E-Business Strategy of King Abdulaziz University - Research Proposal Example

E-Business Strategy-Project Report Executive Summary The main objective of this report is to provide a detailed implementation plan of one of the IT initiatives that have been proposed for King Abdulaziz University. The following initiatives had been proposed in the project proposal: OpenLearn from Open University Open Access Repository E-Assessment Software The first initiative has been chosen to develop a detailed plan for its implementation. The objective of this report is to highlight the prominent VLEs in the market and evaluate them for their performance. The cost and features of each VLE are also analyzed. After careful analysis, it is proposed that KAU should implement Moodle as the underlying platform for their e-learning environment. Some case studies have been consulted during the research related to the respective topic to gain knowledge about the experiences of different institutions regarding the migration to Moodle. Their experiences have also been stated in the report. In the later sections, risk analysis has been performed regarding Moodle. Limitations of Moodle are also identified. Migration from one system to another is a long process therefore a whole year has been assigned to this project, from Sep 1st 2010 to 31st Aug 2011. Summary of activities, as well as a detailed implementation plan is given in the end. I am _________________, student of __________ at ________ University. Feel free to contact me incase there are any queries regarding the report. 1. Introduction In the modern world, every organization needs to be equipped with the latest trends of technology so that they are capable enough to compete with the rest of the world. While keeping this notion in mind, three new IT strategies have been proposed for one of the leading universities of Saudi Arabia- King Abdulaziz University. 2. Overview 2.1 Background A new concept that has emerged from the World Wide Web is of education on the web: E-learning [19], [20]. E-learning has provided students an opportunity to learn even after school hours [21]. King Abdulaziz University is one of the leading universities of Saudi Arabia [7] [8]. It has contributed to the field of e-learning to a great extent due to which Deanship of Distance Learning was established in 2004 [1]. King Abdulaziz University wanted to provide their students with the same opportunity of e-learning that has been benefiting people around the world. The existing Distance Learning System at the university was analyzed so that some new IT initiatives could be proposed; EMES [2], [3], [4] EMES is a content management system; that also aims to enhance the communication between the faculty and students, thereby promoting collaborative learning and providing course material [2]. CENTRA [5], [6] It is an open interactive medium in which the students attend the virtual lectures from the vicinity of their homes or anywhere else and enables direct communication with the instructor [5]. System for Course Development [6] These systems had certain limitations which constrained the students in utilizing much other functionality that e-learning environments tend to offer. In order to overcome these limitations, three following IT initiatives were proposed: OpenLearn from Open University [9], [10] Open University distributes free sources of information and course materials in the modern technological mode of e-learning [9]. It is based on the platform of Moodle [11]. Open Access Repository [12], [13], [14], [15] Open Access Repository serves as a digital collection of papers that are self-archived by the authors; it serves as a global database [13]. E-Assessment Software [16], [17], [18] E-Assessment can be defined as making use of technology to assess the level of student’s comprehension regarding a certain topic [16]. 2.2 Objectives Many limitations have been witnessed in the current distance learning system at the university. The objective behind the proposal of these IT initiatives is to overcome those constraints and provide a top quality system to the students. Course development is a tedious process in which an instruction designer is required to have meetings with the course instructor at regular periods of time. Fig 1. [22] The main objectives can be summarized as follows: To improve the online teaching and learning experience for teachers and students. To enhance the pace of course development and make the process more productive. Provide a centralized database for all the required knowledge and course materials. 