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Now you can download and install TheLMSapp plugin to your moodle installation and make it accessible from TheLMSapp for iPad.

TheLMSapp puts an entire Learning Management System (LMS) at your fingertips. You no longer need to open a desktop or a laptop computer to access elearning courses, your elearning schedule or check forums and messages you exchange with your tutor or your fellow students.

TheLMSapp consists of two functional modules:

(1) TheLMSapp plugin, which is LMS specific, and is installed as a plugin in an LMS installation and

(2) TheLMSapp client application for tablet devices, which is LMS agnostic, and can be downloaded from the App Store/Google Play/Microsoft Marketplace.

Now, moodle administrators can install TheLMSapp plugin in order to make their LMS accessible from the client app. When the user opens the client application for the first time he/she can select in which of the available LMSs wants to connect. Upon successful connection the user can access all LMS functionality (courses, messages, calendar and so on) within TheLMSapp.

to download the plugin and make your moodle LMS accessible from TheLMSapp for iPad

More and more organizations with eLearning programs in place are feeling the need to move towards mLearning, and we believe that Tablet Learning can be a smooth and easy way to initiate this shift. In many cases, though, Tablet Learning is considered a form of mLearning, and there is often a degree of hesitation to make the switch, perhaps brought on by typical myths associated with Mobile Learning. Tablet Learning, however, can be viewed as a separate category that serves as an effective stepping stone in the transition from eLearning to mLearning.

Converting existing eLearning to Tablet Learning can be relatively easy, and with many tablets having display areas similar to desktop PCs, content repurposing is often minimal. We’ve presented some cost-effective options below to help you get started. These conversion solutions have been divided based on the tools in which the original eLearning was created.

1.Flash Course

For HTML output

  • Text-heavy course: In this case, redeveloping the course in HTML or using Lectora Inspire will work best. Basic interactivities are generally well supported in HTML/can be easily developed using this authoring tool.
  • Animation-rich course: Here again, one can use Lectora or HTML as a framework. Additionally, interactivities can be also developed within HTML/Lectora. Flash animations can be published as videos and imported in the HTML/Lectora framework. This method allows the previously developed Flash animations to be reutilized, leading to sizeable cost-savings.

Another option could be to use the Flash CS6 Toolkit for CreateJS, which allows output to be created in Flash and published for HTML. CreateJS targets the HTML5 Canvas element and supports most of the core illustration, animation, interactivity, and timeline capabilities of Flash Pro. We are in the process of exploring this option.

For Native Apps

  • Courses Developed in ActionScript 3: If you have projects developed in ActionScript 3, you can use Flash Professional CS5 and higher to publish them as native apps for Android and iOS platforms.

2.Captivate Course

Captivate Version 6 offers the option to publish output in HTML, thus providing good support for Tablet devices.

So if you have courses already developed in older versions of Captivate, the only things you need to do is import and publish them for HTML via Captivate 6. This tool has a very good feature (HTML5 tracker) for highlighting activities that are not supported on tablets. You can easily identify unsupported activities and replace them with functionality that is supported. For instance, if your current version of the course uses rollovers, the HTML5 tracker will flag this, since tablets do not support rollover functionality, and you can change that functionality to mouse clicks. Again, this is a good low-cost option for quick conversion of existing Captivate based projects for Tablets.

3.Articulate Course

If you have courses already developed in Articulate, then Articulate Storyline can be a cost-effective option for converting them for Tablet devices.

The steps are simple – the base PPT that you used for the Presenter slides needs to be republished using Articulate Storyline. The only things that remain are the Engage Interactivities and Quizzes. These need to be re-authored in the new version, along with audio syncing. But overall, this tool offers you great functionality and is another cost-saving option.

Apart from working with the above tools, we have been recently experimenting with Adobe Edge and results look quite promising. The current version does not support audio; however, we can add that manually. We guess the next release will have audio support, in which case it would be a very interesting tool to work with, as it seems capable of giving Flash-like output with smooth animations and transitions.


