With Moodle 2 completion dependencies can be defined for a course, whereby course B can only be marked complete if course A is complete. Unfortunately this is not a true pre-requisite as the learner can start course B without completing A. Functionality in Moodle to allow true pre-requisites to be defined by the course creator is highly sought after by the Moodle community.

Over the last year Enovation has set out to overcome this shortcoming and offer true pre-requisite definition within Moodle.

Taking up the Challenge

In the Summer of 2012 Enovation started to look at how pre-requisites could be defined between courses. The first attempt of this was to define course pre-requisites in the course settings page.

A new settings section was added to define course pre-requisites.

The image below shows the new settings section and how pre-requisite relationships were defined between courses.

This enhancement required amendments to the Moodle core code and after consultation with the community a new approach using an enrolment plugin was developed. To read in detail about this work, please have a look at one of our previous blog posts - http://blog.enovation.ie/2011/06/course-prerequisites-in-moodle-2/

Enrolment Plugin

The enrolment plugin did not allow students to self-enrol in a course until they had satisfied a pre-requisite condition. Defining pre-requisite conditions using the enrolment plugin meant there were no changes to Moodle’s core code. While it was a powerful feature it was time-consuming and complex to define course paths. To overcome this we decided to develop a diagram editor tool for defining course paths.

Diagram Editor

A simple notation was defined to allow course creators to define a course path through pre-requisite conditions on courses. This notation consisted of two types of ‘gates’ and a course notation. Gates either had a ‘1’ or ‘ALL’ above it indicating whether all courses coming into the gate needed to be completed or just one before the learner can enrol in courses coming out of the gate provided.

Drag and drop

There has been a massive change to how to get your files into Moodle – it’s now so easy. You can now literally drag and drop your files into Moodle, right into your course topics – easy! Moodle has become an extension to the teachers workspace.

The video below shows what happens to your Moodle course interface when you drag a file on to it – pretty cool eh?

File API

There has been dramatic improvemnents in the file picker. You can now easily just drag and drop files instead of using the file picker. Rather than create copy of files that you include in your course Moodle is now been very smart by giving you the option to link to your file rather than creating a copy for within Moodle. This saves on disk space and also relieves those multiple versions of the same file headaches. One quick note on this is that only some repositories support it but I suspect that plugins for most of the repositories won’t be long coming.

No more “Add Activity” dropdown

The old form dropdowns to add resources and activities are now gone. In its place is a very slick looking hyperlink “Add an activity or resource” which brings up all the different types of Moodle activities that are available.

Bye bye form-based interface from the 2000s and hello slick web interface more at home in this decade.

Just one Assignment

All the different types of assignments available in Moodle have been merged into one. This new assignment activity has a variety of settings that allows you define the type of assignment you need to assess your learners. Need files to be submitted, need online text, need to be able to upload files as responses to your student assignment – no problem the new assignment options allow you to do all these things plus many, many more. Why not have a read through the MoodleDocs on the new assignment activity - http://docs.moodle.org/23/en/Assignment_module

Book Module

The very popular book module is now out of the box with Moodle 2.3. This is great news as it’s a very popular and useful activity which provides a multipage resource with a book like interface. To read more about the book module - http://docs.moodle.org/23/en/Book_module

Section per page

Got a big course? Find you and your students need to scroll a lot to locate course resources? Great news Moodle 2.3 provides for a new course user interface known as section per page. Section per page displays one section per page. Allowing students concentrate on one topic area of the course at a time. Links at the left and right of the topic section provide easy navigation to the previous and next topics respectively.

Editing

You can now edit the name of a Moodle resource or activity very quickly. Simply click on the pencil icon. This allows you to quickly change the resource or activity name without having to go into the resource or activity settings.

An editable resource name is shown below – so simple!

Summary

Here we have outlined just some of the really great features coming out as part of Moodle 2.3. To get a complete list of all the changes have a look at the release notes on Moodle.org - http://docs.moodle.org/dev/Moodle_2.3_release_notes

Want to have a chat about the new feature? We do too – just give us a shout here at Enovation.

In this blog entry, I’d like to go through some basic concepts of the Moodle architecture. We will look at very common but sometimes confusing parts of Moodle: instance IDs, contexts and coursemodules.