2.3 Solutions to Achieve Objectives There are several VLEs available in the market that can address the objectives stated above. CMS/ VLE platform: Supplier Info. Which universes uses.. its Features Costs and Resources Time Limitations and Risks Capabilities of VLE Tools Technical Aspects Moodle www.moodle.org Indian Institute of Technology Bombay [23]. Athabasca University of Canada [25]. Assignment Submission Chatting Surveys Forum for group discussions Glossary for courses Content and assess learning patterns Online Quizzes Uploading content Incorporation of SCORM packages in the courses. Wiki module Tool for peer reviews. [28] MySQL database Internet Explorer (recommended: Internet Explorer 4+, Netscape 6+, and Opera 5+) PHP Web Server like Apache or Microsoft IIS. Compatible for Linux, Unix, Windows. [24] Can be downloaded for free. [24] A year Mostly meant for IT experts. Difficult for beginner technicians to install. Lack of support from assigned personnels. [29]. Blackboard http://www.blackboard.com/ North Carolina Community College System [26]. Blue Ridge Community College [27]. Assessment Tools Mobile Learning Tools Tools to detect plagiarism Complaint with Web 2.0 Unique access to course materials and other content. [26] Compatible for Windows (XP and above) and Macintosh JavaScript and Java Runtime must be enabled. Cookies must be enabled. Allow pop-up windows. [30] $ 1-1.4 million. [27] A year Getting very expensive for institutions. Some operational limitations exist in course development and displaying of marks. [31] WebCat http://web-cat.org/ Virginia Tech [42] Automatic grading system Results can be shown on the platform. [42] Runs under any servlet which is compatible with Java servlet like Apache Tomcat. [42] Can be downloaded for free. [42] A year Does not offer as many features as other VLEs ….. After a thorough analysis of the features of VLEs in discussion, it can be concluded that Moodle seems to be the better choice as it offers many more features than other VLEs. Moodle is an e-learning environment that provides a secure and stable platform for communication between teachers and students. It facilitates online collaboration between people present on the platform [39]. It offers hundreds of modules that can be implemented by institutions as per their need. Some of the core modules have been mentioned in the above table [32]. Moodle is a free software. Similar systems cost institutions hefty amount of money because of which universities hesitate in migrating their conventional systems. Many VLEs are unable to provide the required security to their participants. Another problem is the lack of censorship of the text that is submitted on the forums. Moodle solves both of these problems by providing high level security in the environment. It also gives the administrators a tool of “Language Filter” to ban any text [35]. 3. Benefits 3.1 Benefits for other Universities It is successfully implemented in a number of universities all over the world. Few examples are: Name of University Benefits of Moodle University of Saskatchewan University of Saskatchewan created an engineering lab course on Moodle. The purpose of this platform was to enable the students collaborate and develop genuine ideas with the help of instructors and different sources of information. A survey was performed to get the student’s feedback about the platform; 67% agreed or strongly agreed with the good performance of Moodle, 30% were neutral and only 4% disagreed [34] Open Learn from Open University As mentioned earlier, Open University has successfully benefited from Open Learn which is based on Moodle. It has witnessed 3 million visitors since 2006. [9] North Carolina State University NC State University had a big majority of 89% of their students registered in at least one course in Blackboard. They decided to migrate their whole e-learning system to Moodle so that their students could benefit from a greater range of functions and modules. Their students and teachers provided commendable feedback after using Moodle [26]. Moodle is based on the philosophy of Constructivism; which means participants can create new knowledge as they interact with their environment and the other participants in it. Moodle promotes collaborative learning in the presence of teachers and instructors. Moodle has great number of users, which is apparent in Fig.2: Fig.2: [46] Currently, there are over 3324 websites that have been registered from 175 countries and supports 75 languages. This huge number convinces one of the product’s credibility and reliability [29]. 