Front cover
IBM Workplace Collaborative
Learning for IBM i5/OS
A foundation for understanding the Workplace
Collaboration Services e-learning environment
A guide to deploying collaborative learning
on the IBM System i platform
Many practical tips and
helpful hints
Debbie Landon
Jennifer Bloom
Steven Milstein
Colin Stamp
ibm.com/redbooks
Redpaper
International Technical Support Organization
IBM Workplace Collaboratve Learning for IBM i5/OS
October 2006
Note: Before using this information and the product it supports, read the information in “Notices” on page v.
First Edition (October 2006)
This edition applies IBM Workplace Collaboration Services Version 2.5 for use on IBM i5/OS Version 5
Release 3 (V5R3) or later.
This document created or updated on October 6, 2006.
© Copyright International Business Machines Corporation 2006. All rights reserved.
Note to U.S. Government Users Restricted Rights -- Use, duplication or disclosure restricted by GSA ADP Schedule
Contract with IBM Corp.
Contents
Notices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .v
Trademarks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi
Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii
The team that wrote this Redpaper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii
Become a published author . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix
Comments welcome. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix
Chapter 1. Introduction to IBM Workplace Collaborative Learning . . . . . . . . . . . . . . . .
1.1 Collaborative learning defined. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1.2 Benefits of IBM Workplace Collaborative Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1.3 Comparison with Lotus LearningSpace . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1.4 Workplace Collaborative Learning on the System i platform. . . . . . . . . . . . . . . . . . . . . .
1.4.1 Migration from other learning environments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1.4.2 Multiple learning instances . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1
2
2
5
6
6
6
Chapter 2. Architecture. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
2.1 Workplace Collaborative Learning architecture on i5/OS . . . . . . . . . . . . . . . . . . . . . . . . 8
2.2 Workplace Collaborative Learning components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
2.2.1 Learning Management server . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
2.2.2 Delivery server . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
2.2.3 Content server . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
2.2.4 DB2 Universal Database for iSeries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
2.2.5 LDAP server . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
2.2.6 SMTP server . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
2.2.7 FTP server . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
2.2.8 IBM Lotus Virtual Classroom server . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
2.2.9 Discussion server . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
2.2.10 Discovery server . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
2.2.11 Chat server . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
2.3 Collaborative learning tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
2.3.1 Learning client tools installer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
2.3.2 Offline Learning client . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
2.3.3 Authoring Tool. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
2.3.4 Command line import utility. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
2.3.5 Rostering utility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
2.4 User access . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Chapter 3. Deployment planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.1 User and system support tasks and responsibilities . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.2 Deployment activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.3 Client support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.4 Calculating sizing requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.4.1 Disk requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.4.2 Sizing guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
17
18
19
20
21
21
21
Chapter 4. Configuration and administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
4.1 Learning prerequisites. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
4.2 Managing the learning environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
© Copyright IBM Corp. 2006. All rights reserved.
iii
4.2.1 Accessing the Learning Management System graphical user interface . . . . . . . .
4.2.2 Accessing the WebSphere Portal Administration interface. . . . . . . . . . . . . . . . . .
4.3 Setting up the learning environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4.4 Adding users to the learning environment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4.4.1 Rostering. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4.4.2 Roles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4.4.3 Access control. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4.5 Reporting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4.5.1 Running reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
25
26
28
33
33
34
36
36
36
Chapter 5. Getting started with courseware . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5.1 IBM Workplace Collaborative Learning client tools . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5.1.1 IBM Lotus Collaborative Learning Authoring Tool. . . . . . . . . . . . . . . . . . . . . . . . .
5.1.2 Installing the Offline Learning client . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5.2 Courseware management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5.2.1 Courseware. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5.2.2 Content creation guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5.3 Sending courses to the learning system . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5.4 Deploying a sample course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5.4.1 Requirements for the sample course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5.4.2 Deploying the sample course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
39
40
41
43
44
45
47
48
49
50
50
Chapter 6. Administering courseware. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6.1 Basic flow for courseware deployment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6.2 Enabling offline use of courseware . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6.3 Interaction between the learning server and content server . . . . . . . . . . . . . . . . . . . . .
6.3.1 Course flow overview, including creating offerings . . . . . . . . . . . . . . . . . . . . . . . .
6.3.2 Creating and packaging content . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6.3.3 Course deployment (offerings) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6.4 Course metadata. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6.4.1 Types of elements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6.4.2 Required elements versus optional elements (data). . . . . . . . . . . . . . . . . . . . . . .
6.5 Tracking student progress within courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6.5.1 Information that can be tracked . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6.6 Learning portlets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6.7 Competencies and skills management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6.7.1 Access control through permissions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6.7.2 Granting access to portlet features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6.8 Collaborative Learning search rules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
67
68
69
71
71
72
73
73
74
75
75
76
78
79
80
82
83
Appendix A. Additional material . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Locating the Web material . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Using the Web material . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Related publications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
IBM Redbooks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Online resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
How to get IBM Redbooks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Help from IBM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
87
87
87
88
88
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
iv
IBM Workplace Collaboratve Learning for IBM i5/OS
Notices
This information was developed for products and services offered in the U.S.A.
IBM may not offer the products, services, or features discussed in this document in other countries. Consult
your local IBM representative for information on the products and services currently available in your area. Any
reference to an IBM product, program, or service is not intended to state or imply that only that IBM product,
program, or service may be used. Any functionally equivalent product, program, or service that does not
infringe any IBM intellectual property right may be used instead. However, it is the user's responsibility to
evaluate and verify the operation of any non-IBM product, program, or service.
IBM may have patents or pending patent applications covering subject matter described in this document. The
furnishing of this document does not give you any license to these patents. You can send license inquiries, in
writing, to:
IBM Director of Licensing, IBM Corporation, North Castle Drive Armonk, NY 10504-1785 U.S.A.
The following paragraph does not apply to the United Kingdom or any other country where such provisions are
inconsistent with local law: INTERNATIONAL BUSINESS MACHINES CORPORATION PROVIDES THIS
PUBLICATION "AS IS" WITHOUT WARRANTY OF ANY KIND, EITHER EXPRESS OR IMPLIED,
INCLUDING, BUT NOT LIMITED TO, THE IMPLIED WARRANTIES OF NON-INFRINGEMENT,
MERCHANTABILITY OR FITNESS FOR A PARTICULAR PURPOSE. Some states do not allow disclaimer of
express or implied warranties in certain transactions, therefore, this statement may not apply to you.
This information could include technical inaccuracies or typographical errors. Changes are periodically made
to the information herein; these changes will be incorporated in new editions of the publication. IBM may make
improvements and/or changes in the product(s) and/or the program(s) described in this publication at any time
without notice.
Any references in this information to non-IBM Web sites are provided for convenience only and do not in any
manner serve as an endorsement of those Web sites. The materials at those Web sites are not part of the
materials for this IBM product and use of those Web sites is at your own risk.
IBM may use or distribute any of the information you supply in any way it believes appropriate without incurring
any obligation to you.
Information concerning non-IBM products was obtained from the suppliers of those products, their published
announcements or other publicly available sources. IBM has not tested those products and cannot confirm the
accuracy of performance, compatibility or any other claims related to non-IBM products. Questions on the
capabilities of non-IBM products should be addressed to the suppliers of those products.
This information contains examples of data and reports used in daily business operations. To illustrate them
as completely as possible, the examples include the names of individuals, companies, brands, and products.
All of these names are fictitious and any similarity to the names and addresses used by an actual business
enterprise is entirely coincidental.
COPYRIGHT LICENSE:
This information contains sample application programs in source language, which illustrates programming
techniques on various operating platforms. You may copy, modify, and distribute these sample programs in
any form without payment to IBM, for the purposes of developing, using, marketing or distributing application
programs conforming to the application programming interface for the operating platform for which the sample
programs are written. These examples have not been thoroughly tested under all conditions. IBM, therefore,
cannot guarantee or imply reliability, serviceability, or function of these programs. You may copy, modify, and
distribute these sample programs in any form without payment to IBM for the purposes of developing, using,
marketing, or distributing application programs conforming to IBM's application programming interfaces.
© Copyright IBM Corp. 2006. All rights reserved.
v
Trademarks
The following terms are trademarks of the International Business Machines Corporation in the United States,
other countries, or both:
AS/400®
Cloudscape™
Domino®
DB2 Universal Database™
DB2®
eServer™
i5/OS®
IBM®
ibm.com®
iSeries™
LearningSpace®
Lotus Discovery Server™
Lotus®
OS/400®
PartnerWorld®
POWER5™
QuickPlace®
Redbooks™
Redbooks (logo)
™
Sametime®
System i™
System i5™
WebSphere®
Workplace™
Workplace Collaborative Learning™
Workplace Messaging®
Workplace Team Collaboration™
Workplace Web Content
Management™
The following terms are trademarks of other companies:
Java, JRE, JVM, J2EE, Sun, Sun Java, and all Java-based trademarks are trademarks of Sun Microsystems,
Inc. in the United States, other countries, or both.
FrontPage, Internet Explorer, Microsoft, Windows, and the Windows logo are trademarks of Microsoft
Corporation in the United States, other countries, or both.
UNIX is a registered trademark of The Open Group in the United States and other countries.
Linux is a trademark of Linus Torvalds in the United States, other countries, or both.
Other company, product, and service names may be trademarks or service marks of others.
vi
IBM Workplace Collaboratve Learning for IBM i5/OS
Preface
IBM® Workplace™ Collaborative Learning is an enhanced IBM Workplace product and part
of the integrated collaborative environment delivered by IBM Workplace Collaboration
Services. It provides learning services that help organizations manage their training programs
more efficiently and integrates learning resources on the desktop. Integration with other
Workplace Collaboration Services capabilities delivers blended learning experiences and
provides students with enhanced tools such as course discussion areas, document sharing,
Web conferencing, and chat rooms.
This IBM Redpaper helps you to understand the IBM Workplace Collaborative Learning™
product. It also explains how you can deploy this e-learning environment on the IBM
System i™ platform.
The information presented in this Redpaper assumes that you have already installed and
configured a basic IBM Workplace Collaboration Services environment on your System i
machine. For details, refer to the IBM Redbook Deploying IBM Workplace Collaboration
Services on the IBM System i5 Platform, SG24-6640.
Note: At the time this Redpaper was written, IBM was transitioning from the IBM eServer™
iSeries™ server to the release of the IBM System i5™ platform. In this Redpaper, we use
the names System i5 and iSeries names interchangeably. The System i5 name refers to
the IBM POWER5™ line of servers within the IBM System i product line. Also, with
OS/400® V5R3, the operating system has been renamed to IBM i5/OS®. Again
throughout this Redpaper, we use the terms OS/400 and i5/OS interchangeably to refer to
OS/400 V5R3.
The team that wrote this Redpaper
This Redpaper was produced by a team of specialists from around the world working at the
International Technical Support Organization (ITSO), Rochester Center.
Debbie Landon is an IBM certified Senior IT Specialist in the IBM
ITSO, Rochester Center. Her current area of expertise is focused on
Domino® for iSeries and related Lotus® products such as Lotus
Instant Messaging and Web Conferencing (Sametime®) and Lotus
Team Workplace (QuickPlace®). Debbie has been with IBM for 21
years, working first with the S/36, then the AS/400® and iSeries, and
now the System i5 platform. Before joining the ITSO in November of
2000, she was a member of the PartnerWorld® for Developers,
iSeries team, supporting business partners in the area of Domino for
iSeries. You can reach Debbie by sending e-mail to
dalandon@us.ibm.com.
© Copyright IBM Corp. 2006. All rights reserved.
vii
Jennifer Bloom is a Curriculum Developer with IBM in the United
States. She has over 15 years of experience with the AS/400 and
iSeries, and over a decade with development and delivery of online
courseware. She has been an adjunct professor for distance
learning and traditional course delivery at Hawaii Pacific University,
Western New England College, and New York Institute of
Technology. Corporate online delivery includes DigitalThink, Inc. and
IBM support personnel. Jennifer has spoken at the IBM COMMON
conference and presented to The 400 Group. Published research
includes a study on computer-mediated communications for
distance learning in postsecondary education. She holds a Master
of Science degree in Information Systems from Hawaii Pacific
University. You can contact Jennifer by sending e-mail to
jennifer_bloom@us.ibm.com.
Steven Milstein is the Chief Technology Officer and Labs Manager
for eLearning-Labs, an IBM Business Partner and Education
Centers for IBM Software (ECIS) member. eLearning-Labs provides
live, interactive voice-over IP online education and enablement for
the iSeries market. Steve is responsible for eLearning-Labs’ live on
demand eLearning and eLabs architecture, and has more than 20
years of midrange systems experience with development skillsets in
RPG, Java™ 2 Platform, Enterprise Edition (J2EE™), and
WebSphere®. He is an ECIS Certified Instructor, an IBM Certified
for e-business - Solution Designer, and coauthor of the IBM
Redbook Application Service Provider Business Model:
Implementation on the iSeries Server, SG24-6053. You can reach
Steve by sending e-mail to steven@milstein-assoc.com.
Colin Stamp has been with IBM United Kingdom for nine years. He
is a Senior Lotus Service Manager (LSM) and consultant on high
availability, performance and capacity planning, specializing in large
systems. Colin coauthored the IBM Redbooks™ Domino for iSeries
Sizing and Performance Tuning, SG24-5162, and Coexistence of
Multiple Lotus Domino Releases in an LPAR Environment on the
IBM eServer iSeries Server, SG24-6593. He has also written many
Lotus technical white papers on performance, transaction logging,
SANs, and high availability. He has presented to the IBM Academy
and the LSM Annual Summit. Prior to joining IBM, Colin worked for
10 years at Data General as a Senior EMEA OS and
Communications Support Specialist and Novell Enterprise CNE.
You can contact Colin by sending e-mail to
Colin.Stamp@uk.ibm.com.
Thanks to the following people for their contributions to this project:
Jon Brandt
Jeff Vettel
IBM Rochester Development Lab
Craig Chiofalo
Lotus Technical Support
viii
IBM Workplace Collaboratve Learning for IBM i5/OS
Thomas Gray
Marv Kulas
Joanna Pohl-Miszczyk
Jenifer Servais
ITSO, Rochester Center
Become a published author
Join us for a two- to six-week residency program! Help write an IBM Redbook dealing with
specific products or solutions, while getting hands-on experience with leading-edge
technologies. You'll team with IBM technical professionals, Business Partners and/or
customers.
Your efforts will help increase product acceptance and customer satisfaction. As a bonus,
you'll develop a network of contacts in IBM development labs, and increase your productivity
and marketability.
Find out more about the residency program, browse the residency index, and apply online at:
ibm.com/redbooks/residencies.html
Comments welcome
Your comments are important to us!
We want our papers to be as helpful as possible. Send us your comments about this
Redpaper or other Redbooks in one of the following ways:
򐂰 Use the online Contact us review redbook form found at:
ibm.com/redbooks
򐂰 Send your comments in an e-mail to:
redbook@us.ibm.com
򐂰 Mail your comments to:
IBM Corporation, International Technical Support Organization
Dept. HYTD Mail Station P099
2455 South Road
Poughkeepsie, NY 12601-5400
Preface
ix
x
IBM Workplace Collaboratve Learning for IBM i5/OS
1
Chapter 1.
Introduction to IBM Workplace
Collaborative Learning
In this chapter, we provide an overview of the features and capabilities of IBM Workplace
Collaborative Learning product. After reading this chapter, you can begin to apply this
knowledge to your own e-learning strategic initiatives.