To explain the concepts we will use an actual Moodle 2.3 installation. We will look at what is happening in Moodle UI and also “behind the scenes” – in the Moodle database.

Course

In Moodle everything starts with a course, so I’ve started by adding a new course which I’ve called “Moodle development course”.
By creating this course a number of database entries are made. In the following I outline what has been created in mdl_course and mdl_course_sections tables  (I’m showing only few columns and few rows):

mdl_course
  id: 6
  category: 1
  sortorder: 10001
  fullname: Moodle development course
  shortname: moodle dev 101
  #more columns....

mdl_course_sections
-
  id: 36
  course: 6
  section: 0
  summaryformat: 1
  sequence: 7
  visible: 1
-
  id: 37
  course: 6
  section: 1
  summary:
  summaryformat: 1
  visible: 1
#more rows....

Our course id is 6 and several sections have been created – one row in mdl_course_sections for each section. Using Moodle UI, I’m now adding the new “Assignment” activity (new to M2.3). I called it “New assignment activity” and it’s been added to the first section (week 0) of my course.

Course module

When I click the link to this assignment, it will open following URL:

http://.../mod/assign/view.php?id=9

The number at the end – “9″ is “Course Module ID”. It is stored in mdl_course_modules table as mdl_course_modules.id. If we look there for a row with id=9, we will find our new assignment:

mdl_course_modules
  id: 9
  course: 6
  module: 21
  instance: 1
  section: 36
  #more columns...

We can see that course=6 matches mdl_course.id and section=36 matches mdl_course_sections.id – that must be our new assignment.
Once we have course module id, we usually want to get “Course Module Object” that contains full information about “coursemodule”. This can be done with Moodle API function get_coursemodule_from_id($modulename, $cmid);

In our example we would use the following code:

$cm = get_coursemodule_from_id('assign', 9);

Keep in mind that “assign” is a module name and the name comes from “assignment”.

Of course you would never hard-code ID number like that but use required_param() instead – but we won’t cover it here.

To see the actual value of $cm I used following snippet:

$cm = get_coursemodule_from_id('assign', 9);
print_r($cm);

and the result is:

stdClass Object
(
    [id] => 9
    [course] => 6
    [module] => 21
    [instance] => 1
    [section] => 36
    [idnumber] =>
    [added] => 1336640971
    [score] => 0
    [indent] => 0
    [visible] => 1
    [visibleold] => 1
    [groupmode] => 0
    [groupingid] => 0
    [groupmembersonly] => 0
    [completion] => 0
    [completiongradeitemnumber] =>
    [completionview] => 0
    [completionexpected] => 0
    [availablefrom] => 0
    [availableuntil] => 0
    [showavailability] => 1
    [showdescription] => 0
    [name] => New assignment activity
    [modname] => assign
)

There is a very similar API function get_coursemodule_from_instance($modulename, $instance) that can be used to retrieve $cm as well. This may be a bit confusing as the API function name ends with _instance but the second argument is really an id as well. Just in this case, the second parameter is an id of a module in its own table. The table that stores information about instances of “assign” module is called mdl_assign. If I look inside that table, there is just one row – for the activity I’ve just created:

mdl_assign
  id: 1
  course: 6
  name: New assignment activity
  intro: New assignment activity
  #more columns...

This means that those two invocations should result in exactly the same $cm object:

$cm = get_coursemodule_from_id('assign', 9);
$cm = get_coursemodule_from_instance('assign', 1);

Any time you see $cm in Moodle code you can be fairly sure it is a coursemodule object.

Context

We will now move on to another concept – “context”. Contexts are mainly used for permission checking. In case of our “assign” activity, there must be a check if a user can submit new assignment or another check to see if user is allowed to grade the submissions (teacher).
Each activity will have it’s own context but other Moodle elements will have context as well: courses, users or categories. All context levels are defined in lib/accesslib.php:

define('CONTEXT_SYSTEM', 10);
define('CONTEXT_USER', 30);
define('CONTEXT_COURSECAT', 40);
define('CONTEXT_COURSE', 50);
define('CONTEXT_MODULE', 70);
define('CONTEXT_BLOCK', 80);

To retrieve context for our “assign” activity, we will be looking at CONTEXT_MODULE level. Current context you are working on is usually put into variable named $context. The API call to retrieve context is:

$context = context_module::instance($cm->id); //$cm->id = 9 for us

Let’s see what is inside $context

context_module Object
(
    [_id:protected] => 51
    [_contextlevel:protected] => 70
    [_instanceid:protected] => 9
    [_path:protected] => /1/3/44/51
    [_depth:protected] => 4
)

• id comes from mdl_context.id – a table that stores all contexts in Moodle. All the information in this object is basically a row from mdl_context
• contextlevel equals CONTEXT_MODULE (70)
• instanceid equals to $cm->id
• path is a full path from top, to this context
• depth is a depth of the path above. In other words it should equal to the number of slashes in the path

The numbers in the path (/1/3/44/51) are context IDs. The very first ID will always be “1″. This is the only CONTEXT_SYSTEM level context. Next we see “3″, let’s see what it is in mdl_context:

mdl_context
  id: 3
  contextlevel: 40
  instanceid: 1
  path: /1/3
  depth: 2

After looking at contextlevel, we can infer that this is CONTEXT_COURSECAT – a course category (contextlevel equals 40, which is the same as integer defined for constant CONTEXT_COURSECAT). It has instanceid=1, so we can find it in mdl_course_categories where id = 1. Turns out, this is a default, Miscellaneous category.

Next context ID is 44:

mdl_context
  id: 44
  contextlevel: 50
  instanceid: 6
  path: /1/3/44
  depth: 3

That’s our course where we’ve added the activity (CONTEXT_COURSE=50). You can see that instanceid = 6 matches our mdl_course.id.

With the $context object we can now use Moodle APIs like has_capability() or require_capability(). They will go through context path and check access on each level. This means, for example, checking if the access to an activity is blocked from the system context, then on the category level, then in our course and finally in this instance of “assign” activity.

To summarize: every activity you add to a course will have an entry in it’s own table (e.g. mdl_assign). Id in this table is usually referred to as instance or instanceid (mdl_assign.id). Every activity will also have a row in mdl_course_modules table. Based on this row, $cm object is created. Finally, every activity will have a context with level equal CONTEXT_COURSE (50). This will usually be stored in $context variable and used for permission checks.

Reporting is one of Moodle Quizzes biggest strengths and an aspect of the quiz that I think people overlook. Today I want to take some timeout just to do some justice to Moodle quiz and share with the world just how fantastic it is.

Very generally there are two types of reports that can be generated for Moodle quizzes, student report and statistics report. Lets look at each of these reports in a little detail.

Student Report

The student report (grades) allows the teacher to see how students are performing in the quiz. The student report allows the teacher to see at a glance averages for questions and students but also allows the teacher to drill down to individual students to individual question and view a log for a student’s behaviour in a given question.

The screen shot below demonstrates a simple example of how summative information for a quiz is displayed.

Grade report for Moodle Quiz

For a teacher to review an individual learners attempt he or she just needs to click on one of the marks. This will bring up the question and outline the students response to the question including a log of what the student did while answering the question.

Question level logs

Teachers need to not only know how their students are performing but they also need to know how well their quizzes are performing. Moodle provides a “statistics” report providing basic psychometric analysis of quizzes to do this.

Statistics Report

The statistics report is broken into two parts; quiz information, which provides summative stats on the quiz, and quiz structure analysis, which provides detailed information about the quiz’s questions.

Quiz information contains the following information about a given quiz:

• Quiz name
• Course name
• Open and close dates for the quiz
• Total number of first/graded attempts
• Average grade for first/all attempts
• Median grade
• Standard deviation of grades
• Score distribution skewness (for first attempts) – indicating whether there is a long tail on the distribution curve to the left (negative skew) or right (positive skew)
• Coefficient of internal consistency (sometimes called Cronbach Alpha) – This is a measure of whether all the items in the quiz are testing basically the same thing. Thus it measures the consistency of the text, which is a lower bound for the validity. Higher numbers here are better [1].
• Error ratio – the variation in the grades comes from two sources. First some students are better than others at what is being tested, and second there is some random variation. We hope that the quiz grades will largely be determined by the student’s ability, and that random variation will be minimised. The error ratio estimates how much of the variation is random, and so lower is better [1].
• Standard error – this is derived from the error ratio, and is a measure of how much random variation there is in each test grade. So, if the Standard error is 10%, and a student scored 60%, then their real ability probably lies somewhere between 50% and 70% [1].