3.2 Predicted Benefits at KAU The existing systems at KAU have been causing many problems for teachers and students. The respective community has started losing their trust in the revolutionary concept of e-learning. Therefore, it deems fit for the university to migrate to a single platform. The following figure shows the trends of usage of three systems- EMES, CENTRA (which are currently deployed at KAU) and Moodle (which is being proposed for KAU). Fig.3: [45] The implementation of Moodle at KAU will win the confidence of the campus community on the platform of e-learning and they will start relying on it for more features than they currently do. More students will start enrolling in DDL which has been one of the important objectives of KAU. Implementing Moodle will also save costs for the university since CENTRA and EMES have proved to be very expensive software. According to figures from KAU [44]: EMES: Total Cost in 2008 = 25,650,000 £ CENTRA: Total Cost in 2008= 13,965,000 £ Total = 39,615,000 £ This amounts to around 41 % of the whole budget for that year, where the total budget is: Total DDL budget for 2008 was= 96,900,000 £ 4. Cost of Moodle The following figure shows the cost of the project undertaken by Blue Ridge Community College to migrate their systems to Moodle: Fig.4: [27] Blue Ridge Community College migrated their system from Blackboard to Moodle and incurred a cost of $ 50,700 during the transition period. However, it is apparent that the cost of the Moodle system (after transition) is much lesser than Blackboard. The following figure shows the cost of the project undertaken by North Carolina State University to migrate their systems to Moodle: Fig.5: [36] North Carolina State University gains even bigger profits from the transition as their new Moodle system (after transition) cost them only $ 9000. 4.1 Cost of Moodle Migration at KAU Pre-Transition to Moodle Transition To Moodle After transition To Moodle EMES System CENTRA System Developing Courses EMES, CENTRA, Course Dev. Moodle Moodle License Fee: £ 438,500 £ 205,000 Not Reported £ 643500 N/A N/A Vendor Hosting Fees (hardware, OS & Admin fees): £ 315,700 £ 98,000 £ 210,000 £ 623,700 £ 6000 £ 6000 Training £ 8000 £ 8,100 £ 8,000 £ 24100 £ 450 £ 450 Course Conversion: N/A N/A N/A N/A £ 4000 N/A Maintenance £ 170,000 £ 120,000 £ 315,700 £ 605700 £ 6000 £ 6000 Sub-Totals £ 932,200 £ 431,100 £ 533,700 £ 1897000 £ 16450 £ 12450 CMS TCO/year: £ 1,897,000 £ 1,913,450 £ 12450 Pre-Transition Transition Post-Transition Savings w.r.t Pre-Transition cost £ 1897000 £ 1913450 £ 12450 £ 177250 % of change w.r.t Pre-Transition cost n/a + 7.5 % - 99 % 4.2 Return on Investment KAU has 120,000 students [40], where fee of each semester is 8,000 SR (45600 £) [41]. It can be estimated that at least 1,500 students will opt for this platform since they are already familiar with the concept of e-learning: Gain from Investment= 1,500 x 45,600 = 68,400,000 £ Cost of Investment= 1,913,450 + 12,450 = 1,925,900 £ ROI = 68,400,000 – 1,925,900= 34.515 1,925,900 4.3 Benefits for KAU in-terms of Time It has discovered that Moodle provides effectiveness and convenience in the management of courses that are offered through this platform. The concept of group work will be enhanced and fastens communication between peers and instructors, as compared to the existing systems. The process of course development will be reduced to a great degree and it will no longer be a tedious process for the instructors and the instruction designers [33]. Considerable amount of time of both these concerned personnel will be saved in the process of course development. Teachers will be able to provide feedback to their students in a timely fashion due to which students can evaluate their level of performance in a better manner [37]. Uran et al [47] devised a Moodle based booking system for a remote laboratory in the university; this web-based laboratory enabled the students to operate the remote laboratory from anywhere. However, it is necessary to have a booking mechanism for the reservation of the remote laboratory experiments. Moodle provided timely support for this unique concept and performed better than the original booking system. TTPB: The initial investment will almost be returned within a year since many students register in DDL courses. The rate of payback in the next three years will be: Year 1= 67722772.28 Year 2= 67052249.78 Year 3= 66388366.12 5. Limitations and Risk Analysis 5.1 Limitations in Moodle Fake identity account is a problem with many VLEs. Like many other environments, this problem persists in Moodle as well [11]. Accounts are authorized on the basis of username and password. This type of authorization mechanism is termed as a conventional way in the modern world where biometrics authentication has gained a good name [11]. Recommendations Students should not be permitted to make two Moodle IDs with the same student number. If there is a need for such an instance then the administrator needs to be informed. It is recommended to incorporate the identity authentication system with a biometric system so that security can be increased at login. It will discourage intruders since biometric authentication is harder to break instead of a username password mechanism. 