© Copyright IBM Corp. 2006. All rights reserved.
1
1.1 Collaborative learning defined
Collaborative learning is a cooperative learning style where students work together in teams
or groups in support of common educational goals. Students interact with one another and
their instructor using a range of provided tools. Common activities, such as discussion and
document sharing, as well as other team activities take advantage of a rich multimedia
Web-enabled environment.
Table 1-1 lists examples of learning objectives and strategic goals.
Table 1-1 Examples of goal-oriented learning objectives
Goal or learning objective
Further explained
Product certification
This refers to obtaining industry certification and product certification
where levels are critical to success.
Required corporate training
Students receive training in corporate business policies and
procedures.
Project creation or
management
Small groups facilitate knowledge transfer through collaborative
learning.
Ad-hoc or impromptu training
or learning events
Guest speakers can be connected to remote students using common
tools for communication.
1.2 Benefits of IBM Workplace Collaborative Learning
IBM Workplace Collaborative Learning is a follow-on product to Lotus LearningSpace® and
Lotus Learning Management System. It is part of the integrated collaborative environment
delivered by IBM Workplace Collaboration Services Version 2.5 or later. IBM Workplace
Collaborative Learning Version 2.5 is equivalent to Learning Management System 1.05 with
some additional portlets.
Note: On the System i platform, IBM Workplace Collaborative Learning Version 2.5 or later
is the only native e-learning solution available.
IBM has updated its e-learning software product family with new updated offerings and will
retire the Lotus LearningSpace family. The Lotus Virtual Classroom, Lotus Learning
Management System, and IBM Workplace Collaborative Learning are the current e-learning
solutions that offer richer features and improved integration with other Lotus products. For
more information about the evolution of the IBM e-learning products, refer to the following the
following Web site:
http://www.ibm.com/developerworks/lotus/library/ls-elearning_evolution/
For more information about IBM e-learning products, see the IBM Learning Web site at:
http://www.lotus.com/lotus/offering3.nsf
Figure 1-1 shows the IBM Workplace Collaboration Services user interface, with the Learning
link highlighted. Since IBM Workplace Collaborative Learning is part of IBM Workplace
Collaboration Services environment, students can learn while communicating and taking
advantage of the other collaborative tools that are available as part of IBM Workplace
Collaboration Services.
2
IBM Workplace Collaboratve Learning for IBM i5/OS
Note: You can purchase Workplace Collaboration Services as a bundle that includes the
entire set of collaboration capabilities or purchase any of the following products separately:
򐂰
򐂰
򐂰
򐂰
򐂰
IBM Workplace Messaging®
IBM Workplace Team Collaboration™
IBM Workplace Documents
IBM Workplace Collaborative Learning
IBM Workplace Web Content Management™
IBM provides flexible licensing options so that you can easily purchase one or more
individual collaboration services, when that is the desired approach for solving your
specific business needs.
Since many organizations are interested in delivering self-paced learning before adding
collaboration, Workplace Collaborative Learning can support self-paced learning in addition
to collaborative forms of learning.
Figure 1-1 IBM Workplace Collaboration Services desktop
Easier to share resources and administer course offerings
IBM Workplace Collaborative Learning enables you to easily organize, staff, deliver courses,
award certification, track and report on student activities, and reserve resources. It helps to
streamline and manage organizational classroom-based as well as electronically-delivered
learning events.
All administrative activities can be done remotely through a Web browser.
Live virtual classroom support
IBM Workplace Collaborative Learning Version 2.5 supports certain aspects of live classroom
activities using the course collaboration template. For a richer live classroom environment,
you can use Workplace Collaborative Learning Version 2.5 together with IBM Lotus Virtual
Classroom Version 1.1.1 or later.
Important: From this point forward, any new virtual classroom features will be added to
future releases of IBM Workplace Collaborative Learning, as opposed to the Lotus Virtual
Classroom product.
Chapter 1. Introduction to IBM Workplace Collaborative Learning
3
Table 1-2 compares the Workplace Collaborative Learning Version 2.5 (using the course
collaboration template) live classroom environment with the Workplace Collaborative
Learning Version 2.5 and IBM Lotus Virtual Classroom Version 1.1.1 live classroom
environment.
Table 1-2 Comparison of live virtual classroom functions
Live virtual classroom function
Workplace Collaboration
Learning 2.5
Workplace Collaboration
Learning 2.5 and Lotus
Virtual Classroom 1.1.1
Session agenda, editable during a
session
Yes
Yes
Whiteboard for viewing presentations
Yes
Yes
Application showing
Yes
Yes
Web links
Yes
Yes
Automated attendance tracking
Yes
Yes
Support for presentation transitions and
animations in the whiteboard
Yes, with a plug-in for
moderator’s Web browser
No
Annotation tools for whiteboard
presentations
No
Yes
Computer-based audio and video
No
Yes
Session polling and tracking
No
Yes
Session record and playback
No
Yes
Support for the SCORM 1.2 standard
Sharable Courseware Object Reference Model (SCORM) is a suite of industry agreed
technical standards that enable Web-based learning systems to find, import, share, reuse,
and export learning content in a standardized way.
Important: LearningSpace 5 courseware is not SCORM compliant because it uses an
earlier standard called AICC. All AICC formatted courses must be converted to SCORM
1.2 format before they can be deployed on Workplace Collaborative Learning.
For more information about the SCORM standard, refer to the Advanced Distributed Learning
Web site:
http://www.adlnet.gov/index.cfm
Predefined roles for common users
Administrators and course leaders access the Workplace Collaborative Learning
administrator interface through a Web browser. Through a browser, they can create new
courses, work with current course content, and adjust the various system settings. Using
policy based role management, students, lecturers, and administrators have differing levels of
access to suit the needs of their role.
Online or disconnected learning delivery modes
Using a Web browser, students can access the IBM Workplace Collaborative Learning
portlet. The portlet provides them with direct access to online courses, certification exams,
4
IBM Workplace Collaboratve Learning for IBM i5/OS
and skills planning tools. Using the Offline Learning client, students can access courses while
disconnected from the network.
For more information about the Offline Learning client, see 2.3.2, “Offline Learning client” on
page 13, and 6.2, “Enabling offline use of courseware” on page 69.
Robust security and authentication
Security is controlled using a mature policy based system, with all features, functions and
access being locked down by easy-to-administer policy documents. Authentication is via a
Lightweight Directory Access Protocol (LDAP) directory.
For more information about implementing security access, see 6.7.1, “Access control through
permissions” on page 80.
1.3 Comparison with Lotus LearningSpace
IBM Workplace Collaborative Learning is the next generation of Lotus LearningSpace.
Table 1-3 compares the features of Lotus LearningSpace Version 5 and IBM Workplace
Collaborative Learning Version 2.5.
Tip: IBM Workplace Collaborative Learning is based on Lotus Learning Management
System (a separate product), with additional features for integration into IBM Workplace
Collaboration Services. For example, IBM Workplace Collaborative Learning provides the
ability to create courses that contain self-paced, classroom-based, and collaborative
activities (blended learning) on a single platform.
Table 1-3 Feature comparison of LearningSpace Version 5.0 with IBM Workplace Version 2.5
Feature or capability
IBM Workplace Collaboration Services 2.5
Lotus LearningSpace 5
Course catalog
Yes, multiple catalogs are supported.
Yes, but only a course list.
Online learning and
traditional face-to-face
classroom-based
training
Yes, both types of courses can be managed together.
No, online only.
Certifications
Yes, built-in certification creation and tracking by user,
correlated with learning activities.
No
Offline or disconnected
use
Yes, courses can be taken online or offline. Student
progress can be synchronized.
No
Authoring tool supports
SCORM standards
Yes
No
Reporting
Yes, adhoc and custom reporting. Reports can be
generated by users or others as well.
Yes, with limitations.
Awareness integration
Yes, students can discuss, share documents, and learn
in a cooperative setting, facilitated by use of the IBM
Workplace Collaboration Services.
Somewhat, but chat requires a
Sametime server, and discussion
requires a Domino database.
Learning portlet
Yes, the learning portlet is integrated with IBM
Workplace Collaboration Services.
No, LearningSpace Version 5 is a
Web-based student interface, not
a portlet.
Multi-language support
Yes
No
Chapter 1. Introduction to IBM Workplace Collaborative Learning
5
1.4 Workplace Collaborative Learning on the System i platform
IBM Workplace Collaborative Learning runs on a single System i machine, which can
manage all of the IBM Workplace Collaborative Learning components under a single instance
of the i5/OS operating system. This allows for on demand course and training expansion as
required, without the need to deploy additional servers or install new hardware on larger
systems.
For more information about the System i hardware and software prerequisites for a
Workplace Collaboration Services environment, consult the IBM Redbook Deploying IBM
Workplace Collaboration Services on the IBM System i5 Platform, SG24-6640.
1.4.1 Migration from other learning environments
This is the first IBM e-learning product for the System i platform. IBM is working on providing
migration utilities and documentation for moving to Workplace Collaborative Learning. For the
latest information, see the Lotus learning site:
http://www.ibm.com/developerworks/lotus/products/elearning/
If you have existing SCORM-compliant courses and want to use them with IBM Workplace
Collaborative Learning, you may do so by using either of the following methods:
򐂰 Converting them to the SCORM 1.2 format by importing them into the IBM Workplace
Collaborative Learning Authoring Tool
The Authoring Tool is supplied with the IBM Workplace Collaborative Learning part of the
Learning Tools Client installer. See 5.1.1, “IBM Lotus Collaborative Learning Authoring
Tool” on page 41, for more information.
򐂰 Converting them to the SCORM 1.2 format through the use of third-party tools, such as
Adobe Dreamweaver
Extensions are available on the Adobe site for download:
http://www.adobe.com/
Tip: IBM has an online course called Lotus Education On Demand: Migrating Courses
From LearningSpace that can help you with using the migration tools and utilities. See the
following Web site for more information:
http://www.ibm.com/support/docview.wss?rs=0&q1=learningspace+migration&uid=swg21198480&l
oc=en_US&cs=utf-8&cc=us&lang=en
1.4.2 Multiple learning instances
On a System i machine, you can have multiple instances of Workplace Collaboration Services
running. This means that you can have multiple Workplace Collaborative Learning instances.
This implies that you can have multiple e-learning solutions on separate Workplace
Collaboration Services instances, all running on the same System i machine.
6
IBM Workplace Collaboratve Learning for IBM i5/OS
2
Chapter 2.
Architecture
In this chapter, we provide information that is relative to architecture of the IBM Workplace
Collaborative Learning product. The focus is on helping you to understand enough about the
system architecture to help clarify the internal processes and their effect on the system. We
identify the underlying components that comprise IBM Workplace Collaborative Learning and
examine their fit within the IBM Workplace Collaboration Services products.
© Copyright IBM Corp. 2006. All rights reserved.
7
2.1 Workplace Collaborative Learning architecture on i5/OS
IBM Workplace Collaborative Learning is part of IBM Workplace Collaboration Services and
is built upon other services such as DB2® Universal Database™, WebSphere Portal Server,
and WebSphere Application Server. Figure 2-1 illustrates the collaborative learning
environment on i5/OS.
LDAP
IBM Directory Server, Domino,
Microsoft Active Directory, Sun One,
or Novell
Workplace Collaboration
Services
Collaborative
Learning
Websphere
Portal Server
DB2
Universal
Database
Websphere
Application Server
Collaborative Learning
Offline Client
Authoring Tool
Web Browser
i5/OS
Client OS (Win2K/XP)
Figure 2-1 Workplace Collaboration Services Learning architecture on i5/OS
The WebSphere Application Server and DB2 Universal Database operate directly on top of
the i5/OS operating system. WebSphere Portal Server runs on top of the WebSphere
Application Server. Workplace Collaboration Services is a portal application that runs on the
WebSphere Portal Server. In addition, Workplace Collaborative Learning is an IBM
Workplace Collaborative Services application that is operating under the control of the IBM
Workplace Collaboration Services application framework.
On the right side in Figure 2-1, you see the client, which uses an industry standard Web
browser to run the student’s course delivery online. Optionally it can also use the
Collaborative Learning Offline Learning client.
The course program content creators also require a Web browser and the additional
Authoring Tool deployed on their workstation. For more information about the Authoring Tool,
see 5.1.1, “IBM Lotus Collaborative Learning Authoring Tool” on page 41.
The supported clients and Web browsers are listed in 3.3, “Client support” on page 20.
8
IBM Workplace Collaboratve Learning for IBM i5/OS
2.2 Workplace Collaborative Learning components
Figure 2-2 provides a high-level overview of the Workplace Collaborative Learning
component architecture. Some of the components are part of the learning server, and others
are part of the client architecture.
The three main server components of Workplace Collaboration Services Learning are:
򐂰 Learning Management server
򐂰 Delivery server
򐂰 Content server
Typically all these components run on the same System i5 machine, under the same i5/OS
instance.
LVC
Server
LDAP
Server
WAS
Portal
Workplace
Collaborative
Learning
Command
Line Import
Utility
(CLIMP)
Learning
Management
Server
FTP
Server
Content
Server
Authoring
Tool
Database
Server
Delivery
Server
Discussion
Server
Discovery
Server
SMTP
Server
Chat
Server
Figure 2-2 IBM Workplace Collaborative Learning component architecture
2.2.1 Learning Management server
The Learning Management server is the central functional component of the learning
environment. The Learning Management server is also referred to in product documentation
as the learning server.
The learning server contains the functions and capabilities for configuring and coordinating
the other components of the learning environment. It also provides the back-end connection
to the Workplace Collaborative Learning portlets that are running in IBM Workplace
Chapter 2. Architecture
9
Collaborative Services. The learning server stores and manages the Workplace Collaborative
Learning files and data.
Note: Only one Learning Management server can be deployed in a single instance of
Workplace Collaboration Services Learning Version 2.5.
2.2.2 Delivery server
The Learning Delivery server, or delivery server, delivers the actual course content to the
student from the content server. It also provides the student with course navigation features,
tracks their progress, and reports all tracking information back to the Learning Management
server.
Note: Only one Learning Delivery server can be deployed in Workplace Collaboration
Services Learning Version 2.5.
2.2.3 Content server
The content server is the file server, and by default, uses the i5/OS HTTP server. It acts like a
Web file server to deliver and make available the actual content of Workplace Collaboration
Services Learning courses to the delivery server. Only the delivery server accesses the
course content from the content server. The content server maintains a copy of Web-based
course content after a course is imported into Workplace Collaborative Learning.
The learning server deploys course content to the content server using File Transfer Protocol
(FTP) to copy content directly to the content server’s file system. On the System i platform,
this is the integrated file system.
In earlier releases of Lotus Learning Management system (a different product, but sharing
some of the same architecture), multiple content servers were possible, although they were
not normally able to be installed on the same physical box. Typically with the System i
platform, the learning server and content server coexist on the same physical box, sharing
components in the i5/OS integrated file system.
2.2.4 DB2 Universal Database for iSeries
The DB2 Universal Database for iSeries is integrated into the software of the i5/OS operating
system. The learning server and the delivery server use the integrated DB2 Universal
Database to store information about users, courses, the catalog, and other settings
necessary to run Workplace Collaborative Learning.
The learning server and the delivery server store information in separate DB2 schemas
running under the same DB2 Universal Database for iSeries. In addition, the learning server
schema tracks events that occur in Workplace Collaborative Learning, such as a course that
is being removed from the course catalog or a student that is registering for a course.
