and re-use existing content in new ways.

Semantic Tagging Using Asides in Studio

Cole Shaw and Ross Strader

In this talk, we will discuss one of the first implementations of XBlock Asides, which we use to semantically tag problems in edX courses. Both MIT and the Open Learning Initiative at Stanford will present on their respective use cases and show how Asides can enhance the student and instructor experiences.

Open edX and Adaptive Learning

Ed Daciuk

Adaptive learning. You’ve heard the hype; now learn how to deliver on its promise and potential. Focussing on the intersection of Open edX and adaptive learning technology, this discussion will delve into recent developments that allows the Open edX platform to provide adaptive learning pathways to users. We will discuss the emerging landscape of adaptive technology, illustrate the use cases for integrating adaptive learning into the Open edX platform, and show how a major international corporation is integrating third party solutions with Open edX to develop cutting edge, scalable courses with personalized learning pathways for traditionally static areas like corporate training and regulatory compliance.

2014年会议内容 https://openedx.atlassian.net/wiki/display/OPEN/Open+edX+Conference+Presentations