5.2 Risks in Moodle Risk Description Probability (1-5) Severity (1-5) Score (P x S) Action to Prevent/Manage Risk There is a risk that escalating costs of the transition might prove to be a hindrance in our work. 1 3 3 PRINCE2 methodology will be employed to ensure that budgets are adhered to and resources are properly managed and deployed. Moodle is open source software which means that support can be received through their website and support centers. A licensed software has the advantage of having an assigned personnel solve problems of customers 3 3 9 An IT staff will be designated to study Moodle support manuals so that he becomes a good support officer for the system. Support manuals should be printed out and kept with respect to the frequency of issues that appear at the university. 6. Evaluation of its Suppliers and Versions Moodle ver. Supplier Used where Name of Standard and Specification (OS & DB) Features Cost and Resources Time Limitations and Risks Moodle 1.7 Moodle.org Nelson & Colne College [11] XML DB Schema MS SQL Oracle Provides flexibility in assigning roles Free One year Issues with Scorm files [11]. Moodle 1.9.2 Moodle.org Northwestern Michigan College [11] PHP, MySQL Arabic Support Free One year Moodle 1.8 Moodle.org Ivybridge Community College [11] PHP, MSSQL Further changes in role assignments Free One year Some broken links in the version [11] Moodle 1.9 shall be chosen since it is most compatible with the existing KAU database [40]. If this version is chosen then there shall be no need to transfer the database or create a new one. This version is also preferred because it supports Arabic language. 7. Proposed implementation plan 7.1 Project Length The estimated time for this project is one year, starting from 1st September 2010 to 31st Aug 2011. 7.2 Summary of Activity Activity Sep ‘10 Oct ‘10 Nov ‘10 Dec ‘10 Jan ‘11 Feb ‘11 March ‘11 April ‘11 May ‘11 June‘11 July‘11 Aug‘11 Planning *** Development *** *** *** *** *** *** Staff Develop. *** *** Pilot *** *** *** *** Evaluation *** *** *** *** Dissemination *** *** Reporting *** 7.3 Detailed Implementation Plan 3 Phases Time Period Steps Resources Pre-Transition 1st September 2010 to 30th September 2010 Create leadership team to lead the project. Management staff IT staff 1st October 2010 to 15th November 2010 Establish first pilot then create Moodle environment: Get a domain name under KAU for e.g. www.MoodleKau.edu.sa Get a server to host the Moodle site. Download the suitable version for the university, particularly which supports Arabic language and perform the necessary configurations [38]. Use the existing database by connecting Moodle with KAU database Moodle software Suitable server KAU database 16th Nov 2010 to 30th Nov 2010 Create orientation & training resources for instructors Moodle Support manuals 1st Dec 2010 to 10th Dec 2010 Enroll early Moodle adopters. Phase in instructors from each department Course descriptions and details 11th Dec 2010 to 25th Dec 2010 Generate feedback, performance measures & assessment resources to measure progress. Case studies of previous universities to study their assessment resources 26th Dec 2010 to 10th Jan 2011 Create student orientation & support resources Moodle Support manuals 11th Jan 2011 to 20th Jan 2011 Select transition period and implement the plan. Include continuous improvement strategies. Devise quality plan for new courses Quality standards. Detail implementation plan Transition 21st Jan to 31st Jan 2011 Develop a mechanism to enter the existing timetable in Moodle. (either entered by a small program or manually) Existing timetable prevailing at KAU 1st Feb 2011 to June 30th 2011 Migrate all the courses from EMES to Moodle Existing courses details and course materials. 1st July 2011 to 5th July 2011 Get necessary license on the course material After Transition 6th July 2011 to 31th July 2011 Get feedback from the instructors regarding the migration of courses and solve their problems. Feedback from all instructors regarding their respective courses. 1st Aug 2011 to 15th Aug 2011 Develop good quality documentation regarding the features and modules of Moodle that have been implemented. 