There’s no doubt the iPad has been a phenomenal success. It has ruled the tablet computer space with acommanding market share ever since it literally created the category in 2010.

Our earliest reactions of the iPad were that of disappointment but then iPad has gone on to shape a new category of learning, which I prefer to call ‘tablet learning’.

It’s not the same as mLearning
Given that the iPad is intended to be a mobile device it is easy to call any learning happening on it to be mlearning. However, it’s not that simple. Of late there have been some interesting conversations on the web discussing categorization of tablet learning. R J Jacquez questioned whether elearning on tablets was mobile learning or not. He says

“The easiest way to answer this question would be to say Yes, after all the iPad as well as any other tablet, are mobile devices and mLearning is mostly about mobile devices. So why not, right?

However I think this would be a myopic way of looking at the most exciting computing era in history, mobile, and would therefore set the bar way too low, make us a little too comfortable and hinder innovation.”

I could not agree more. By accepting elearning on iPads is the same as mlearning we’re definitely setting the bar too low. We could do much better by exploiting the potential of one of the most disruptive technologies of modern times – mobile.

Clark Quinn responded to R J’s question with a firm ‘NO’ in his post The Tablet Proposition and explained what works best when. He says

If your mobile solution isn’t doing something unique because of where (or when) you are, if it’s not doing something unique to the context, it’s not mlearning.  Using a tablet like a laptop is not mlearning. If you’re using it to solve problems in your location, to access information  you need here and now, it’s mobile, whether pocketable or not.  That’s what mlearning is, and it’s mostly about performance support, or contextualized learning augmentation, it’s not about just info access in convenience.”

Tablet learning is not quite the same as mlearning and I’ve written earlier about why it is unique and different from both eLearning and mlearning. My main argument – the context in which the two devices are used and the purpose for which the learning is being done makes all the difference.

But it’s the key driver of mLearning
In a recent ASTD webinar on Mobile Learning it was noted that it’s the iPad that’s really got mlearning kick started in the workplace. From our recent discussions with clients we find more and more clients wanting to put elearning on iPads – and of course referring to that as mlearning. For right or wrong reasons tablet learning is the most common starting point of mlearning in the workplace. It’s acting as a bridge between elearning and mlearning – one that’s driving the move from elearning to mlearning. So while technically it may not be mlearning it is indeed helping mlearning adoption.

Interestingly it straddles two domains elearning and mlearning and as a consequence is also one of the key drivers of HTML5 in elearning. Many clients now wish to create their elearning in HTML5 just because they may want to deliver it on iPads as well (apart from delivering it on normal desktops and laptops).

Unfortunately elearning done with HTML5 today is like a step backward from the high level of interactivity and engagement that Flash based elearning offers. In my opinion if you’re creating elearning primarily for desktops it would be best to use Flash. HTML5 is surely the future, but it does not deliver the same level of user experience at an affordable price just yet.

Better tablet learning
As a learning consultant, for the sake of ease of communication and because I know tablet learning is driving the adoption of mLearning, I’m willing to speak the clients’ language to call tablet learning mlearning. However, it must be done well. In the next post I’ll look at how to make the most of elearning (or mlearning) on iPads.

Source: Upside Learning blog

CASE STUDY: Imperial College Business School – MSc Strategic Marketing

The MSc Strategic Marketing has embarked on an excellent new initiative that could provide a solution to improve the Teaching, Feedback and Assessment, Learning Resources and Academic Support areas of the NSS. Read more →

Since the debut of the iPad, tablets have captured the imagination of consumers. In just one year, the iPad surpassed even the most optimistic of projections to define a brand new product category and become the best-selling gadget of all time, and Forrester analysts project that in 2011, tablet sales will more than double.

But are tablets ready for the classroom? Though tablets have caught on with consumers, the higher education market has been slower to adopt, and understandably so. From grades to degrees to job placement after graduation, the devices that are used in classrooms are tied to important outcomes.