Federated Moodle Management architectural diagram

Enovation have built up considerable expertise in the managed hosting of Moodle implementations in a diverse infrastructure – shared physical and virtual servers, dedicated physical and virtual environments. Harnessing this expertise we have built an open source stack to create an environment where these umbrella organisations can be empowered to control the generation/deletion and updating of Moodle instances for member organisations.

What are its benefits?
The Centralised management solution offers:
- A Simple interface for package (could be a custom Moodle) creation – allowing a premade custom package to be deployed together with selected add-ons
- Facilitate billing of member oganisations
- Automated package upgrades
- Ability to turn on/off sites
- Ability to turn on/off components within these sites (eg additional Moodle modules, or additional packages – mahara)

Who is using this?
The Irish Computer Society (ICS) is one organisation who are using this solution as part of their ICSGrid. ICS have the ability to fully manage all their member schools using an interface provided by Enovation. In the background Enovation manage the infrastructure and maintain the packages, and ensure that all instances are up to date and running correctly.

If you would like to see a demo of Federated Moodle Management – just give us a shout!

The assumption people have when they read about this is that it can work on a course level. Users would like to define a course which must be completed before a student can enter another course. When you go looking for this you find a feature which you would expect does exactly what you are looking for, but it works a different way.

The way it works as standard in Moodle (2.0.3+) is that when a teacher sets up courses A and B, such that course A is a prerequisite to course B, the student can have access to both courses A and B – and access is not restricted to B but rather, in the completion process, course B cannot be marked as completed by the student unless course A is completed.

You could consider the term prerequisite has been used confusingly in this scenario because it doesn’t function as a prerequisite to access a course as access but a prerequisite to completion of a course.

One way to implement a feature which does prevent access to course B until course A is completed would be to add new course settings which are similar to the conditional activity settings for activities.  You could then define a prerequisite course which should be completed before entry to the course would be permitted.

You would then need to modify the course login process to check if the student has met the prerequisite course requirements, and alert them if they are prevented access to the course.  Simple!

I have created a proof of concept implementation which is made up of some new core files (a core lib file and language file), a new block and patches to lib/moodlelib.php, course/lib.php & course/edit_form.php

I have tried to keep the patches to a minimum, so each patch is only a few lines long.  This code requires a new databases table but I didn’t want to patch the Moodle database scripts, so instead the block will handle the creation of the database table.

You can download a version of Moodle 2 with course prerequisites from our git repositories at:

https://github.com/enovation/moodle (you can clone git://github.com/enovation/moodle.git)

(The branch with the course prerequisite code is called course_prerequisites)

Okay so Moodle calendar is great but I can hear what your saying – “Ahhhh, not another calendar to keep track of!” I feel your pain so in this blog post I am going to concentrate on getting your events out of Moodle and into your Outlook or Google calendar and keeping them up to date with your Moodle Calendar.

First of all we need to find out how to get our calendar data out of moodle. To do this we can expose the Moodle calendar to the web. What this basically gives us is a URL for your calendar. The URL opens a file that is in the ICS standard which is a standard way of expressing calendar data. Now lets look at how to export your calendar in Moodle.

1. Open up your calendar as outlined below

   

2. Click on the “Export Calendar” button. This will bring up a screen as outlined below

   

3. Select the options you want and then click on “Get Calendar URL”. The URL generated is your calendar’s URL. If you open this in a web browser it will open an ICS file – this is a text file which tells another calendar program about the events in your Moodle calendar.

Next you will want to import the calendar into your own calendar system. First I will look at Microsoft Outlook and then Google Calendar.

Microsoft Outlook

1. Go to Tools > Account Settings
2. Click on the Internet Calendars tab
3. Click on “Add” and enter the Moodle calendar URL.
   

   Add Outlook Calendar

4. Add details about the calendar
5. You will then see your moodle calendar as an other calendar. Opening it will allow you see your Moodle calendar side-by-side with your Outlook calendar.
   

   Moodle and Outlook Side-by-Side




Google Calendar

In Google Calendar click in the Other Calendars section click on add > add by url

Google Calendar Add by URL

Add the Moodle URL into the pop-up box

Adding URL to Google

Google Calendar

Note: It may take a little while for your calendar to update. Google calendar for example can take a number of hours to show updates done in your Moodle calendar.