When users access Workplace Collaborative Learning, the learning server and the delivery
server initiate database transactions to retrieve and update information.
10
IBM Workplace Collaboratve Learning for IBM i5/OS
2.2.5 LDAP server
Workplace Collaborative Learning uses an LDAP directory as a repository of authentication
information and user information.
Prior to adding anyone to Workplace Collaborative Learning, which is known as rostering
students, there must be an entry for each student in the LDAP directory. For more information
about LDAP, refer to the IBM Redbook Deploying IBM Workplace Collaboration Services on
the IBM System i5 Platform, SG24-6640. However, the only exception for this requirement is
the learning server administrator, which is created during the Workplace Collaborative
Services instance configuration.
2.2.6 SMTP server
A Simple Mail Transfer Protocol (SMTP) server is required if notifications must be sent to
students and give them access to the Help desk. This is recommended, but not essential. If
IBM Workplace Messaging is deployed, this is the SMTP server of choice.
Note: The SMTP server is optional.
2.2.7 FTP server
An FTP server can be used as an intermediary server between the Authoring Tool (or the
command line import (CLIMP) utility) and the learning server when placing courses into the
FTP server. The learning server then imports the courses from there to the content server.
If you choose to use the System i5 for FTP purposes, refer to 5.3, “Sending courses to the
learning system” on page 48.
2.2.8 IBM Lotus Virtual Classroom server
If an organization has both IBM Lotus Virtual Classroom R1.1 and IBM Lotus Virtual
Classroom Connector, you can schedule live online sessions as part of a course. These
sessions allow the instructor to present material to everyone at once and then lead a
discussion about the material. During these live sessions, students can break into small
groups to work on different tasks and then reunite together to discuss what they did during the
breakout session.
Live sessions can be included as part of the course content when a course is created. If a
course is created that contains the course structure but no course content, the learning server
can be used later to create live sessions for that course.
For more information, see the IBM Lotus Virtual Classroom Web site:
http://www.ibm.com/software/sw-lotus/lotus/offering7.nsf/wdocs/homepage
Note: Lotus Virtual Classroom runs on a Microsoft® Windows® server. Connection to an
external Lotus Virtual Classroom server is optional.
Chapter 2. Architecture
11
2.2.9 Discussion server
If an organization has a Domino server (version 5.0.10 or later), that server can be enabled as
a discussion server in Workplace Collaborative Learning. Students and instructors can then
access course-specific discussion databases to communicate with each other.
Note: A discussion server is optional.
2.2.10 Discovery server
If your organization has IBM Lotus Discovery server Version 2.0.1 or later and students are
using Microsoft Internet Explorer® as their Web browser, you can use a discovery server with
Workplace Collaborative Learning. The discovery server enables users to search your
organization’s data repositories for information that is relevant to the subject matter of a
particular course.
For information about using a discovery server, see the IBM Redbook Inside the Lotus
Discovery Server, SG24-6252.
Note: A discovery server is optional.
2.2.11 Chat server
If your organization has a Sametime or Lotus Instant Messaging and Conferencing server
infrastructure, you can enable those servers and use them as chat and conference servers in
the Workplace Collaborative Learning environment. This means that students and instructors
within a course can send instant messages to each other or meet online in a Web conference
with the instructor.
Note: A chat server is optional.
2.3 Collaborative learning tools
After installing Workplace Collaboration Services Learning, the instructors and administrators
should install the Collaborative Learning client tools. This section provides an overview of
these tools, which are covered in more detail in 5.1, “IBM Workplace Collaborative Learning
client tools” on page 40, and in 6.1, “Basic flow for courseware deployment” on page 68.
2.3.1 Learning client tools installer
The Learning client tools installer is shipped with the IBM Workplace Collaborative Learning
product. This installer utility installs various Java-based application tools that allow content
developers, instructors, and e-learning administrators to work with content development and
the various e-learning administration tasks.
For detailed instructions about how to run the Learning client tools installer and how to install
and run the tools, refer to the product documentation in 5.1, “IBM Workplace Collaborative
Learning client tools” on page 40.
12
IBM Workplace Collaboratve Learning for IBM i5/OS
Important: The Learning client tools installer requires a Java runtime environment (JRE™)
on the workstation. This is a prerequisite for running the utilities. If a runtime Java
environment is not already installed, it is automatically installed on the workstation so the
Learning client tools installation completes successfully.
2.3.2 Offline Learning client
The Offline Learning client is optional and enables students to download courses to their
workstation and work on them while they are disconnected from the learning server. When
they reconnect to the server, the completed modules and work that is done are synchronized
back to Workplace Collaboration Services Collaborative learning server.
For more information about the Offline Learning client, see 5.1.2, “Installing the Offline
Learning client” on page 43.
2.3.3 Authoring Tool
Workplace Collaborative Learning includes the Authoring Tool, which is used for course
creation or modification. The Authoring Tool can be installed from the Learning client tools
Installer, which is an additional program that comes with Workplace Collaboration Services
Learning.
The Authoring Tool is designed for course developers to create course content and assemble
Sharable Courseware Object Reference Model (SCORM)-compliant course packages. It also
allows an authorized instructor or administrator to import SCORM and AICC-compliant
course packages to the Workplace Collaboration Services learning server. These can be
courses that are written inhouse or that are commercially available. The supplied Authoring
Tool includes the SCORM tracking facility, deployed with course content to support the
SCORM standard of e-learning tracking.
SCORM 1.2 compliance
The Authoring Tool saves all content as a SCORM 1.2 package, which is the required
standard to use courses in Workplace Collaborative Learning. See 5.2.1, “Courseware” on
page 45, for more details.
Important: If a course uses a version of SCORM prior to version 1.2 or any version of
AICC, the Authoring Tool is the only method of importing such courses into Workplace
Collaborative Learning. If a course already uses the SCORM 1.2 standard, you can use
the CLIMP utility to easily import the course into Workplace Collaborative Learning.
The Authoring Tool (or the CLIMP utility) can import courses from other sources and course
types, including AICC. However, this is importing into the Authoring Tool and not the
Workplace Collaborative Learning server Import. In order for courses to be imported directly
into IBM Workplace Collaborative Learning, they must be SCORM 1.2 compliant. For an
example of importing a course into IBM Workplace Collaborative Learning, see 5.4,
“Deploying a sample course” on page 49.
Chapter 2. Architecture
13
Authoring modes
The Authoring Tool is designed to be used by a course developer who is working on a
workstation. The Authoring Tool runs on Windows machines only. and has two functions:
򐂰 A planner mode to build a course structure
򐂰 An authoring mode to create course content and assessment pages
For more information about the Authoring Tool, see 5.1.1, “IBM Lotus Collaborative Learning
Authoring Tool” on page 41, or the Lotus Workplace Collaborative Learning Authoring Tool
Guide that is shipped in PDF format with the Workplace Collaborative Learning product. You
can find this guide on the Web at the following address and then click the link Workplace
Collaboration Services product documentation:
http://www.ibm.com/developerworks/workplace/products/collaborationservices
2.3.4 Command line import utility
The command line import utility, also known as the CLIMP utility, is a way to import courses
from other sources into Workplace Collaborative Learning. These courses must use the
SCORM 1.2 standard.
The CLIMP utility can be installed from the Learning client tools installer, an additional
program that comes with the Workplace product. A system administrator can make the
Command Line Installer available on a network server for course developers to download.
The CLIMP utility can import multiple course packages at a time. CLIMP can also import
SCORM course packages that are created by other content development tools or that are
purchased as ready-to-go courses.
Tip: To import multiple courses into Workplace Collaborative Learning, it is often best to
use the CLIMP utility. This tool can be used to import one or more courses to the system.
When importing multiple courses, you may want to schedule the CLIMP utility to run
overnight or over a weekend to minimize resource utilization during the work week.
CLIMP only imports SCORM 1.2 compliant courses. If a course uses a version of SCORM
prior to version 1.2 or any version of AICC, the Authoring Tool must to be used to import the
course into Workplace Collaborative Learning, because the Authoring Tool converts the
course to the SCORM 1.2 standard.
Refer to What Is the Difference Between CLIMP and the Authoring Tool When Importing
Courses on the Web at the following address for a comparison of these tools:
http://www.ibm.com/support/docview.wss?uid=swg21167223
For more information about the CLIMP utility, see the IBM Redbook IBM Lotus Learning
Management System Handbook, SG24-7028.
14
IBM Workplace Collaboratve Learning for IBM i5/OS
2.3.5 Rostering utility
The rostering utility lets a Workplace Collaborative Learning administrator or instructor enable
or roster large numbers of users from a file or using an LDAP search string. This lets the
administrator bulk roster learning users.
For more information about rostering, see 4.4, “Adding users to the learning environment” on
page 33. You can also consult the IBM Workplace Collaborative Services product
documentation. In addition, refer the IBM Workplace Collaboration Services Information
Center on the Web at:
http://publib.boulder.ibm.com/infocenter/lwpphelp/index.jsp
Important: Prior to adding students to Workplace Collaborative Learning (also referred to
as rostering students), the students must have an entry in the LDAP directory.
2.4 User access
In the following sections, we provide a brief overview of user access. You may have many
users beyond this list, including course developers, designers, and managers. These are just
a few examples.
Student access
Administrators, instructors, and students all have access to portions of the learning server’s
functionality. For students, the learning server provides the ability to browse the course
catalog, enroll in courses, display and complete course activities, and observe records of their
own progress. Students can also use the learning server to download the Offline Learning
client so that they can work on courses on their own computers without having a network
connection.
Administrator access
For administrators, the learning server provides the ability to manage courses, course
catalogs, students, and resources. It also provides the ability to create reports and to manage
Workplace Collaborative Learning settings and Workplace Collaborative Learning
components.
Tip: The Learning Administrator interface looks similar to another Lotus product, Lotus
Learning Management System. For detailed instructions to sign on and administer the
learning system from an administrator standpoint, see 4.2, “Managing the learning
environment” on page 24.
Instructor access
For instructors, the learning server provides the ability to select courses to run, schedule
activities and resources, and track student progress. Instructors have limited administrative
functionality. See 4.4, “Adding users to the learning environment” on page 33, and 6.1, “Basic
flow for courseware deployment” on page 68, for more information.
Chapter 2. Architecture
15
16
IBM Workplace Collaboratve Learning for IBM i5/OS
3
Chapter 3.
Deployment planning
In this chapter, we provide planning information for your learning deployment. We discuss
user types in the context of their responsibilities and tasks. We also provide a list of tasks that
are involved to help you with deployment planning. Finally, in this chapter, we provide
guidelines for calculating sizing requirements.
The goal of this chapter is for you to have a workable deployment plan, with all groups and
members defined.
© Copyright IBM Corp. 2006. All rights reserved.
17
3.1 User and system support tasks and responsibilities
The key to a successful deployment is to identify and plan for the roles, structures, and
working practices for implementation of IBM Workplace Collaborative Learning. This section
provides information that is relative to users, support teams, or other IT personnel who might
need to be involved in the process.
Certain tasks are required before, during, and after product implementation. Many of these
tasks are already part of what is done in your organization, but we provide this information to
help you plan and make sure that you identify the tasks that are needed and correlate with
suggested personnel. Each individual or group listed in Table 3-1 is not necessarily assigned
to a separate individual. A person may have responsibility for several roles. Use Table 3-1 to
ensure that you have involved all groups and individuals for the purposes stated.
Table 3-1 Individuals or groups needed for deployment, cross-referenced by task examples
Group or individual
Task or tasks or example of involvement level
Sponsor
This person is responsible for deployment and usually has a lot at stake in the success of the
deployment. This may be the CIO, CTO, or the system architect.
System architect
This group or individual owns responsibility for technical deployment, end-to-end. More than
likely this person or group is already part of your organization, but can also be an outside
services business partner.
Network architect (or
administrator)
The network architect or administrator is responsible for the overall design, deployment and
security of the network infrastructure. Generally this person is already part of your
organization.
Database
administrator
The database administrator provides analysis, performance tuning, backup and restore, and
other maintenance relative to the system. This should be the person who is responsible for
database administration on the system.
IT system
administrator
This person is responsible for care and maintenance of hardware, including failure
management, risk analysis, and backups. This should be the person who is responsible for the
System i5 machine.
IT help desk
This is the user help expert. The IT help desk may also be called upon for subject matter
expertise.
Defining a help strategy for users requires more planning, but is key to success. Your users
may be students, instructors, course creators, or all three. Plan for support as your
organizational needs dictate.
System IT specialist
The system IT specialist may develop custom reports, provide feedback, or develop workflow
processes within the IBM Workplace environment.
This task varies, but the function can also involve instructional personnel.
Change management
specialist
This person or group provides software updates, or may be involved in migrating courses to
the system. More than likely this person already works closely with the system and network
administrators.
Course content
developer
These are the experts in designing courses. They may use the Authoring Tool or third-party
software for course creation and maintenance. They may also be responsible for creating
courses in the system, and doing limited system administrative work.
Content may be created in-house, or it may be purchased. If you are creating your own course
content, then planning should include the content developers, because their needs and course
information relates to decisions that you must make.
18
IBM Workplace Collaboratve Learning for IBM i5/OS
Group or individual
Task or tasks or example of involvement level
Workplace learning
administrator
From a technical standpoint, the learning administrator is the topmost level authority within the
IBM Workplace Collaborative Learning part of IBM Workplace Collaboration Services
environment. The learning administrator is automatically created when you configure the
Workplace Collaboration Services server.
Collaborative learning
managers
There are three types of collaborative learning managers: manager, human resource manager,
and course manager. These managers correspond to actual groups in the Lightweight
Directory Access Protocol (LDAP) directory. These roles may not already exist in your LDAP.
For instructions on how to create them, see 6.7.1, “Access control through permissions” on
page 80, as well as the IBM Lotus Learning Management System Administrator’s Guide, at the
following address, under the link Lotus Learning Management System product
documentation:
http://www.ibm.com/developerworks/lotus/products/elearning
Course instructor or
instructors
Instructors may simply instruct students or do a variety of other things such as create new
course offerings, register course masters or students, or run reports on student progress.
Course instructors should be involved in the process if at all possible, even if they are external
to your organization.
Students
Students attend course offerings and obtain information about their progress. All students are
eligible for learning after they are rostered. See 4.4.1, “Rostering” on page 33, for more
information.
3.2 Deployment activities
In Table 3-2, we present a broad view of tasks and processes that must be done during
deployment. While some of these may already be done, the list is provided to you to use as a
checklist so that you can understand better what is necessary for deployment of IBM
Workplace Collaborative Learning. All of these activities are documented fully, and the table
lists where you will find these instructions.
Note: Table 3-2 assumes that you have already installed IBM Workplace Collaboration
Services. Collaborative Learning is installed as part of IBM Workplace Collaboration
Services. The hardware and software requirements are documented in the IBM Redbook,
Deploying IBM Workplace Collaboration Services on the IBM System i5 Platform,
SG24-6640.
Table 3-2 Installation and deployment steps and associated documentation or references
Installation or deployment step or phase
Documented steps or procedure
Migration from IBM Cloudscape™ to DB2 Universal
Database
This is automatically done for you during the configuration
of your Workplace Collaboration Services server if you used
the Create IBM Workplace Collaboration Services wizard.
For more information, refer to the IBM Redbook Deploying
IBM Workplace Collaboration Services on the IBM System
i5 Platform, SG24-6640.