As a result, colleges and universities must proceed carefully when considering whether to adopt a new technology on a large scale. However, reports from recent iPad pilot programs at schools across the country have been positive, and some colleges have even begun distributing tablets to all of their students. As we wrap up the first post-iPad school year, do we know enough to make the “fad, fail, magical” call? I think so.

By looking at all that tablets offer in the context of student behavior and some of the recent trends in education, it’s clear that tablets are ready for the classroom. Here’s a look at the top reasons why.

1. Tablets Are the Best Way to Show Textbooks

Tablets are cable of offering enhanced ebooks featuring images, video and audio. These elements are impossible to include in print or in a standard ebook. Read about music? No thanks, I’ll follow my auto-advancing sheet music as the audio plays. See a picture of Martin Luther King, Jr. as I read his “I Have a Dream” speech? I guess that’s fine, but with one tap of my finger, I’m watching it. The result is a more integrated learning experience, which is more engaging for students. This isn’t the future — this is today.

By allowing students to highlight text, take notes in the margin and access a dictionary directly within the book itself, tablets are matching (and in some cases, surpassing) everything that a traditional book — print or digital — can offer.

2. Classrooms Are Ready for Tablets

Though tablets are a recent phenomenon, many students in high school and college have been using smartphones for years, and are already well-acquainted with touchscreen technology. Because they’ve become so accustomed to using these devices, students are increasingly expecting to use them in the classroom setting. When classrooms don’t implement what has now become “everyday” technology, we’re doing students a disservice.

Additionally, students — and consumers in general — are becoming more comfortable using tablets for advanced tasks. According to a new Nielsen survey, 35% of tablet owners said they used their desktop computers less often or not at all now, and 32% of laptop users said the same. Most tellingly, more than 75% of tablet owners said they used their tablet for tasks they once used their desktop or laptop for. While tablets can’t totally match laptops in terms of functionally (yet), they can get today’s students most of the way there.

3. Tablets Fit Students’ Lifestyles

The appeal of tablets to a college student is obvious: They’re thin, lightweight, and spring to life without delay, making them much easier to take to (and use in) class than a laptop or netbook. Longer battery life means that students don’t have to worry about carrying a charger with them. Forgot what the professor said at the end of class about the mid-term? Launch Tegrity, tap the lecture and replay it in just seconds. That’s faster than texting a half-dozen classmates and waiting for what might be an inaccurate response.

4. Tablets Have the Software to Be Competitive

Some of the most innovative software around is being developed specifically for tablets. In addition to the thousands of exciting educational apps available, tablets are fully compatible with online teaching and learning platforms, such as Blackboard, which are becoming the norm at colleges and universities. In fact, tablets’ current shortcoming — limited multitasking — could be their greatest asset in education, as it forces students to focus on one task at a time.

5. Tablets Integrate With Education IT Trends

Cloud-based solutions have become ever more popular with colleges and universities, which are looking to deliver synchronized experiences that are device agnostic. Tablets align well with this trend, given their portability and options for constant connectivity. With tablets and cloud-based systems, students can work anywhere on campus and make sure that their work is saved in a central location and accessible from all of their devices. They also don’t have to pay for computing power that they no longer need.

6. Tablets Are Becoming More Available

One of the primary reasons that tablets have been slow to penetrate the higher education market was their limited availability. Apple’s supply chain issues and the difficulty that some Android tablet manufacturers have faced in getting their products to market have made it difficult for schools to get serious about adopting. As these issues are resolved over the coming year, expect to see more and more tablets popping up on campuses.

Lower price points will make tablets even more appealing to colleges and universities. For close to a year, Apple went virtually unchallenged in the tablet market. Increased competition should drive down prices. Thewave of tablets introduced at CES in January is just the tip of the iceberg. With dozens to hundreds of offerings, many based on Google’s open source Android OS, expect price points to fall quickly just as they have for laptops, smartphones and HDTV sets. Heck, Apple’s original iPad can be had for as little as $349 if you get the timing right and don’t mind a refurb.