16th Aug to 31st Aug 2011 Develop a plan and process to keep the staff updated with the Moodle technology. Arrange some personnel to take the Moodle teacher certification course. Conclusion After a thorough analysis of the available VLEs in the market, it can be concluded that Moodle is the most reliable and stable e-learning environment. It offers many features and modules that can cater to a wide range of customers. Some of the versions of Moodle even have support for Arabic language to support the system at KAU. Migration to Moodle will prove to be a productive step for KAU. Appendices Appendix A The number of students and the infrastructure of the university are explained by Al-Nuaim [1], [7], [8]. The existing systems have been analyzed to judge the requirements for the proposed system. The features and limitations of EMES [2], [3], [4], CENTRA [5], [6] and course development system [9] have been studied in detail. The IT initiative that has been chosen from the previous report is the implementation of the Moodle platform which was implemented in OpenLearn [9], [10]. Appendix B Moodle is a renowned VLE that has been chosen by many universities over the world, some of the case studies have been included in the report to justify the need for a new platform [9], [26], [34]. After studying the benefits of Moodle at other universities, those benefits were scrutinized that would be brought about at KAU after the implementation of Moodle. The cost of Moodle has also been researched and the budgets which were allocated for the transition to this new platform [27], [36]. The estimated cost of Moodle has also been calculated with the help of KAU budget figures and these case studies [40], [41], [44]. Appendix C Every VLE has some limitations and Moodle is no different in this regard. Case studies were studied to analyze the limitations and risks that might be involved in the migration and execution of this VLE [11], [27], [28], [29]. Some actions have also been proposed to deal with the risks. Appendix D There are many versions of Moodle and every university chooses these versions according to their requirements. Different versions were investigated from Moodle.org [11] and then the version that seemed most compatible with the existing database and server at KAU was selected. Appendix E Moodle is successfully running at a number of universities all over the world and there is considerable amount of literature regarding its implementation [23], [26], [33], [34], [35]. Such literature was studied to devise a detailed implementation plan for the migration from EMES, CENTRA and Course development system to Moodle at KAU. References [1] Deanship of Information Technology - King Abdulaziz University, “Goals and Vision”, 2009, http://elearning.kau.edu.sa/Content.aspx?Site_ID=214&lng=EN&cid=8759&URL=www.kau.edu.sa [2] H., Breuer, R., Konow, N., Baloian, G., Zurita, “Mobile Computing to Seamlessly Integrate Formal and Informal Learning”, Seventh IEEE International Conference on Advanced Learning Technologies (ICALT 2007), 2007 [3] M., Amelun, M., Piotrowski, “EduComponents: Experiences in E-Assessment in Computer Science Education”, ITiCSE’06, June 26–28, Bologna, Italy, 2006. [4] University of Texas, “Content Management System”, 2007, www.utexas.edu/web/cms/index.html [5] CENTRA Saba, “Saba- Case Study”, East Carolina University, 2007. [6] King Abdulaziz University, Deanship of Distance Learning, Case Study of Distance Learning Systems in Support of the Educational Process at King Abdulaziz University on Jeddah, www.emes.kau.edu.sa/ddlcourses [7] Deanship of Information Technology - King Abdulaziz University, “Our History”, 2007, http://www.kau.edu.sa/content.aspx?Site_ID=0&lng=EN&cid=2384&URL=www.kau.edu.sa [8] King Abdulaziz University, “Academics”, 2008, http://www.kau.edu.sa/TheAcademy.aspx [9] OpenLearn, “Our Story”, 2010, http://www.open.ac.uk/openlearn/about-us/our-story.php [10] OpenLearn, “Introduction to OpenLearn”, 2010, http://www.open.ac.uk/openlearn/__assets/eskrdm9lq6hxiiswix.ppt [11] Moodle, “About Moodle”, 2010, http://moodle.org/ [12] L., Carr, A., Swan, A., Sale, C., Oppenheim, T., Brody, T., S., Hitchcock, C., Hajjem, “Repositories for Institutional Open Access: Mandated Deposit Policies”, 2006, http://eprints.ecs.soton.ac.uk/13099/ [13] T., D., Brody, “Evaluating Research Impact through Open Access to Scholarly Communication”, Dissertation to University of Southampton, 2006. [14] S., Hitchcock, “Open Access: the Discipline of Public Knowledge”, 2009, www.edshare.soton.ac.uk/4084/1/OA.ppt [15] M., Padgett, “Francophone Studies Open Access Repository”, Acadian Homepage, 2008, http://pubs.or08.ecs.soton.ac.uk/49/ [16] J., Ridgway, S., McCusker, D., Pead, “Literature Review of e-Assessment”, 2004, www.ttrb.ac.uk/ViewArticle2.aspx?ContentId=13100 [17] D., Hamilton, E., Shoen, “Evaluation and improvement of an established assessment program”, Assessment of student learning in business schools:Best practices each step of the way (Vol. 1, No. 2, pp. 