Set up access to the competencies portlets. There are
two kinds of access permissions:
򐂰 Portal access, defined at the IBM Workplace level
򐂰 IBM Workplace Collaborative Learning portlet
access, defined by the learning administrator for
specific features
IBM Workplace access (portal) is controlled within the
LDAP. See 6.7, “Competencies and skills management” on
page 79.
Chapter 3. Deployment planning
19
Installation or deployment step or phase
Documented steps or procedure
Enable access to skills management and career
development portlets. This is optional but recommended.
See 6.7.1, “Access control through permissions” on
page 80.
Grant group managers access to Skills Management and
Career Development portlets.a This is optional, and you
may choose either or both; they are not mutually
exclusive.
See 6.7.2, “Granting access to portlet features” on page 82.
Define user role using one of the following ways:
򐂰 By locating existing users and explicitly assigning
roles
򐂰 By selecting a role and adding users to the role
See 4.4, “Adding users to the learning environment” on
page 33.
Configure the Announcements, My Skills, and My
Learning portlets. This is optional but recommended.
The Announcements portlet displays course and student
related announcements. The My Skills portlet displays lists
of skills that are required for different jobs and tracks user
skills. The My Learning portlet provides students with
access to course information.
See 4.3, “Setting up the learning environment” on page 28.
a. To access either the Skills Management or Career Development portlets of Workplace Collaboration Services
Learning, the user must meet the following criteria:
— Be listed in the LDAP directory being used by the IBM Workplace Collaboration Services server
— Have WebSphere Member Manager (WMM) permission to access the portlet
— Be rostered in the Workplace Collaborative Learning system and be assigned an appropriate role of student,
instructor or administrator
3.3 Client support
In this section, we outline the supported Web browsers and operating systems for the client.
The following Web browsers are supported:
򐂰 Microsoft Internet Explorer 6.0 with Service Pack 1 on Windows 2000 and Windows XP
with the Sun™ Java™ Runtime Environment (JRE) 1.4.2 or with Microsoft Java Virtual
Machine (JVM™) 1.1
򐂰 Mozilla 1.4 on Linux® with Sun JRE 1.4.2
򐂰 Mozilla 1.4 on Windows with Sun JRE 1.4.2
򐂰 Mozilla Firefox 1.0 on Windows with Sun JRE 1.4.2
򐂰 Mozilla Firefox 1.0 on Linux with Sun Java JRE 1.4.2
򐂰 Netscape 6.2 (Collaborative Learning only)
IBM Workplace Collaborative Learning Version 2.5 supports the following client operating
systems for Web browser access, excluding the portal-based student interface:
򐂰
򐂰
򐂰
򐂰
򐂰
Mac 8.0 (to access collaborative learning only through the non-portal-based interface)
Microsoft Windows 2000 Professional with Service Pack 2
Microsoft Windows XP with Service Pack 1
Red Hat Enterprise Linux WS 3.0 with Update 3
SUSE Linux Desktop 1.0
Note: The Learning Authoring Tool and Offline Learning client supports Windows 2000
and Windows XP only.
20
IBM Workplace Collaboratve Learning for IBM i5/OS
3.4 Calculating sizing requirements
In this section, we provide guidance in planning the learning infrastructure for sizing
purposes. It is not meant to modify any existing recommendations, but to help you identify
usage requirements for your learning system. The goal is to help you prevent bottlenecks due
to overload of content or miscalculation of student activity.
Important: These guidelines are only to assist in planning. It is impractical to state that
each course is equally weighted in terms of size and bandwidth demands. Many e-learning
courses now use a wide variety of multimedia. Use this information to help guide your
choices only.
3.4.1 Disk requirements
The amount of disk space required for the data and indexes that comprise a learning
database depends on the following factors:
򐂰
򐂰
򐂰
򐂰
Number of courses
Number of registered users
Average courses per user
Average nodes (course elements) per course
To estimate the data size (in KB) for each database (that is a System i5 schema), use the
following formula:
number_of_courses x (57 + average_nodes_per_course x 30.4) + number_of_users x
(10 + average_courses_per_user x (3.8 + average_nodes_per_course x 1.1))
To estimate the index size (in KB) for each database (that is a System i5 schema), use the
following formula:
number_of_courses x (12.3 + average_nodes_per_course x 1.4) + number_of_users x
(1.5 + average_courses_per_user x (1.6 + average_nodes_per_course x 0.14))
To apply these calculations:
1. Add the data size to the index size.
2. Multiply the result of this calculation by 2. The result is the required disk space.
Tip: Remember that the System i5 platform, unlike other platforms, most likely contains all
the Learning Management and Learning Delivery servers installed on the same physical
system.
3.4.2 Sizing guidelines
Use the sizing guidelines in Table 3-3 to help you identify and clarify considerations that you
should make when planning your learning environment. We recommend that you include all
associated personnel that are involved in the activities that are identified in 3.2, “Deployment
activities” on page 19, when planning and using this information going forward.
Tip: These are considerations for the learning environment infrastructure planning phase.
For performance and sizing information relative to IBM Workplace Collaboration Services,
see the IBM Redbook Deploying IBM Workplace Collaboration Services on the IBM
System i5 Platform, SG24-6640.
Chapter 3. Deployment planning
21
In Table 3-3, place your answers in the right column to help track the information for planning
deployment.
Table 3-3 Sizing considerations for planning guidelines
Considerations or elements affecting the system
Total number of students in the corporate directory
Total number of students to be rostered from the LDAP directory
Concurrent users to be supported
Average number of visits per day
Average visits per hour
Ratio of peak workload versus average load
Will this configuration be subject to a constant load or does it need to
support unexpected bursts in usage?
Target user response time required (as perceived from the Web
browser)
Expected think time for user interface navigation (usually 20 seconds)
Expected think time associated with reading content pages
(usually 3 minutes)
Risk factor: Error allowance for this configuration
Number of content pages read by students per visit
Hardware information about the existing configuration (model, number
of processors, speed of processors, RAM, and so on)
Database preference if any or information about the existing database
server that the learning system will be connected to (model, number of
processors, speed of processors, RAM, operating system and so on
Note: For the System i platform, this is DB2 Universal Database only.
LDAP preference if any or information about the existing LDAP server
that the learning system will be connected to
The maximum processor utilization that you prefer the application
server to operate (50%, 60%, 70%, 80%)
Number of courses in the system
Any details regarding content, such as size, media type (for example
HTML versus Windows media versus netG)
Available network connections between customer sites
How users are connected to the network, such as LAN or dial-up, and
the speed of the modems
Reporting patterns, for example, end of month reporting by all
managers
Number of courses in the system
Any details regarding content such as size, media type (for example
HTML versus Windows media versus netG)
22
IBM Workplace Collaboratve Learning for IBM i5/OS
Answers
4
Chapter 4.
Configuration and administration
In this chapter, we discuss IBM Workplace Collaborative Learning from an administrative
perspective. You learn how to manage the learning functions from the Learning Management
System Administration interface. After reading this chapter, you will be able to:
򐂰 Identify and configure basic settings required for the IBM Lotus Collaborative Learning
environment
򐂰 Evaluate your organizational learning management system needs to create an optimal
learning environment
򐂰 Administer the learning environment through the Learning Management System graphical
user interface (GUI) or through the IBM WebSphere Portal interface
Note: Throughout this chapter, we refer to the Lotus Learning Management System
Administrator’s Guide. You can find this guide at the following Web address and then look
for the link Lotus Learning Management System product documentation:
http://www.ibm.com/developerworks/lotus/products/elearning
© Copyright IBM Corp. 2006. All rights reserved.
23
4.1 Learning prerequisites
Before you configure the IBM Workplace Collaborative Learning environment, review the
checklist in Table 4-1, which outlines the prerequisites and guidelines that you need to verify
for best results. Use this checklist prior to making decisions about the default settings for your
learning environment.
Table 4-1 Checklist of prerequisites before configuring a learning environment
Check when
completed
Requirement or suggestion
Reference for further information
IBM Workplace Collaboration Services server
has been successfully configured.
Refer to the IBM Redbook Deploying IBM
Workplace Collaboration Services on the IBM
System i5 Platform, SG24-6640, for details about
installing and configuring Workplace Collaboration
Services.
IBM Workplace Messaging is configured and
functional.
This is required if you want to allow e-mail to be part
of the learning environment by using the Simple Mail
Transfer Protocol (SMTP) server for IBM Workplace
Messaging. You are not, however, restricted to only
using this SMTP server.
Use an i5/OS user profile and password
combination that has FTP capability.
This is required for sending courses to the learning
server by using either the Authoring Tool or the
command line import (CLIMP) utility.
See 4.3, “Setting up the learning environment” on
page 28, for information about setting up a user
profile for File Transfer Protocol (FTP) capability.
The content directory must exist for the course
offerings.
If you used the Create IBM Workplace Collaboration
Services wizard, this is automatically created for
you, for example /www/instance/htdocs/content.
You must have a fully qualified host name for the
Workplace server.
You must be able to ping the Workplace
Collaboration Services server by host name.
You must have access to the System i5 machine
with an i5/OS user profile that has the correct
authority.
You may want to inspect or change permissions or
view files.
4.2 Managing the learning environment
From an administrative standpoint, there are two methods to manage the IBM Workplace
Collaborative Learning functionality:
򐂰 Legacy Learning Management System GUI
Learning Management System is accessed by using a Web browser. The address is your
fully qualified host name and /lms-lmm, for example:
http://itsolwp1.rchland.ibm.com/lms-lmm/
In this example, itsolwp1.rchland.ibm.com is the fully qualified host name of the Workplace
Collaboration Services server.
24
IBM Workplace Collaboratve Learning for IBM i5/OS
򐂰 The WebSphere Portal Administration interface
Use the fully qualified host and /lwp/workplace to access the WebSphere Portal interface
from a Web browser, for example:
http://itsolwp1.rchland.ibm.com/lwp/workplace
Here itsolwp1.rchland.ibm.com is the fully qualified host name of the Workplace
Collaboration Services server. From the WebSphere Portal window, click the
Administration tab.
Important: There is a necessity to use the existing Learning Management System GUI for
some of the learning-specific settings. By the same token, there are also portal-specific
settings for which you must use the WebSphere Portal Administration interface.
4.2.1 Accessing the Learning Management System graphical user interface
To access the Learning Management System GUI to manage the learning environment:
1. From a Web browser, access the Workplace Collaboration Services Learning main page,
for example:
http://itsolwp1.rchland.ibm.com/lms-lmm/
Here itsolwp1.rchland.ibm.com is the fully qualified host name of the Workplace
Collaboration Services server.
2. In the Workplace Collaboration Services Learning window, click Log In.
3. In the Workplace Collaborative Learning Log In window, sign on as the learning
administrator. In our example, we use wpsadmin as shown in Figure 4-1. Click Log In.
Figure 4-1 Logging into Workplace Collaborative Learning
Chapter 4. Configuration and administration
25
Since you are now signed in as the learning administrator, notice that more tabs and options
are available on the page as shown in Figure 4-2.
Figure 4-2 Administrator options available on Workplace Collaborative Learning window
4.2.2 Accessing the WebSphere Portal Administration interface
To access the WebSphere Portal Administration interface to manage the learning
environment:
1. From a Web browser, access the Lotus Workplace main page, for example:
http://itsolwp1.rchland.ibm.com/lwp/workplace
In this example, itsolwp1.rchland.ibm.com is the fully qualified host name of the Workplace
Collaboration Services server.
2. On the Lotus Workplace main page, click Log in (Figure 4-3).
Figure 4-3 Initial Lotus Workplace Web page
26
IBM Workplace Collaboratve Learning for IBM i5/OS
3. On the Lotus Workplace log in page (Figure 4-4), sign on as the Workplace administrator.
In our example, we sign on as wpsadmin. Click Log in.
Figure 4-4 Lotus Workplace log in screen
4. On the Lotus Workplace My Workplace page (Figure 4-5), click Administration.
Figure 4-5 My Workplace main page
Chapter 4. Configuration and administration
27
5. In the WebSphere Portal panel, click Portlets → Manage Applications.
6. In the Manage Portlet Applications window (Figure 4-6), scroll down in the list of Web
modules and select learningPortlet.war.
Figure 4-6 Managing portlet applications from WebSphere Portal interface
7. In the Portlet applications that belong to the selected Web module box, which allows the
administrator to manage some functions of the learning environment, click IBM Lotus
Workplace Application.
4.3 Setting up the learning environment
From the Settings tab of the Learning Management System GUI (Figure 4-7), administrators
can modify settings for the learning server. For example, they can modify settings for the Help
system, the Help Desk, and the location of the Offline Learning Client. They can also modify
settings for e-mail enablement, user management, user default for when they access
Workplace Collaborative Learning, for automatic notifications, and for controlling system
logging.
Figure 4-7 Workplace Collaborative Learning Settings tab
28
IBM Workplace Collaboratve Learning for IBM i5/OS
From the Settings tab, administrators can perform the following actions:
򐂰 Add, modify, and delete collaboration servers, such as chat servers, discussion servers,
Lotus Virtual Classroom servers, and discovery servers
򐂰 Modify and delete announcements that appear on a student’s home page
򐂰 Add, modify, and delete customization sets, which let you alter the user interface for
specific users
Restriction: Only one delivery server is allowed in this release of IBM Workplace
Collaborative Learning. Delivery server, DS1, was automatically chosen for you and should
be part of your settings already for version 2.5.
To set up the learning environment on the System i5 machine:
1. Sign on to the Workplace Collaboration Services Learning environment as the Workplace
Learning Administrator as discussed in 4.2.1, “Accessing the Learning Management
System graphical user interface” on page 25.
2. On the Workplace Collaboration Services Learning page (Figure 4-2 on page 26), click the
Settings tab.
3. In the Settings panel (Figure 4-7), there are three sections, which are Deployment,
Announcements, and Customization. Under the Deployment section, click LMM Server.
4. In the LMM Server Settings panel (Figure 4-8), click General Settings.
Note: The Create IBM Workplace Collaboration Services wizard sets up the help
system for you automatically. If you did not use this method of configuration for the
Workplace Collaboration Services instance, then you must perform the following steps
to enable the help system.
Figure 4-8 LMM server settings
Chapter 4. Configuration and administration
29
5. On the General page of the LMM General Settings panel (Figure 4-9), specify the
following options:
a. Enter your learning system administrator's e-mail address.
b. Enter the URL for the Offline Learning Client software.
c. Click the SAVE button to save your changes in this panel.
Figure 4-9 General settings for LMM server: The General tab
6. Click the E-mail tab. In the E-mail Settings page (Figure 4-10), type the appropriate values
for your organization. In the example shown for this step, we used the SMTP server for
IBM Workplace Messaging associated with this Workplace Collaborative Services
instance. Click the SAVE button to save your changes in this panel.
Figure 4-10 General settings for the LMM server: The E-mail tab
30
IBM Workplace Collaboratve Learning for IBM i5/OS
7. The E-mail Scheduler, User Defaults, User Management, and Location Access Control
tabs already have default values that you do not need to change. Refer to the Lotus
Learning Management System Administrator’s Guide if you want more information about
these items.
Note: If you make changes in any of these items, remember to click the SAVE button to
save your changes.
8. Click the Errors tab. In this panel (Figure 4-11), specify an administrator who will receive
error reports. Click the SAVE button to save your changes on this page.
Figure 4-11 General settings for LMM server: The Errors tab
9. Return to the Settings panel (see Figure 4-7 on page 28) and click Delivery Servers.
10.In the Delivery Server Settings panel (Figure 4-12), the Delivery Server Name should
already be populated with the value DS1 specified automatically during the Create IBM
Workplace Collaboration Services wizard configuration of this instance. Select the
Delivery Server, which in our example is DS1, and click Edit.