Source: Mashable

Smartphones and tablet computers are radically transforming how we access our shared knowledge sources by keeping us constantly connected to near-infinite volumes of raw data and information. We enjoy unprecedented instant access to expertise, from informal cooking lessons on YouTube to online university courses. Every day people around the globe are absorbed in exciting new forms of learning, and yet traditional schools and university systems are still struggling to leverage the many opportunities for innovation in this area.

Recently frog has been researching how learning models are evolving–and how they can be improved–via the influence of mobile technologies. We’ve found that the education industry needs new models and fresh frameworks to avoid losing touch with the radically evolving needs of its many current and potential new constituencies. These range from a generation of toddlers just as comfortable with touchscreens as they are with books, to college-aged men and women questioning the value of physical campuses, to middle-aged and elderly professionals hoping to earn new skills in their spare time to secure a new job in turbulent economic times.

We have been focusing on the concept of mLearning–where “m” usually stands for “mobile” but also just as easily for “me.” The near-ubiquity of handheld devices and their constantly lowering costs will enable the idea of “education that you can hold in your hand,” so it becomes a widespread reality in so-called developed markets and resource-challenged parts of the globe alike. Thanks to findings from a frogMob–an open research tool that allows people to upload and contribute their own observations from around the globe–along with additional research and other insights contributed by our partners at the World Economic Forum, we have arrived at 10 key themes that are likely to drive the development of mLearning initiatives in innovative directions. Here they are


Up until now, most people relegated “education” to a finite time in their lives: entering school at around five years old and attending school institutions all the way to university. Education had an expiration date, then working life began. This model, which has its roots in the industrial era, is quickly becoming less relevant or applicable to the way we live our lives in the connected age.

Education is getting increasingly interspersed with our daily activities. On our phones, tablets, and PCs, we download and digest life or work-related articles with instructions on how to fix our appliances or how to use a new professional software program. Many people across age groups decide to take formal online courses in their spare time, including complex subjects such as artificial intelligence, computer science, and game theory–all real examples of free courses offered by Stanford University and taken by everyday people, including 11-year-old kids and retirees.

Continuous learning will simply be a given for the generations of today’s youngsters who are often literally born within reach of a connected personal device.


Continuous learning isn’t just happening in the developed world. Withlow-priced computerstablets, and cell phones in the hands of children in resource-challenged communities, many kids who are engaging in technological leapfrogging will have the opportunity to skip past outdated formal school systems, too. This is especially relevant in the case of children living in poverty, who may be denied an opportunity to improve their condition through education because they start working very early to help sustain their families or do not live near schools.

The ability to interstitially access educational content during pauses throughout their daily routine, or at night, or even as a running “soundtrack” that accompanies them during their tasks are all novel opportunities offered by a classroom that can follow you wherever you go.




A by-product of the continuous learning phenomenon is the fact that the grandparents of children growing up with a touchscreen in their hands–people in their 60s today–are being pulled into mLearning more than ever, motivated to adoption by the need to stay in touch with their grandkids.

The availability of tablets and other touch-enabled devices has radically reduced the perceived complexity of computers, helping older users to more easily communicate with their middle-aged children and grandkids via email, Facebook, Twitter, and Skype.

This is a demographic group that often has the time availability to take online courses for fun, but the same time availability also offers another untapped opportunity: Retirees represent a huge potential talent pool of educators who could address the scarcity of qualified teachers in many areas of the world–especially if they teach remotely, via mLearning.


In parts of the globe where, because of centuries of cultural practices, young women may still not be allowed to access a formal education, mLearning promises to be able to put girls and women of all ages in contact with high-quality education privately and on their own time. Along similar lines mLearning also helps bring educational material within the reach of people with extreme disabilities, who may not be physically able to get to a classroom or campus on a regular basis. In both of these cases, new freedoms can be exposed. As a result, these groups can take control of their educational and professional destinies.