Grading scales are a way of capturing, and communicating, student performance in a learning or assessment activity. A very typical grading scale is to use a percentage to represent the amount of correct responses from a given student. Another popular grading scale is to use letters to indicate performance e.g. from an ‘A’ grade for the best possible performance on the assessment to an ‘F’ grade, to represent a failing grade in the assessment.

Moodle allows for the use of both numeric and non-numeric grading scales for Forums, Glossaries and Assignments. Numeric grading scales are defined from 1-100, where the instructor indicates the maximum grade for the activity, e.g. a max of 100 is a percentage grade or a max of 10 can be used where students are marked out of a maximum mark of 10. Moodle has one non-numeric scale defined out of the box called “Separate and Connected ways of knowing”. This scale allows an instructor to define a learner’s knowledge of an area in terms of connected knowing or separate knowing as defined by Belenky et. al (1986).

Moodle also allows  instructors and administrators to define new non-numeric course-wide and site-wide grading scales respectively. The screen-shot below shows the Moodle screen used to define a new grading scale. The “name” field is used to define the name of the new scale, “scale” is used to define the separate grading scales (each scale is separated by a comma) and the “description” field is used to describe the rationale behind the new grading scale. Each non-numeric grade is assigned a numeric value behind the scenes. When entering grades they should be entered in increasing order of value, therefore the grades A,B,C,D should be entered as D,C,B,A. The value of each grade is based on the number of grades in the scale. To illustrate how the value of grades are calculated, below, we have taken the grades generally used in university degree programmes:

• University degree grading system – Fail, Pass, 2nd Class Honours (Grade 2), 2nd Class Honours (Grade 1), First Class Honours
  • (Valued as 0/4pts, 1/4pt, 2/4pts, 3/4pts and 4/4pts respectively in any normalized aggregation method)
  • (Valued as 1, 2, 3, 4 and 5 respectively in the sum aggregation method)

Grading scale definition in Moodle

Okay so you have your grading scale set up, now how do you use them in your assessments? Easy all you do is specify the appropriate grading scale when you are creating your assessments. To do this all you need to do is set the “grade” in the assessment settings. In the screen shot below you can see the custom scales at the top of the list. There are two non-numeric grading scales:

• MyScale – Excellent, Very good, Good, Average, Poor, Very poor
• Separate and Connected Ways of Knowing – Separate knowing, Connected knowing, Separate and connected knowing

Selecting a grading scale when setting up an assignment

So what does the teacher see? The screen shot below displays what a teacher will see when correcting an offline assignment that is using the MyScale as a grading scale.

Teacher grading assignment using MyScale

For more information on grading scales have a look at the grading scales page on the moodle.org web site – http://docs.moodle.org/en/Scales

What is this game module all about? Well, it is an activity in Moodle which can be added to a course. The game module repackages questions, quiz and glossary in a more interesting and appealing way to students.

The game module comprises of 8 games in all and the game choice can be selected at the point of adding it to a course as an activity depending on the users choice of either questions, quiz or glossary. The game module is designed such that each game works with a specific activity of either quiz, question or glossary.

It consists of favourites such as Snakes and Ladders, Who Wants to be a Millionaire, Sudoku, Hangman, Crossword, Cryptex, Hidden Picture and questions from books.

Each of these games are a mirror of the real life game. For instance, with the Snakes and Ladder game, a question is displayed to the student which if answered correctly, displays a number on the dice, then game piece moves up the number displayed on the dice.

The hidden picture game uncovers each piece of a picture for each question correctly answered by the student. Each number in the hidden picture game displays a question to the student such that when the student answers the question correctly, the number is uncovered to display a piece of the picture.

The game “Who Wants to be a Millionaire” is again a mirror of the real life game. A question is displayed to the student which if answered correctly moves up to the next number in the game until the user has completed the questions. If a question is answered incorrectly, the game is over.

A teacher who wishes to ignite the interest of their students in their lectures could, at the end of the lecture use either of the games mentioned above to check the level of  understanding of his students. As this is a much better way of presenting quiz, questions or glossaries to students because it gives the student the opportunity of exercising their knowledge of the lecture and at the same time getting entertained which of course is the purpose of a game.

It is valuable to create an interesting environment for students which in a way keeps them looking forward to lecture thus arousing their interest in the course. Making learning fun motivates students and helps them pay attention and stay focused on the subject.The game module is a great incentive for this purpose.