Figure 4-12 Delivery Server Settings panel
Chapter 4. Configuration and administration
31
11.In the Update Delivery Server window (Figure 4-13), click the Test button to test the
settings for the delivery server.
Figure 4-13 Updating Delivery Server settings
12.You see a message like the example in Figure 4-14 if the test to the delivery server is
successful. Click OK.
Figure 4-14 Test of connection to delivery server successful message
13.If you want to use collaboration servers, such as chat or discussion, return to the Settings
panel (Figure 4-7 on page 28) and click Collaboration Servers.
14.For each of the tabbed areas that is displayed (Figure 4-15), select the appropriate values.
Consult the Lotus Learning Management System Administrator’s Guide for more details.
Figure 4-15 Settings for the Collaboration Servers
15.The settings for Announcements and Customization (Figure 4-7 on page 28) are optional
and are not required unless you want to use them. Consult the Lotus Learning
Management System Administrator’s Guide for more details about these settings.
32
IBM Workplace Collaboratve Learning for IBM i5/OS
Your IBM Workplace Collaborative Learning environment is now ready to begin accepting
course material. See 5.2.1, “Courseware” on page 45. For now, you must continue by adding
users to the learning environment as explained in the following section.
4.4 Adding users to the learning environment
When your IBM Workplace Collaborative Learning environment is operational, you can begin
adding users as explained in the following sections.
4.4.1 Rostering
All users must be added to the learning environment by a process called rostering. Rostered
users can log on and perform whatever tasks you give them permission to do. Students
cannot automatically take courses in the learning system.
Important: The Workplace Collaboration Services administrator (for example wpsadmin),
is rostered by default. Do not delete this profile and never deroster this profile.
There are two types of rostering:
򐂰 Automatic rostering
– Good when setting up for a large user deployment
– Enabled by default
– Users are automatically rostered when they initially sign on
򐂰 Manual rostering
– One at a time
– By group
– By file import
For more details regarding rostering, refer to the Lotus Learning Management System
Administrator’s Guide.
The following steps outline the basic process for rostering, but there is variance with respect
to the choices that you make in deploying courses.
1. IBM Workplace Collaboration Services server is configured. Users are available through
the Lightweight Directory Access Protocol (LDAP) directory is used.
2. The Learning administrator signs on to the Learning Management System GUI and must
roster the users:
a. From the Workplace Collaboration Services Learning home page (Figure 4-2 on
page 26), click the Users tab.
Chapter 4. Configuration and administration
33
b. In the Manage Users panel (Figure 4-16), click Roster Users.
Figure 4-16 Managing users for the learning environment
c. In the Roster Users panel (Figure 4-17), select how you want to roster your users.
Figure 4-17 Rostering users
3. Courses are made available through the creation of course masters and course offerings.
Courses can be virtual, physical, or blended course types.
Students are then enrolled in the course offering or offerings. Depending upon the method
that is chosen, students must be enrolled in order to participate in courses. There are
many ways to do this, as explained in 5.2.1, “Courseware” on page 45. For example,
courses can allow self-enrollment.
4. Students can then log into their IBM Workplace Collaboration Services server, click the
Learning tab, and take courses from there (or search for courses).
4.4.2 Roles
Every user is associated with a role. The learning environment has these roles available by
default. A role is a set of permissions that an administrator assigns to a user. The user’s role
has certain permissions that allow them to access different parts of the learning environment.
34
IBM Workplace Collaboratve Learning for IBM i5/OS
You can view the default roles by clicking Users → Manage Roles (see Figure 4-16). The
resulting default roles are shown in Figure 4-18.
Figure 4-18 Managing roles
Roles determine the user capability. You can provide limited administrative controls to
instructors, course creators, and others who work closely with the system administrator.
The Workplace Collaborative Learning Administrator’s Guide has a comprehensive list of all
roles and permissions. You may want to consult this guide prior to deciding the level of
capability that each of your users (instructors, course enrollment personnel, human resources
personnel, and students) need in the organization. You can find this guide on the Web at the
following address and then click the link Workplace Collaboration Services product
documentation:
http://www.ibm.com/developerworks/workplace/products/collaborationservices
Here are some guidelines that pertain to roles and permissions:
򐂰 The system ships with default roles that are ready to use.
򐂰 Roles are additive.
򐂰 Roles can be explicitly granted.
򐂰 You can assign a user to more than one role, even roles with different permissions.
򐂰 Selecting permission for one role overrides an unselected setting for that permission in
another role.
򐂰 If you enter Workplace Collaborative Learning as anonymous, and then log in with an
authenticated account, the anonymous permissions are ignored and you are assigned the
permissions of the authenticated account.
Workplace Collaboration Services Learning supports anonymous access, but this is not
true when access is through IBM Workplace Collaboration Services. For more information,
consult the Lotus Learning Management System Administrator’s Guide.
Chapter 4. Configuration and administration
35
4.4.3 Access control
Access control in Workplace Collaboration Services Learning is based on access control list
(ACL) entries. These entries associate an access level (read, write, or manage) with a class
or a grouping of users in the user registry.
ACLs are set up for folders in the Course Masters and Offerings Catalogs and for Locations.
They work in conjunction with roles and permissions to allow users access to them.
4.5 Reporting
Reporting is part of the learning system. The Reports module lets you generate summaries of
student, course, and resource (vendors, instructors, rooms) information in report form.
Access to the Reports module, the tasks within it, and the individual reports is controlled by
Roles and Permissions.
Several report templates are shipped with the product. You may also create custom reports.
Custom reports are added outside of the learning system through a manual process. The
following types of information are available in the report templates that are shipped with the
product:
򐂰
򐂰
򐂰
򐂰
Course catalog information
Student and course enrollment
Course progress
Available resources
An administrator can use the existing report templates to run ad-hoc reports. The
administrator can also schedule reports to be run (either custom or ad-hoc) as well as have
the ability to view, modify, and delete scheduled reports.
Students can run a limited set of reports to obtain information about their own system usage.
Students cannot run any administrative type reports.
Predefined reports can be output in several formats, including:
򐂰 HTML
򐂰 Comma-separated values (CSV) in a flat text file
CSV reports can be imported into spreadsheets and similar applications.
򐂰 XML
򐂰 Plain text (TXT)
4.5.1 Running reports
To run a report:
1. Sign on to the Workplace Collaboration Services Learning environment as the Workplace
Learning Administrator as discussed in 4.2.1, “Accessing the Learning Management
System graphical user interface” on page 25.
2. On the Workplace Collaboration Services Learning page (see Figure 4-2 on page 26),
click the Reports tab.
36
IBM Workplace Collaboratve Learning for IBM i5/OS
3. In the Reports panel (Figure 4-19), click Run a Report.
Figure 4-19 The Reports page
4. As shown in the example in Figure 4-20, observe that several types of reports are
available. Click one of the reports to select it. In this example, we chose the report type of
Course Detail.
Figure 4-20 Choosing a report
Chapter 4. Configuration and administration
37
5. In the Run a Report panel (Figure 4-21), you can choose to either run or schedule a
report. Choose to run a report and select the appropriate output option. In our example,
we chose a file format of HTML.
Figure 4-21 Report file format options
The report is displayed on your PC in another Web browser window.
38
IBM Workplace Collaboratve Learning for IBM i5/OS
5
Chapter 5.
Getting started with courseware
Workplace Collaborative Learning enables you to provide knowledge and skills to users,
independent of time and place. In this chapter, we help you get started with course content or
courseware. We provide the administrator with enough information about how to get courses
running on i5/OS. We discuss the following topics:
򐂰 IBM Workplace Collaborative Learning client tools, including the IBM Lotus Collaborative
Learning Authoring Tool and Offline Learning client
򐂰 Courseware management for the Learning administrator
򐂰 Step-by-step instructions for deploying a sample course
Note: Throughout this chapter, we refer you to the Workplace Collaborative Learning
Administrator’s Guide. You can find this guide on the Web at the following address and
then click the link Workplace Collaboration Services product documentation:
http://www.ibm.com/developerworks/workplace/products/collaborationservices
© Copyright IBM Corp. 2006. All rights reserved.
39
5.1 IBM Workplace Collaborative Learning client tools
The Learning Client Tools Installer program is available from the Learning Client Installer CD,
which ships with IBM Workplace Collaborative Learning product. This is an executable
program that runs on a client, providing utilities to help course developers use the
collaborative learning system. These tools run on client platforms such as Linux, UNIX®, and
Windows.
Use Table 5-1 as a reference for the different collaborative learning tools and utilities that are
included with the IBM Workplace Collaborative Learning product.
Table 5-1 Collaborative learning tools and utilities
Tool or utility
Usage
Authoring Tool
The IBM Workplace Collaborative Learning Authoring Tool is used by course
developers to create content. Its features include:
򐂰
Creation and assembly of Sharable Courseware Reference Model
(SCORM) course packages
򐂰
Validation for SCORM 1.2 compliance
򐂰
Import of SCORM packages (zip files) to the IBM Workplace Collaborative
Learning server
򐂰
Tracking frameset for use in tracking course progress
See 5.1.1, “IBM Lotus Collaborative Learning Authoring Tool” on page 41, for
additional details.
Command line
import (CLIMP)
utility
This tool is used by either administrators or course developers as an interface for
sending SCORM packages directly to the IBM Workplace Collaborative Learning
server.
Rostering utility
This tool allows an administrator to roster users in bulk mode, by using a
Lightweight Directory Access Protocol (LDAP) search, or from a file.
Skills Import utility
The Skills Dictionary Import utility lets an IBM Workplace Collaboration Services
administrator import a skills dictionary from an external source.
Archiving utility
The Archive utility is an administrative function that archives obsolete courses or
student records data from the system.
Offline Learning
client
The Offline Learning client can be used by students to download and work with
courseware offline. This client is optional and does need not be deployed for any
or all students. This client runs on a Microsoft Windows workstation.
See 5.1.2, “Installing the Offline Learning client” on page 43, or 6.2, “Enabling
offline use of courseware” on page 69, for details about deploying the Offline
Learning client.
You can learn more about the learning utility programs and other administrative tools in the
product documentation on the Workplace Collaboration Services documentation Web site at:
http://www.ibm.com/developerworks/workplace/documentation/collaborationservices/
Multiple client tools and administratively important tasks and procedures are done by various
people who are associated with the learning system. These people include instructors,
course developers, system administrators, and students among others. Use Table 5-2 as a
reference to help guide you.
40
IBM Workplace Collaboratve Learning for IBM i5/OS
Table 5-2 Common activities and administrative tasks
Task or administrative activity
Method to use
Create courseware for use in the learning
system.
Use the Authoring Tool or a third-party tool of your
choice. The Authoring tool instructions are found in the
Lotus Workplace Collaborative Learning Authoring
Tool Guide. You can find this guide on the Web at the
following address and then click the link Workplace
Collaboration Services product documentation:
http://www.ibm.com/developerworks/workplace/
products/collaborationservices
Extensively modify courseware created by a
third-party tool.
Use the third-party tool that you used to create the
course, repackaging as necessary for SCORM
compliance.
Make slight changes to a course created in
a third-party tool.
You can use the Authoring Tool to add or delete HTML
pages or to change certain SCORM field values.
Upload (send) a course to the IBM
Workplace Collaborative Learning server.
Use either of the Authoring Tool or CLIMP. Both of
these are documented in the Lotus Workplace
Collaborative Learning Authoring Tool Guide. You can
find this guide on the Web at the following address and
then click the link Workplace Collaboration Services
product documentation:
http://www.ibm.com/developerworks/workplace/
products/collaborationservices
Verify that a course is SCORM Version 1.2
compliant.
The Authoring Tool has a basic verification feature.
Plan for course content, including how
courses will be administered (by whom) and
designating roles and capabilities of
administrators.
Use the Workplace Collaborative Learning
Administrator’s Guide.
Archive student activity or courseware that
is no longer needed in the system.
Use the Archiving utility. This is documented in the
Workplace Collaborative Learning Administrator’s
Guide.
Import skills created from an external
source, such as a third-party tool.
Use the Skills Import utility. This is part of the Learning
client tools installer and is documented in the
Workplace Collaborative Learning Administrator’s
Guide.
Roster users for courses or offerings in bulk
mode.
Use Automatic Rostering, as documented in the
Workplace Collaborative Learning Administrator’s
Guide.
5.1.1 IBM Lotus Collaborative Learning Authoring Tool
The Authoring Tool is included with IBM Workplace Collaborative Learning. Full
documentation about the tool is included in the Lotus Workplace Collaborative Learning
Authoring Tool Guide. You can find this guide on the Web at the following address and then
click the link Workplace Collaboration Services product documentation:
http://www.ibm.com/developerworks/workplace/products/collaborationservices
Chapter 5. Getting started with courseware
41
Figure 5-1 shows an example of the Authoring Tool graphical user interface (GUI). It is a
Windows application.
The Authoring Tool as the following characteristics:
򐂰 Course pages (HTM, HTML, and so on) that are shown on the left navigation window are
displayed in the final course package and therefore in the individual courses.
򐂰 The properties settings can be viewed and changed from the Authoring Tool GUI. This is
also true even if the course was created outside of the Authoring Tool and then imported.
򐂰 The planner tools can help the novice developer to quickly put together a basic course.
Figure 5-1 The IBM Workplace Collaborative Learning Authoring Tool GUI
The Authoring Tool is not required for course development. However, without the Authoring
Tool, the burden of proving SCORM compliance rests on the developer. If the course does not
deploy, it may be due to the course content not following the SCORM specification.
The Authoring Tool provides the following advantages among others:
򐂰 The Authoring Tool has built-in templates and features that are designed specifically for
use with IBM Workplace Collaborative Learning.
򐂰 The Authoring Tool does not require a great deal of Web design experience. This can
make designing courseware easier for content creators.
򐂰 The tool automatically adheres to the SCORM 1.2 course standard.
򐂰 Courseware is easily packaged for importing into Workplace Collaborative Learning.
򐂰 The tool allows editing of content pages and other constructs that were created with the
Authoring Tool.
򐂰 The Authoring Tool has basic verification that helps predict whether the course is truly
SCORM 1.2 compliant, and therefore, can be imported and used in IBM Workplace
Collaborative Learning.
42
IBM Workplace Collaboratve Learning for IBM i5/OS
In addition, third-party tools are available for course development. Some of the advantages
and disadvantages of third-party tools include:
򐂰 Third-party tools are available that allow for the creation SCORM 1.2 content.
򐂰 Only certain types of content can be created using the Authoring Tool. Third-party tools
allow content creation that is independent of the server. This means that content created
using a third-party tool may be deployable outside of IBM Workplace Collaborative
Learning (for example, through a different HTTP server). This is important for situations
where not all students will use IBM Workplace Collaborative Learning in the organization.
򐂰 Third-party tools allow for editing of content within the third-party tool. If content creation is
through the Authoring Tool, you must use the Authoring Tool for editing.
Tip: IBM validates third-party courseware to be compatible with IBM e-learning products.
With the Ready for IBM Lotus Learning software offering, IBM combines a content testing
and validation process with a world-class business partner network to bring you e-learning
solutions that install faster and more cost efficiently. Visit the following Web site to learn
more about the Ready for IBM Lotus Learning software validation process:
http://www.lotus.com/lotus/offering3.nsf/wdocs/readyforibmlotuslearningsoftware
5.1.2 Installing the Offline Learning client
In order for students to take courses offline in a disconnected mode, they must install the
Offline Learning client. As an administrator, you must make this executable file available to
the students. The executable file for Windows, called OfflineclientWin32.exe, can be given to
users for local installation, or it can be placed on a network drive for them to access.
