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 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