This reminds me of a lecturer of mine in college whose lecture I always looked forward to because unlike other lecturers, at the end of his class something interesting usually happened.

Lastly, game module is also used in assistive technology helping children with disability learn better because modeling an activity is very helpful.

In conclusion, the game module is an excellent module which every teacher should be encouraged to use. From the students perspective they get to exercise their knowledge of the lecture via the use of a quiz packaged game.  It is a very easy to use module for both the teachers and students and importantly it is a module that has found great use amongst teachers working with children that have special needs. This very important point is something that we will go into in much greater depth in a future post.

Until then, enjoying gaming

A large amount of the tools on offer allow instructors to convert Microsoft Powerpoint presentations or Microsoft Word documents into Flash. We have provided a short list of such tools below:

• PointeCast
• PowerPointForce
• WordForce
• Wondershare PPT2Flash Professional

Other, more complete SCORM authoring tools include the following…

eXe Learning – exelearning.org
eXe (elearning XML editor) Learning is an open-source freely available SCORM package authoring tool for teachers. There is plenty of support for eXe on the web. A Video playlist of eXe tutorials can be found at http://www.youtube.com/view_play_list?p=71F832AF244327F8

Reload – www.reload.ac.uk
Reload Editor allows you to develop a SCORM package using a graphical interface. SCORM structures are created using a file tree type structure. Files can be added to the SCORM package by simply dragging the file into the package as a resource. Items are then connected with resources using the dropdown menu in the item’s property pane. This makes structuring the SCORM package very easy, although it does not aid the definition of SCO communication with the LMS.

Exerte – www.nottingham.ac.uk/xerte
Exerte is a suite of open source learning content authoring tools from the University of Nottingham. Exerte allows e-learning developers to produce interactive learning material. Learning material can then be packaged using SCORM allowing for delivery by Moodle and other LMSs.

To have an idea of the type and quality of learning material that can be produced with Exerte have a look at http://www.nottingham.ac.uk/xerte/media/loDemo/rloObject.htm

Articulate – www.articulate.com
Articulate Presenter and Articulate Quizmaker allow the e-learning content creator to produce high quality e-learning content. Articulate Presenter’s authoring environment integrates into Microsoft Powerpoint. Presenter allows the content creator to enhance a basic powerpoint slide show by adding voice-over and integrating a wide variety of media. The aim here is to keep the learner engaged with the learning content.

Articulate Quizmaker allows the content creator to create powerpoint slides that the learner must interact with, generally in the form of a quiz or assessment. Content produced in both Presenter and Quizmaker can be export as SCORM objects to be imported into Moodle. To see how interactive SCORM content can seamlessly be integrated into Moodle have a look at the screen cast at http://screenr.com/RON. To learn more about Articulate, a free 30-day trial of Articulate is available from articulate.com.

Adobe Captivate – www.adobe.com/products/captivate/
Captivate allows e-learning content developers to create interactive, high quality content. You will find more details on Adobe Captivate including examples of interactive e-learning created using Adobe Captivate at http://www.adobe.com/products/captivate/

Adobe Presenter – www.adobe.com/products/presenter/
Presenter allows you to create high impact presentations with a high degree of interactivity through quizzes and animations. For more details on Adobe Presenter have a look at their web site at http://www.adobe.com/products/presenter/

The video below outlines how Presenter is used to create interactive learning content.

iSpring QuizMaker - www.ispringsolutions.com/products/ispring_quizmaker.html
iSpring QuizMaker provides the e-learning content author with a quick, easy way to create interactive slick quizzes. Quizzes can be integrated with audio, video and other media. iSpring provide a 30 day free trial that can be accessed from http://www.ispringsolutions.com/products/ispring_quizmaker.html

Conclusion
At Enovation we have have worked on many projects with these tools for client requirements. All the tools we have mentioned here have advantages and trade-offs. Its about finding the tool that best fits your e-learning needs. It could also be the case that a combination of content creation tools is the best approach, an example of such a case can be found in the video below:

I should also note that this was just a taste of the range of tools available for creating SCORM content. A more complete list can be found at http://docs.moodle.org/en/Tools_for_creating_SCORM_content

Or you can contact us to find out more about the courses and training that we run in creating content and using Web2.0 for LMS