Note: See 6.2, “Enabling offline use of courseware” on page 69, for information about
making the Offline Learning client available directly from the IBM Workplace Collaborative
Learning environment.
To install the Offline Learning client on a Windows workstation:
1. Locate your Workplace CD that contains the winlearningclient.exe file. Double-click the
file to launch the executable program. When the installer begins, the Installshield Wizard
opens (Figure 5-2).
Figure 5-2 Launching the Learning Client installer
Chapter 5. Getting started with courseware
43
2. Follow the prompts, and continue along, answering yes when appropriate. Watch for the
entry panel (see Figure 5-3) where you must specify the base Web service address with
which the Learning Management Module server will communicate.
Figure 5-3 Specifying the base Web service address of the Learning Management Module server
3. When the installation completes, you notice that several executable items are created
under your program group for starting and stopping the LWP Learning client. Verify that all
three options are available, as shown in Figure 5-4. At this point, you do not need to start
the learning client.
Figure 5-4 Program group icons for starting or stopping the LWP Learning client
5.2 Courseware management
As a learning administrator, most likely you will manage courses that are involved in the
following types of activities:
򐂰
򐂰
򐂰
򐂰
򐂰
44
Managing the course catalog
Managing (create, update, and delete) course resources
Enrolling or rostering users or both students and instructors
Managing course and student results
Setting up offline learning events
IBM Workplace Collaboratve Learning for IBM i5/OS
In the course catalog, you manage course materials. Figure 5-5 shows the main menu for the
Course Catalog.
Figure 5-5 Workplace Collaborative Learning Course Catalog
The Workplace Collaborative Learning Administrator’s Guide has more detail about the menu
choices shown in Figure 5-5. In this Redpaper, we cover the highlights of the menu:
򐂰 Course master: The course master is uploaded to the Learning Management system.
Courses are created based upon a master. There is a one to one (1:1) or a one to many
(1:many) relationship between the course master and the course offering or offerings.
򐂰 Course offerings: These courses are the events that are offered based upon the course
master. Course offerings generally inherit the same characteristics as their master, but
may vary. Course offerings are the actual courses that are presented to the student. They
have an ending date and can have specific enrollment characteristics. There is a
parent-child relationship between the course master and the course offering.
Note: A course offering must be created based upon a course master in order to deploy
the course.
򐂰 Curriculum: This refers to a group of related courses to better tune the type of learning
that is available to users based upon desired learning plans. A curriculum is comprised of
one or more courses.
5.2.1 Courseware
Courses that are brought into the system are called packages. Packages must adhere to the
SCORM version 1.2 Content Aggregation Model standard. Packages are created in one of
two ways:
򐂰 Using the Authoring Tool, also known as the IBM Lotus Collaborative Learning Authoring
Tool
򐂰 Third-party extensions
For example, Adobe Dreamweaver has a free extension that creates the files needed for
SCORM-compliance.
Chapter 5. Getting started with courseware
45
Packages are important for the following reasons:
򐂰 The learning system only accepts SCORM packages. Any existing courses that you have
must be converted to the SCORM 1.2 format.
򐂰 The content package or packages are the interface between the authoring tool and the
learning system. Courses that are created using the Authoring Tool are packaged prior to
acceptance into the learning system.
򐂰 Packages that are not SCORM-compliant cannot be deployed. The Authoring Tool has a
verification mechanism that checks validity of the package prior to sending to the learning
management system.
Conceptually the content package contains information about how the content is packaged in
several different dimensions. See Table 5-3.
Table 5-3 Dimensions of a content package
Part
Function
Example
Structure
Resource (file) relationships
Static relationships between a given course
and its activities
Sequencing
Resource relationships that are
time-based
When time determines whether a student can
progress
Metadata
Resource information relative to
educational or technical constructs
Keywords, taxonomy relationships
Extensions
Refinements
Changes, tag changes
Resources
Actual files
HTML, MPEG, and so on
The imsmanifest.xml file (and a few others) provide the basis for SCORM compliance. The
basic integrity check is primarily interested in finding the presence and completeness of these
files. The following list (not an exhaustive list) indicates the typical SCORM files:
򐂰
򐂰
򐂰
򐂰
򐂰
Imsmanifest.xml
Ims_xml.xsd
Imscp_rootv1p1p2.xsd
Imsmd_rootv1p2p1.xsd
Imsmetadata.xml
Important: The existence of these files is not enough. SCORM refers to a standard format
for these files as well.
46
IBM Workplace Collaboratve Learning for IBM i5/OS
Figure 5-6 shows an example course that is using SCORM files. The Authoring Tool creates
the necessary files automatically. However, if you are using a third-party tool, such as Adobe
Dreamweaver, then you must find a way (through an extension, for example) to create them.
Figure 5-6 Example course using SCORM files
5.2.2 Content creation guidelines
Course developers can create content using a variety of available third-party applications,
such as Adobe Dreamweaver or Microsoft FrontPage®, or they can use the IBM Collaborative
Learning Authoring Tool. The following scenarios are typical for creating and placing content
into the learning environment:
򐂰 Content may be created outside of the Authoring Tool, then sent directly to the System i5
machine via File Transfer Protocol (FTP) or the CLIMP utility, and then imported through
the CLIMP utility.
򐂰 Content may be created outside of the Authoring Tool, for example with a third-party tool
such as Adobe Dreamweaver, and then made SCORM-compliant by applying extensions
that are available in the third-party tool. This content can then be imported directly to the
server through either the use of the CLIMP utility or through the Authoring Tool. In this
scenario, the third-party tool is still necessary if editing is desired on any of the elements
that are created outside of the Authoring Tool.
򐂰 Content may be created within the Authoring Tool, and a package interchange file may be
sent to the System i5 machine. Then the Authoring Tool may be used to do the server
import step, which is necessary to create an unregistered course master.
Chapter 5. Getting started with courseware
47
The following guidelines and rules are for creating course packages:
򐂰 The Authoring Tool is the primary tool used to create and assemble course content for the
learning environment. However, any tool that produces SCORM 1.2-compliant packages
can be used.
򐂰 Course package files can be imported into the system, using either the Authoring Tool, or
the CLIMP utility.
򐂰 All package files must adhere to the SCORM standard.
򐂰 There should only be one course master per package, even though SCORM allows a
package to contain multiple courses.
򐂰 Imported course packages can be used to either create new courses or update existing
ones.
򐂰 Only authorized users can import course packages.
򐂰 Each course package contains a globally unique package identifier (GUID) and package
version. Packages without this information are accepted; however they cannot be
subsequently updated.
򐂰 Course content updates are propagated to the server.
򐂰 In some cases, course content that does not comply with SCORM 1.2 can be imported by
the Authoring Tool and converted to the appropriate format.
While more detail is presented in the Lotus Learning Management System Administrator's
Guide, you must keep the following important rules in perspective when planning and
deploying courses:
򐂰 An offering for any course can be deployed to one delivery server.
򐂰 A single offering cannot be deployed to multiple delivery servers.
򐂰 The content manager can be configured to use a physical file system other than its local
file system, so that it can be used in a server cluster.
򐂰 There can be one or more logical delivery servers in each deployment.
򐂰 Exactly one logical delivery server is designated as the content manager.
5.3 Sending courses to the learning system
Sending courses or SCORM packages to the learning server is done by using the
Collaborative Learning Authoring Tool, CLIMP, or FTP. The i5/OS user profile of the person
who places the file on the system is checked during package send. If the user profile has a
home directory specified, then the course package is placed there if the FTP attributes have
*HOMEDIR for the default inbound FTP directory.
The Send Package function is an FTP request to the System i5 machine. By default, the
i5/OS FTP name format is set to 0. The Send Package function is expecting a name format
of 1. To verify and possibly change the i5/OS FTP attributes, use the Change FTP Attributes
(CHGFTPA) CL command. Verify that the Initial Name Format (NAMEFMT) parameter is set
to *PATH.
The location on the System i5 machine to where the course package is to be sent by FTP is
based on the home directory setting of the i5/OS user profile specified. To verify or change
the home directory of the user profile, use the Change User Profile (CHGUSRPRF) CL
command and specify the Home Directory (HOMEDIR) parameter.
48
IBM Workplace Collaboratve Learning for IBM i5/OS
If you want to test this prior to using the Send Package server function, try using a command
line FTP to your System i5 machine using the same user profile. If the file ends up in your
packages directory, then you know that using the Authoring Tool will work in the same way.
For example, as shown in Figure 5-7, user BLOOM has /packages specified as the home
directory in the user profile. This user then uses the Send Package to Server function of the
Authoring Tool and to place a course (SCORM package) file in the i5/OS integrated file
system under the /packages directory.
Figure 5-7 System i5 user profile showing /packages for the home directory
Figure 5-8 shows the display prompt for the Change FTP Attributes (CHGFTPA) CL
command. Notice the parameters for the initial name format and directory.
Figure 5-8 Change FTP Attributes (CHGFTPA) display, default values
5.4 Deploying a sample course
In this section, we help you get started with using the Authoring Tool. There are three learning
objectives with the example used in this section:
򐂰 Provide you with a hands-on introduction for using the Authoring Tool
򐂰 Help you validate your learning environment
򐂰 Demonstrate how to place a SCORM-compliant course into the learning environment
A sample course, called startcourse.zip, is provided with this Redpaper. You can download
this sample course from the IBM Redbooks Web server as explained in Appendix A,
“Additional material” on page 85. If you prefer, you may follow along with this example using a
Chapter 5. Getting started with courseware
49
package that you have in your own environment, perhaps from your course provider or
curriculum development team.
Note: This sample course is a virtual rather than a physical course. It does not require that
you have application development or course development experience. It is provided to help
you walk through the process of placing a course into the learning environment.
5.4.1 Requirements for the sample course
Prior to using the sample course, the following items are required:
򐂰 A fully installed and configured IBM Workplace Collaboration Services server
򐂰 The Authoring Tool installed on your client
This is available as part of the IBM Workplace Collaborative Learning product.
򐂰 A valid user for the FTP site
This is an i5/OS user profile and password and is required for sending the course package
to the System i5 machine.
򐂰 The fully qualified host name of your FTP server
This is required for sending the course package to the System i5 machine.
򐂰 At least one instructor that has already been created
The instructor can be internal or external.
򐂰 At least one student that has already been rostered
5.4.2 Deploying the sample course
The focus in this example is to deploy a simple course. The course has several HTML pages
that can be launched in a Web browser after the course is deployed and a course offering is
created.
To place the sample course in your learning environment:
1. Start the Authoring Tool on your Windows client by clicking Start → Programs → IBM
Lotus → IBM Lotus Collaborative Learning Authoring Tool.
2. From the IBM Workplace Collaborative Learning Authoring Tool window, click File → New.
50
IBM Workplace Collaboratve Learning for IBM i5/OS
3. In the window that opens (Figure 5-9), click the Import tab.
Figure 5-9 IBM Lotus Workplace Collaborative Learning Authoring Tool
4. On the Import page, select Import SCORM Package and click OK (Figure 5-10).
Figure 5-10 Importing a SCORM package
Chapter 5. Getting started with courseware
51
5. In the Select a location for the imported course window (Figure 5-11), in the Course Folder
field, specify a location for the package. In this example, we type testfolder. Then click
OK.
Figure 5-11 Specifying a course folder
52
IBM Workplace Collaboratve Learning for IBM i5/OS
6. In the Import a Package Interchange File window (Figure 5-12), navigate to the location
where you have placed the startcourse.zip file. Highlight the startcourse.zip file and click
Import. You then see messages displayed in the bottom panel of the window.
After you see the message “Import successful,” click Close.
Figure 5-12 Importing a package
7. You have successfully imported a course into the Authoring Tool. Back in the IBM
Workplace Collaborative Learning Authoring Tool window, you see the imported course
like the example shown in Figure 5-13. Note that this is only a portion of the window; each
item on the left equates to a launchable item.
Figure 5-13 Authoring Tool with an imported SCORM package
Chapter 5. Getting started with courseware
53
8. Under General Settings (Figure 5-14), you must provide a unique course number. To
choose one, double-click Course ID goes here, and enter a unique course ID number. In
our example, we type IBM 100.
Figure 5-14 Specifying a unique course number
9. Verify the course by clicking File → Verify Course.
10.In the Course Verification Results window (Figure 5-15), notice that errors cause this
process to fail, while warnings still allow you to proceed to the next step. In this example,
you see that this course verifies successfully with some warnings. Click Close.
Figure 5-15 Results of the course verification
11.After verifying the course, in this example, we know that it is SCORM-compliant. You are
ready to package the course. Click File → Package course.
54
IBM Workplace Collaboratve Learning for IBM i5/OS
12.In the Package Course window (Figure 5-16), complete the following steps:
a. Specify a packaging directory. In this example, we type c:\finalpackages.
b. Select the Include Source Files check box.
Note: The folder that you specify must previously exist on your local drive.
The version shown on your system is 1.1.1 (this is system generated), but since we
tested this three times already, the version is at 3.3.3. This is not important for now.
Figure 5-16 Packaging a course
c. Click the Package button and observe the messages that are displayed in the
Packaging Status box.
d. When you see the “Packaging successful” message, click Close.
Note: Since this course has been prepared for you in advance, we verified that it is
SCORM-compliant. However, if you are using another course and it is not
SCORM-compliant, the course will fail packaging and you will not be able to continue
without fixing the course material.
13.After the package is created, you can send it to your FTP server. From the IBM Workplace
Collaborative Learning Authoring Tool window, click File → Send Package.
Chapter 5. Getting started with courseware
55
14.In the Send Package to Server window (Figure 5-17):
a. Enter the following information:
•
•
•
The name of the package that you just created
The location of your FTP server, which is the System i5 machine
Your i5/OS user ID and password.
b. Click Send.
Figure 5-17 Sending a course package to the FTP server
56
IBM Workplace Collaboratve Learning for IBM i5/OS
c. If package is sent successfully by FTP to the System i5 machine, you see completion
and success messages in the lower part of the window (Figure 5-18). After you receive
a message indicating that the package was sent successfully, click Close.
Note: In our testing of this example, we found that even though the Send Package
function worked, we received the error message “Network error detected during
the operation,” as shown in Figure 5-18. You can verify that the Send Package
function worked by looking for the package in the i5/OS integrated file system (home
directory) specified for the user ID.
Figure 5-18 Error message after sending a package to the System i5 machine
15.Start the import process from the Learning FTP server to the Learning Management
System server. From the IBM Workplace Collaborative Learning Authoring Tool window,
click File → Server Import.
Chapter 5. Getting started with courseware
57
16.In the Server Import Parameters window (Figure 5-19), browse to and select the package
that you just sent to the System i5 machine. In our example, this package is called
testfolder.zip. Click Server Import. See Table 5-4 for important notes about field values.
Table 5-4 Fields with examples of values and briefly described
Input field
Example
Description
Select or enter the name of the
package you want to import
testfolder.zip
This file must already exist on the FTP site or in the
integrate file system in your packages directory.
Location of FTP server
http://itsolwp1.rchland.ibm.com
This refers to the FTP site, which usually the
Workplace Collaboration Services server. Do not
use ftp://.
User ID and Password
This should be supplied by your
system administrator.