MLearning could usher in a boom of interest in learning software programming languages, which could very well become a new lingua franca. This is already happening; Numerous startup web-based businesses today such as Codecademy teach people via interactive lessons how to understand and write software programs. Not even a year old, Codacademy has more than a million “students” and has raised about $3 million in venture-capital funds.

This scenario is particularly relevant in emerging economies, where gaining software development expertise can introduce new opportunities for economic growth, or give communities what they need to address unmet local needs. Consider the boom of homegrown startups in Kenya that has been shaping mHealth solutions to solve some of the many health care issues affecting the country, or the success of an organization like Ushahidi, which has been financing a social high-tech accelerator called iHUB in Nairobi precisely to promote software literacy and local entrepreneurship.




MLearning solutions are poised to tap into the vast amount of existing educational materials that could be made accessible via mobile channels. This is especially true with YouTube, Vimeo, and other video-sharing services already providing a critical mass of tips, tutorials, and full-fledged lessons that can be re-aggregated by theme and packaged as educational material. The recent TED-Ed initiative attests to the opportunity offered by the clever repurposing of existing quality lessons.

Others have leveraged the video-sharing social platforms to distribute educational materials created in an ad hoc way. It’s a model made famous by Salman Khan, an MIT graduate who, with his eponymous academy,“flips” the traditional education model by having pupils absorb lessons at home, and practice and discuss what they’ve learned at school instead.

The range of mLearning materials does not need to be limited to higher education but can easily encompass valuable, practical know-how, from grandmothers showing how to prepare traditional recipes to companies demonstrating how to install solar panels on mud huts.

The nature and complexity of educational materials can also vary greatly and not necessarily require a video-capable smartphone: Humanitarian organizations like MAMA have put to good use simple text messages to help mothers in developing economies learn about pregnancy, childbirth, and caring for their infants.

These examples illustrate how the power of mLearning lies in its ability to offer solutions for numerous niche audiences.


The same handheld-connected tools that enable children and adults to access existing educational solutions also provide the opportunity for them to capture and share knowledge in return. In other words, imagine kids who are raised with programming and video-production knowledge from very early ages creating educational materials for their peers, or even to teach adults, exposing them to very young people’s points of view of the world. Imagine a 12-year-old boy explaining how effectively to communicate health information to him as a tutorial for nurses, physicians, and parents.


Developers of emerging mLearning ecosystems can learn a lot from their predecessors in mBanking and mHealth and such services as mobile money transfers or mobile health monitoring. Beyond adapting some ideas, including using text messaging to deliver short lessons, teacher feedback, and grades, mLearning, mHeatlh, and mFinance can also be synergistically combined. After all, better education can easily improve people’s financial condition and in turn positively influence their health. These three factors can be combined in different orders without changing the result, which will always be more than then sum of the individual components. Applied on a micro or macro scale, this virtuous cycle has the potential to become a very effective way to improve personal, regional, and even national economies.


The mLearning phenomenon will not necessarily compete with well-established schools but actually complement and extend their current offerings. An intriguing new model was offered when Harvard and MIT announced that they have teamed up to offer free online courses via a joint nonprofit organization, edX. Both universities will observe how students respond to the courses to better understand distance learning.

After a few missed opportunities in the early 2000s, established universities seem to be looking beyond turning a profit and are turning to mLearning as a means to find new promising students or research how people learn. Traditional institutions could also help mLearning solutions scale quickly by leveraging their vast and established networks of students, faculty, and alumni. The business potential could also be big; a report published in February by Global Industry Analysts projects the global market for online and other electronic distance learning to reach $107 billion by 2015.


The key for successfully channeling the mLearning revolution will not simply be about digitizing current educational systems. The real appeal will be allowing people to choose their own paths, leverage their talents, and follow their passions and callings. MLearning has much business potential, but the most exciting and rewarding aspect of these solutions is that students of any age or background might have the chance to pursue knowledge that is meaningful, relevant, and realistic to achieve in their own lives.

Source: co.Design