138-153). Tallahassee, Florida: Association for Institutional Research, 2005. [18] N., Buzzetto-More, “The e-Learning and business education paradigm: Enhancing education, assessment, and accountability”, Proceedings of the Maryland Business Education Association Conference, Ocean City, 2006. [19] M., Alavi, D., Leidner, “Research commentary: Technology mediated learning-a call for greater depth and breadth of research”, Information Systems Research, 12(1), 2001, pg. 1-10. [20] A., K., Jain, A., Ross, S., Prabhakar, “An Introduction to Biometric Recognition”, IEEE Transactions on Circuits and Systems for Video Technology, Special Issue on Image- and Video-Based Biometrics, Vol. 14, No. 1, 2004. [21] B., Means, Y., Toyama, M., R., Murphy, K., B., Jones, “Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies”, Center for Technology in Learning. U.S. Department of Education Office of Planning, Evaluation, and Policy Development, 2009, http://www.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf [22] I., T., Chao, “Moving to Moodle”, Educause Quarterly, 2008. [23] M., Goyal, S., Murthy, “Student Perceptions on the Use of New Techonologies in Engineering Courses Recorded Lectures on the Internet and Moodle”, International Workshop on Technology for Education (T4E), Aug 4-6, Bangalore, 2009. [24] P., Lengyel, M., Herdon, R., Szilágyi, “Comparison of Moodle and ATutorLMSs”, University of Debrecen CAS-FAERD, 2006 [25] S.,-K., Chang, T., K., Shih, “Choosing Moodle: An evaluation of Learning Management Systems at Athabasca University”, International Journal of Distance Education Technologies, Volume 5, 2007. [26] Word Press, “North Carolina Community College and Blackboard: A Strategic Partner for your critical mission”, 2009, http://oscmoodlereport.files.wordpress.com/2009/10/ncccs-and-blackboard-report-october-2009.pdf [27] A., Crisp, D., Hutto, “A College-wide Migration Blackboard to Moodle in 6 months”, 2007, oscmoodlereport.files.wordpress.com/.../blue-ridge-migration-outline.doc [28] M., Moore, “Use Your Noodle - Learn Moodle!” 2006, www.schoolforge.net/.../Moore_MoodleslideshowJuly2006_0.pdf [29] A., Al-Ajlan, H., Zedan, “Why Moodle”, 12th IEEE International Workshop on Future Trends of Distributed Computing Systems, IEEE, 2008 [30] Blackboard Support, “Technical Requirements”, 2010, http://blackboardsupport.calpoly.edu/content/policies/tech.html [31] M., Kuechler, “Limitations of Blackboard  -- and how to get around them”, 2002, http://maxweber.hunter.cuny.edu/~mkuechle/BB_limitations.html [32] D., Bremer, R., Bryant, “A Comparison of Two Learning management Systems: Moodle vs Blackboard”, Bay of Plenty, 2009 [33] J., Brine, I., Wilson, D., Roy, “Using Moodle and Other Software Tools in EFL Courses in a Japanese IT University”, Seventh International Conference on Computer and Information Technology, [34] B., Daku, “Individualized Laboratory Using Moodle”, 39th ASEE/IEEE Frontiers in Education Conference, October 18 - 21, San Antonio, TX, 2009. [35] J., Dando, “Mapping in Moodle ePortfolios (MiMePo)”, 2006, http://83.137.214.22/media/documents/aboutus/foi/bid39cornwallcollege.pdf [36] B., Randall, J., Sweetin, D., Steinbeiser, “Open Source Collaborative: Moodle Assessment Report, 2009 [37] B., Wu, N., Sichuan, “Moodle—the Fingertip Art for Carrying out Distance Education”, First International Workshop on Education Technology and Computer Science, 2009 [38] F.,Collins, “Installing Moodle for Windows with Easy PHP”, Illustrated Install Guide, http://www.goohio.com/moodle/Installing%20Moodle%20for%20Windows%20with%20Easy%20PHP.pdf [39] J., Stanford, “In the mood for Moodle, English Teaching professional, Issue 54 January 2008, www.etprofessional.com [40] H., Al-Nuaim, “King Abdulaziz University’s Unique Collaborative Approach for Online Undergraduate”, 2009, http://www.gheforum.usm.my/2009/doc/GHEF2009presentation/Parallel%20Session%203-%20Jintan%20Room/Hana%20Al-Nuaim_Full%20paper.pdf [41] Arab News, “Jeddahs KAU opens doors to expat students” 2010, http://arabnews.com/saudiarabia/article36158.ece?comments=all [42] S., Edwards, “WhatIsWebCat”, Web-CAT, 2007, http://web-cat.org/WCWiki/WhatIsWebCat?action=show&redirect=Web-CAT [43] Mindblaze Technologies, “E-Learning Services”, 2010, http://lms.mindblazetech.com/ [44] King Abdulaziz University Deanship of Distance Learning, “Statistics of DDL Budgets”, 2009, www.emes.kau.edu.sa/ddlcourses [45] Google Trends, “EMES, CENTRA and Moodle“, http://www.google.com/trends?q=emes+ [46] H., Zwart, S., Learning, “10 Things to Like about Moodle”, 2009, http://blog.hansdezwart.info/2009/08/25/10-things-to-like-about-moodle/ [47] S., Uran, D., Hercog, K., Jezernik, “Remote Control Laboratory with Moodle Booking System”, IEEE, 2007 Read More