Your i5/OS user profile and password. Must have
the ability to use FTP.
IBM Workplace Collaborative
Learning Server
http://itsolwp1.rchland.ibm.com
/lms-lmm/import
The Workplace Collaboration Services Learning
server. You must have /import in the name.
Valid Learning Management
System User ID and Password
wpsadmin
Must be a rostered user and have administration
privileges in the Learning Management System
GUI.
E-mail Address
wpsadmin@itsolwp1.rchland.
ibm.com
This address is required even if e-mail is not
functioning.
Figure 5-19 Specifying the server import parameters
The course is now imported into the Learning Management System Server.
58
IBM Workplace Collaboratve Learning for IBM i5/OS
Accepting a course into the learning environment
A course that is imported into the learning environment is called a course master. The course
master contains the course content, structure, and properties that were in the original course
that you created in the Authoring Tool.
The courses that appear in the Offerings and Student Catalogs are called course offerings.
Course offerings are created from and based on a course master. Course offerings are copies
of the course master, but have a limited set of options that you can use to override properties
in the course master. They also have properties that apply only to specific course offerings,
such as the name of the Learning Delivery server that will host the course offering.
Now that our sample course is placed into the learning environment, you must complete the
following steps to make it deployable:
1. From a Web browser, access the Workplace Collaboration Services Learning main page,
for example:
http://itsolwp1.rchland.ibm.com/lms-lmm/
2. On the Workplace Collaboration Services Learning page (Figure 5-20), click Log In.
Figure 5-20 Initial Workplace Collaboration Services Learning page
3. On the Workplace Collaboration Services Learning Log In page (Figure 5-21), sign in as
the learning administrator. In our example, we type wpsadmin for User Name. Click Log In.
Figure 5-21 Workplace Collaboration Services Learning login page
Chapter 5. Getting started with courseware
59
4. Since you are signed in as the learning administrator, you notice that there are more tabs
and options available on the page as shown in Figure 5-22. Click the Course Catalog tab.
Figure 5-22 Administrator options on Workplace Collaboration Services Learning page
5. In the Course Catalog panel (Figure 5-23), click Register Master.
Figure 5-23 Course catalog main menu
6. In the New Master panel (Figure 5-24), select Course Master and click Continue.
Figure 5-24 Selecting to register a new course master
60
IBM Workplace Collaboratve Learning for IBM i5/OS
7. In the Select or create a master page panel (Figure 5-25), notice that an unregistered
master course is listed. In our example, this is called Start Learning. Select the
unregistered master (Start Learning in our example) and click Continue.
Figure 5-25 Selecting an unregistered master course
8. In the Master Details panel (Figure 5-26), complete the following parameters:
– Keywords for searching (In this example, we enter itso.)
– Expiration date
– Delivery server for course delivery
This was created during the configuration of the Workplace Collaboration Services
server.
– Whether to allow self-enrollment
For a complete description of all the choices available to you in this panel, consult the
Learning Management System Administrator’s Guide.
Figure 5-26 Specifying the course master details
Chapter 5. Getting started with courseware
61
9. Click Continue on all the panels that are presented until you reach the Save Course panel
(Figure 5-27). Select Masters Catalog and click Save to save the course in the default
Masters Catalog.
Figure 5-27 Saving a course master
Now the course master exists in the learning environment (Figure 5-28).
Figure 5-28 Confirming course master has been saved
10.You must continue to create the course offering. From the Course Catalog panel
(Figure 5-23 on page 60), click Register Course Entry.
62
IBM Workplace Collaboratve Learning for IBM i5/OS
11.In the Create a Catalog Entry panel (Figure 5-29), select Course and click Continue.
Figure 5-29 Specifying to create a course offering
12.In the next panel, select Masters Catalog and click Continue.
13.In the Select a Master panel (Figure 5-30), select the master. In this example, we select
Start Learning. Then click Continue.
Figure 5-30 Selecting a master to use for the course offering
Chapter 5. Getting started with courseware
63
14.In the Course Details page (Figure 5-31), you can modify the course characteristics. For a
complete description of all the choices available to you on this window, consult the
Learning Management System Administrator’s Guide. Click Continue.
Figure 5-31 Modifying the course details
15.In the Save Course panel (Figure 5-32), select Offerings Catalog and click Save.
Figure 5-32 Selecting the Offerings Catalog to save the course
64
IBM Workplace Collaboratve Learning for IBM i5/OS
The course offering is now saved and available as shown in the example in Figure 5-33.
Figure 5-33 Confirmation that the course offering is saved
16.Now you can enroll users into the course. Click the Course Management tab and then
under Enroll, click By User to enroll your test student ID. See Figure 5-34.
Note: The test student ID should already be created or rostered. See 4.4, “Adding
users to the learning environment” on page 33.
Figure 5-34 Enrolling users in a course offering
17.Exit and log off from the IBM Workplace Collaborative Learning.
18.Sign on to the Workplace Collaboration Services server to take the course by entering, for
example:
http://fullyqualifiedhost/lwp/workplace
Chapter 5. Getting started with courseware
65
19.From the IBM Workplace Collaboration Services window, click the Learning tab. The
course should be listed as shown in the example in Figure 5-35.
Figure 5-35 My Workplace Learning panel
Students can now launch the course by selecting the launch icon under the Action heading.
66
IBM Workplace Collaboratve Learning for IBM i5/OS
6
Chapter 6.
Administering courseware
In this chapter, we cover some of the important administrative functionality from the core
Learning Management System guides. Specific attention is given to System i5 administrative
settings and the environment differences for this platform.
We present the steps that are necessary for you to place your first course into the
environment. In 5.4, “Deploying a sample course” on page 49, you learned the basics of
deploying a course into your learning environment. This chapter provides more detail about
the process, specifically the interaction between the learning server, Authoring Tool, delivery
server, and content server. These topics are covered in greater depth in the Learning
Management System Guide. You can find this guide on the Web at the following address and
then click the link Lotus Learning Management System product documentation:
http://www-128.ibm.com/developerworks/lotus/products/elearning
© Copyright IBM Corp. 2006. All rights reserved.
67
6.1 Basic flow for courseware deployment
Table 6-1 shows how a typical course is deployed, including the files that are created and
updated during each of the stages of predeployment.
Table 6-1 Courseware stages from deployment to delivery
Stage
Description
Results
Sharable Courseware Object
Reference Model (SCORM)
1.2 course is created.
Use the Authoring Tool or a third-party
application for development.
A file called a package interchange file, or
package, is created. It is essentially an
The package is sent to the
server.
On the System i5 platform, this can be
done in one of the following ways:
򐂰 Using the Send Package to Server
feature of the Authoring Tool
򐂰 Using the command line import
(CLIMP) utility
򐂰 Mapping a drive to the System i5
machine and placing the file into the
integrated file system
We recommend that you either use the
Authoring Tool or the CLIMP utility. You can
use File Transfer Protocol (FTP), although is
not as easy to use as the CLIMP and
Authoring Tool utilities.
The package is imported to
the learning server.
This is done by using either the CLIMP
utility or the Import File to Server feature
of the Authoring Tool.
The package directory is created under the
/QIBM/Userdata/WebAS5/Base/instance/
WorkplaceServer/Learning/LMS_Courses
directory.
The learning administrator
registers a course master.
Based upon the settings that are chosen
and available, the administrator logs on
to the Learning Management server and
registers the course master.
Certain tables are updated in DB2 Universal
Database files.
The learning administrator
creates a course offering.
The course offering can have the same
characteristics as the master, or they
may vary with respect to choices that are
available.
A subdirectory with the package as part of
the name is created in the i5/OS integrated
file system.
Students are rostered.
Students must be in the Lightweight
Directory Access Protocol (LDAP)
directory used by the Workplace
Collaboration Services server. They are
then are rostered in one of the following
ways:
򐂰 Individually, through the Learning
Management System (LMS) GUI
򐂰 By group, through the Learning
Management System GUI
򐂰 Using an LDAP Directory
Interchange Format (LDIF) file to
import students
See the Workplace Collaborative Learning
Administrator's Guide for further details
about rostering users, assigning Workplace
Collaborative Learning roles and
permissions, and running reports. You can
find this guide on the Web at the following
address and then click the link Workplace
Collaboration Services product
documentation:
A student signs on to IBM Workplace
Collaboration Services server and clicks
the Learning tab.
Student records are available for reporting.
Students can access their own progress as
well through IBM Workplace Collaboration
Services.
Student attends the course.
68
archive of the course, with a *.zip extension.
IBM Workplace Collaboratve Learning for IBM i5/OS
http://www.ibm.com/developerworks/work
place/products/collaborationservices
6.2 Enabling offline use of courseware
The Offline Learning client allows students to download and work on courses while they are
disconnected from the server. Any course that is enabled for the Offline Learning client can
be downloaded. The course package must also contain all the files that the course material
needs to run locally. Tracking information is stored on the student’s workstation until they
reconnect to Workplace Collaborative Learning server.
Note: The Offline Learning Client is not required to be used unless you need to make
courseware available to students while they are disconnected from the IBM Workplace
Collaborative Learning server.
To enable the ability to download the Offline Learning client from the Workplace Collaboration
Services server:
1. Locate the OfflineClientWin32.exe file on the Workplace Learning Client Tools installer
CD.
2. Create a directory called /duc in the i5/OS integrated file system under the external HTTP
directory for the learning server and copy the OfflineClientWin32.exe file to this location.
See Figure 6-1 for an example. In this example, the Workplace Collaboration Services
server of itsowcs01 uses an external HTTP server. This location will vary depending upon
your decisions during the configuration of the IBM Workplace Collaboration Services
server.
Figure 6-1 Copying the OfflineClientWin32.exe file to the external HTTP directory
3. Change authorities for the /duc directory to allow *PUBLIC to have read and write access.
You can the i5/OS CL command Change Authority (CHGAUT), as shown in the following
example, to do this. This allows users to download the executable file:
CHGAUT OBJ('/www/lwp10jhb/htdocs/duc') USER(*PUBLIC) DTAAUT(*RX)
This example assumes that you are changing the authority of the link shown here to grant
public read and write authority. Your directory name will not be the same as listed here, but
will most likely be '/www/fully qualified host name/htdocs/duc'.
Chapter 6. Administering courseware
69
4. Change authority on the OfflineClientWin32.exe file. From the Learning Management
System Administrators interface, click Setting → LMS Server → General and set the
values listed in Table 6-2 and as shown in Figure 6-2.
Table 6-2 Settings for student download of the Offline Learning Client from the IBM Workplace system
Setting
Example
Description
URL of the Offline
Learning Client software
http://fully qualified hostname
duc/OfflineClientWin32.exe
Assumption is that the download traffic is
being passed through the external HTTP
server. This is more efficient from a
performance standpoint.
Version
2.5
Version of IBM Workplace
Figure 6-2 Settings needed for download enablement of the Offline Learning Client
5. Stop and restart the IBM Workplace Collaboration Services server. You must do this in
order for the changes to take effect.
70
IBM Workplace Collaboratve Learning for IBM i5/OS
6. Test the download. Sign on as a rostered student and attempt download of the Offline
Learning Client. As shown in Figure 6-3, the download should begin after you
acknowledge and accept any security messages.
Figure 6-3 Downloading the Offline Learning Client
6.3 Interaction between the learning server and content server
The learning server and the content server are part of the Workplace Collaborative Learning
environment. There can be only one learning server per IBM Workplace Collaboration
Services instance. The content server stores all course content files, including HTML, image,
and multimedia files. When configuring an IBM Workplace Collaboration Services instance
using the i5/OS Create IBM Workplace Collaboration Services wizard, the content server is
the external HTTP server that is associated with the Workplace Collaboration Services
instance.
6.3.1 Course flow overview, including creating offerings
The course package (zip file) is sent by the course developer to the learning system. This
package (containing only one SCORM course) can be sent via the Authoring Tool or by the
CLIMP utility. As an alternative, course packages may be sent by using FTP.
The course package must be imported into the learning server. This process is called server
import. The methods to do this import are to use either the Authoring Tool or CLIMP. After the
course is imported, the course package is located in the learning system as an unregistered
master.
The learning administrator registers the course master, making it eligible for course offering
creation. There is a one to one (1:1) or a one to many (1:many) relationship between a course
master and a course offering.
Chapter 6. Administering courseware
71
The content server takes over and creates two directories, a packages directory with a unique
number associated and a second package with \DUC at the end. The second directory
contains the course file in the zipped format for potential deployment for offline use. See
Figure 6-4.
Figure 6-4 i5/OS integrated file system showing two directories for each course master
The default location in the integrated file system for imported course packages is
/QIBM/Userdata/WebAS5/Base/instance/WorkplaceServer/Learning/lms_courses.
The course administrator (or another person who has course creation access from the
Learning Management System Administrator interface) creates a course offering that is
based upon the registered course master. If multiple offerings are created, and as each
offering is created, a subdirectory and structure are created under the
/www/instance/htdocs/content directory. This depends on what you use for your directory for
the external HTTP server.
6.3.2 Creating and packaging content
Creating courses can be done with the Authoring Tool or with a third-party application. Course
creation is detailed in the Lotus Workplace Collaborative Learning Authoring Tool Guide. You
can find this guide on the Web at the following address and then click the link Workplace
Collaboration Services product documentation:
http://www.ibm.com/developerworks/workplace/products/collaborationservices
Course packages contain required files with required structures, mandated by the SCORM
1.2 standard. Certain types of information such as search keywords, the course location,
description, and language, are some of these elements. There are currently nine categories
of metadata elements. The course package name must be unique in the system and must
contain metadata for the course. Metadata is additional course information that is useful for
categorizing and organizing learning materials.
Note: Although the Authoring Tool has a built-in mechanism for package validation,
courses that are created externally to the Authoring Tool with other development software
packages may not be fully compliant with SCORM 1.2.
72
IBM Workplace Collaboratve Learning for IBM i5/OS
6.3.3 Course deployment (offerings)
When course offerings are created, they appear in the content directory. As shown in
Figure 6-5, this is a directory that is used for Web-based content. Each course offering has
one directory under the content directory.
Figure 6-5 Example of a deployed course offering
6.4 Course metadata
Certain elements are required. Knowing which ones they are (and how they are used) may
help you troubleshoot cases where courses cannot be deployed. This section briefly details
where and how you may access metadata for courses (within courses) and the effect that
these values have in the system. See Figure 6-6.
Tip: You can easily access metadata by using the Authoring Tool. When you press the key
combination of Ctrl+D, a panel opens that shows your existing metadata and allows you to
make changes or additions. You can also access this panel by right-clicking a course
outline item while in the Planner mode of the Authoring Tool.
Chapter 6. Administering courseware
73
Figure 6-6 Accessing metadata through the Authoring Tool
6.4.1 Types of elements
There are nine categories of metadata elements as shown in Table 6-3. Although all of these
elements are not required, you can change or manipulate them by using the Authoring Tool.
Table 6-3 Course metadata elements
Element
Description
General
Information applicable to the item as a whole such as title, description, or search keywords; keywords
are used in course searches
Lifecycle
Revision history, or other development-specific information
Meta-metadata
General information
Technical
Technical information about course items, such as format, file size, or which browsers can be used
Educational
Generally optional; educational aspects of the course item such as the purpose (simulation,
questionnaire, test) or audience
Rights
Copyright
Relation
Optional about the relationship of this course item to others; for example, whether this item is required
Annotation
Optional comments about educational use
Classification
How the course is classified
74
IBM Workplace Collaboratve Learning for IBM i5/OS
6.4.2 Required elements versus optional elements (data)
When courses are imported into the Authoring Tool, both required data and optional data from
the course are maintained. However, any missing or invalid data (or attributes) must be fixed
prior to course packaging.
Tip: We recommend that you use the most recent version of the Authoring Tool, although
previous versions may also work. For this Redpaper, we used the Authoring Tool packaged
with IBM Workplace Collaboration Services Version 2.5.
A complete table with required elements is available in the Workplace Collaborative Learning
Content Guide. However here are two examples to illustrate the concept:
򐂰 Required Element Keyword:langstring with attributes of language must have a value.
򐂰 Required Element Cost:Value:lanstring must have a value of either no or yes.
The Authoring Tool indicates in red, with an asterisk (*) the settings that are required (see
Figure 6-7). You may use the Authoring Tool to change these elements or a third-party tool,
but they must be valid for SCORM-conformance.
Notice that the field for Description is empty because it is not required. We recommend that
you type a description in the Description field because that is what students will see in the
Course Catalog. Some of these elements are changeable in the Learning Management
System GUI either during creation of the course master or the respective course offering.
Figure 6-7 Authoring Tool indicating in red the required elements
6.5 Tracking student progress within courses
Tracking is a feature of the Workplace Collaborative Learning environment. It refers to the
system’s capability to capture a student’s progress and interaction data produced by content
for storage. The second important component of tracking is the ability for subsequent retrieval
and reporting by concerned groups and individuals such as instructors, managers, and even
students. The SCORM 1.2 standard includes accepted methods and elements for tracking.
Chapter 6. Administering courseware
75
6.5.1 Information that can be tracked
Although this topic is covered in greater detail in the Learning Management System Content
and Lotus Workplace Collaborative Learning Authoring Tool Guides, as an administrator, you
must know:
򐂰 What can be tracked
򐂰 How tracking relates to course characteristics
򐂰 How tracking works with the Offline Learning client
Student completion or launch actions can provide attendance information through reporting.
As an administrator, you may be called on to assist. Understand that only actions that are
specifically set a certain way, within particular course offerings, are eligible for tracking, for
example:
򐂰 User Sets Completion: If this action is used, the student marks completion when they
complete the course.
򐂰 Set as Completed on Launch: This action relates to courses that are set into a completed
state as soon as the student launches the course.
򐂰 Set as Incomplete on Launch: This is the opposite of Set as Completed on Launch, and
courses with this characteristic are marked as incomplete upon launch.
Course outline items
In the Authoring Tool, there is a hierarchical representation of learning events and progress
tracking items. An item placed directly under the course plan is a parent; indented items are
children of the parent under which they are indented. See Figure 6-8.
Figure 6-8 Course outline in the Authoring Tool
The role of the delivery server and the content server in tracking
The delivery server launches course content, provides course navigation features, tracks
student progress, and sends tracking information to the learning server. Delivery servers are
connected to the content server. The content server stores course content files.
Recording student results using the Authoring Tool
As an administrator, you may be asked why a particular course item is not tracking. Using the
Authoring Tool, you can identify these items and help the course developers with issues that
are relative to tracking within courses.
76
IBM Workplace Collaboratve Learning for IBM i5/OS
Using the Planner Options of the Authoring Tool
To set the planner options in the Authoring Tool:
1. From the Authoring Tool, click Tools → Options to select the Planner option.
2. On the Planner Options tab (Figure 6-9), select Show Advanced Sequencing
Properties.
Figure 6-9 Authoring Tool - Planner Options
3. Restart the Authoring Tool to see the Sequencing tab (Figure 6-10), on the right side of the
Authoring Tool window in Planner mode, next to the Properties tab.
a. Select the course item that you want to track.
Figure 6-10 Sequencing tab in the Planner mode
Chapter 6. Administering courseware
77
b. Under Delivery controls, for Tracked, select True, as shown in Figure 6-11.
Figure 6-11 Setting the metadata that is tracked for a course through the Authoring Tool
6.6 Learning portlets
Several portlets are involved with Collaborative Learning:
򐂰 The Announcements portlet displays course-related announcements that are posted
through the back-end Learning Administration interface.
򐂰 The My Skills portlet provides users with lists of skills required for different jobs and tracks
each user’s skill set.
򐂰 The My Learning portlet provides students with access to course information and enables
students to work through online courses.
The display settings for Announcements and My Skills cannot be changed. However, you can
control the display of information in the My Learning portlet by selecting settings in the
portlet’s configuration mode.
To change the My Learning portlet configuration settings, in the My Learning title bar, click the
wrench icon (Figure 6-12).
Figure 6-12 Accessing the configuration settings from the My Learning portlet
78
IBM Workplace Collaboratve Learning for IBM i5/OS
Figure 6-13 shows the default configuration settings for the My Learning portlet.
Figure 6-13 My Learning portlet configuration settings’
6.7 Competencies and skills management
In this section, we provide the steps for managing the competencies and skill management
portlets. You must set permissions for the following portlets:
򐂰 Skills Management
򐂰 Career Development
You can create and assign skills to specific elements within the learning system. You can use
the following ways to add or edit skills in the learning system:
򐂰 Create from the Learning Management System portlet interface. Here you can create one
skill at a time.
򐂰 Import skills dictionaries purchased from third-party vendor.
򐂰 Import a skills dictionary that you created in house, outside of the Learning Management
System.
The Skills Management portlet’s help system explains how to update a skills dictionary that
you have imported or created through the IBM Workplace user interface. You import a skills
dictionary in XML format from the command line. In doing so, IBM Workplace copies its
content to the Workplace Collaborative Learning core database.
The skills dictionary data must be contained in a single XML
<SkillsDatabase>...</SkillsDictionary> block. The data is expected to be contained in the
following three types of block within the <SkillsDatabase>...</SkillsDictionary> block:
򐂰 <Position>...</Position>
򐂰 <CompetencySet>...</CompetencySet>
򐂰 <RatingScale>...</RatingScale>
Chapter 6. Administering courseware
79
For more information about the structure of a skills dictionary as well as a sample, consult the
online help files that are part of IBM Workplace Collaborative Learning environment.
6.7.1 Access control through permissions
There are two types of permissions that control access to the competencies portlets:
򐂰 IBM Workplace portal permission, which is used for controlling access to the portlets
themselves
򐂰 Workplace Collaborative Learning permission, which is used for controlling access to a
specific portlet features
Prior to granting access to the competencies portlets, you must create the following three
groups within the LDAP directory:
򐂰 Manager
򐂰 HR Manager
򐂰 Course Manager
After you create these groups, grant access to the competencies portlets:
1. Log into IBM Workplace Collaboration Services as an administrator and click the
Administration tab.
2. Click Access → Resource Permissions.
3. In the Resource Permissions panel, click Portlets.
4. In the Portlets panel (Figure 6-14), search or scroll to either the Skills Management or the
Career Development portlet and click the Assign Access icon on the right.
Figure 6-14 Assigning access to the Skills Management portlet
80
IBM Workplace Collaboratve Learning for IBM i5/OS
5. Click the edit icon next to the portal role to which you want to assign users access to the
portlet. You must do this for both the Skills Management and the Career Development
portlet. See Figure 6-15.
Figure 6-15 Skills Management resource permissions showing roles
6. Click the Add the button (Figure 6-16) to add a person.
Note: Consult the Learning Management System Administrators Guide for a more
detailed explanation of roles prior to making changes. We provide a brief
recommendation for getting started, but you must remember that roles and access
decisions should be made in a manner that best fits your organizational needs.
Figure 6-16 Adding a person
7. Select either the groups or individuals that you want to have access to this portlet. Here
are some recommendations:
– Grant Managers and HR Managers access to the Career Development portlet.
– Grant HR Managers and Course Managers access to the Skills Management portlet.
– Allow users to take an active role in their own learning.
You can facilitate this option by allowing users to create their own learning plans by
adding the lwp_policy_access_learning_do_not_modify policy to the Career
Development portlet.
Click OK and then click Done to save your work.
Chapter 6. Administering courseware
81
6.7.2 Granting access to portlet features
The WMM Manager, HR Manager, and Course Manager groups have predefined user role
counterparts in Workplace Collaborative Learning. We recommend that you assign roles to
groups according to the best fit for your organization.
To get you started, here is one way that you can do this in a multi-department organization
comprised of managers, human resources managers, and course managers:
1. Assign manager group members the Workplace Collaborative Learning Manager user
role.
2. Assign HR Manager group members the Workplace Collaborative Learning HR Manager
user role.
3. Assign Course Manager group members the Workplace Collaborative Learning Course
Manager user role.
Remember that the permissions that you assign to these roles determine access to individual
features of the competencies portlets. For example, a person who is assigned the Workplace
Collaborative Learning administrator role can display and change the default settings for the
permissions that pertain to competency management through the Workplace Collaborative
Learning administrator interface’s Users page.
The Administrator can assign user roles in Workplace Collaborative Learning in two ways:
򐂰 By locating existing users and explicitly assigning them a role or roles
򐂰 By specifying a matching string that characterizes users to be automatically assigned a
given role
To assign roles:
1. Log in to the Workplace Collaborative Learning administrator interface
(http://hostname/lms-lmm) as an administrator.
2. Locate existing users by clicking Users → Manage Users.
3. In the User Search window, enter search criteria to locate the user or users to whom you
want to assign a role or roles, and then click Search.
4. Select the user or users you want from the result set, and then click Continue.
5. Click Assign Roles.
6. Select a role or roles to assign to the selected users, and then click Save.
The following steps show an alternative method to assign roles by using an automatic
assignment by matching string:
1. Log in to the Workplace Collaborative Learning administrator interface
(http://hostname/lms-lmm) as an administrator.
2. Click the Users tab, and then click Manage Automatic Assignments.
3. Click the name of the role that you want to assign to users.
4. Select a WMM/LDAP type (User, Group, or Attribute).
5. In the Matching String field, type a matching string that identifies the user or users of that
type.
6. Identify additional users to be assigned the role by clicking Add Automatic Assignment,
and then click Done.
82
IBM Workplace Collaboratve Learning for IBM i5/OS
See the Workplace Collaborative Learning Administrator's Guide for a description of the
Workplace Collaborative Learning roles and their associated permissions. You can find this
guide on the Web at the following address and then click the link Workplace Collaboration
Services product documentation:
http://www.ibm.com/developerworks/workplace/products/collaborationservices
6.8 Collaborative Learning search rules
Search forms are used throughout the Collaborative Learning environment. For example,
users or administrators can search on the following items:
򐂰 User names or IDs to enroll users in courses, to roster users, or to obtain information
about the user in a given report
򐂰 Courseware to find information about a given offering, to change information, to create a
new offering, or to roster users in an offering
򐂰 Keywords to locate course offerings or course masters
򐂰 Skills to find skills in the system
򐂰 Resources to manage vendors or other resources
Users can encounter search forms in several areas of Workplace Collaborative Learning. The
searching usually presents a search panel, where you fill in the search information. Wildcard
characters, such as an asterisk (*), are supported.
Tip: There are several user attributes, such as first name, last name, organization, and so
on, that are used quite often when searching for users. It is a good idea to make sure that
the ones that are most commonly used are indexed by the database that powers your
LDAP directory.
Here are additional search guidelines:
򐂰 If the user enters no search criteria, then no results are returned.
򐂰 There are two wildcard characters (asterisk (*) and percent (%)), and both have the exact
same behavior.
򐂰 Wildcard characters can be escaped by using the back slash (\) character.
򐂰 If the user wants to perform a search using the \ character, the user must enter a double
back slash (\\).
򐂰 Wildcards are valid only for text string fields.
򐂰 Numeric and date fields can be searched using less than (<), greater than (>), or equal to
(=) operators.
򐂰 If the user enters a wildcard in any text field, then all results are returned to the user.
򐂰 Any text search that starts with a wildcard character is invalid.
򐂰 All text searches are case insensitive.
Chapter 6. Administering courseware
83
84
IBM Workplace Collaboratve Learning for IBM i5/OS
A
Appendix A.
Additional material
This IBM Redpaper refers to additional material that can be downloaded from the Internet as
described below.
The test course supplied with this Redpaper is called Start Learning. The course is small and
is designed to help you deploy the IBM Workplace Collaborative Learning system. This
course is ready for you to place on your system using either the command line import
(CLIMP) utility or through the IBM Lotus Collaborative Learning Authoring Tool.
The Start Learning course is Sharable Courseware Object Reference Model (SCORM) 1.2
compliant, and requires little in the way of changing to fit your deployment testing needs.
However, you may decide to use this course for the following reasons:
򐂰 To test the efficacy of the Collaborative Learning environment
You can do this by simply sending it to the File Transfer Protocol (FTP) server and then
doing a course import and creating a course master and a course offering.
򐂰 To help gain familiarity and test the IBM Workplace Collaborative Learning Authoring Tool
By importing the test file locally into the Authoring Tool and changing some of the
characteristics, you can see how it will change the nature of the course. You may for
example, change the announcements page, the values that determine the course
description, the course ID, or whether you will allow it to be downloaded using the Offline
Learning Client.
򐂰 To help your developers learn the capabilities of the IBM Workplace Collaborative
Learning Authoring Tool
If developers are now using other products, they may decide to use the Authoring Tool for
the design elements that it provides.
© Copyright IBM Corp. 2006. All rights reserved.
85
Locating the Web material
The Web material associated with this Redpaper is available in softcopy on the Internet from
the IBM Redbooks Web server. Point your Web browser to:
ftp://www.redbooks.ibm.com/redbooks/REDP3936
Alternatively, you can go to the IBM Redbooks Web site at:
ibm.com/redbooks
Select the Additional materials and open the directory that corresponds with the Redpaper
form number, REDP3936.
Using the Web material
The additional Web material that accompanies this Redpaper includes the following files:
File name
startcourse.zip
86
Description
SCORM 1.2 compliant course package
IBM Workplace Collaboratve Learning for IBM i5/OS
Related publications
The publications listed in this section are considered particularly suitable for a more detailed
discussion of the topics covered in this Redpaper.
IBM Redbooks
For information about ordering these publications, see “How to get IBM Redbooks” on
page 88. Note that some of the documents referenced here may be available in softcopy only.
򐂰 Deploying IBM Workplace Collaboration Services on the IBM System i5 Platform,
SG24-6640
򐂰 IBM Lotus Learning Management System Handbook, SG24-7028
򐂰 Inside the Lotus Discovery Server, SG24-6252
Online resources
These Web sites are also relevant as further information sources:
򐂰 Adobe
http://www.adobe.com/
򐂰 Advanced Distributed Learning
http://www.adlnet.gov/index.cfm
򐂰 Content Solutions validated by the Ready for IBM Lotus Learning software
http://www-142.ibm.com/software/sw-lotus/lotus/offering3.nsf/wdocs/readyforibmlotuslearn
ingsoftware
򐂰 Evolution of Lotus e-Learning Software
http://www.ibm.com/developerworks/lotus/library/ls-elearning_evolution/
򐂰 IBM Learning Web site
http://www.ibm.com/software/sw-lotus/lotus/offering3.nsf
򐂰 IBM Lotus Virtual Classroom
http://www.ibm.com/software/sw-lotus/lotus/offering7.nsf/wdocs/homepage
򐂰 IBM Workplace Collaboration Services version 2.5.1 Information Center
http://publib.boulder.ibm.com/infocenter/iwphelp/v2r5m1/index.jsp
򐂰 Lotus Education On Demand: Migrating Courses From LearningSpace to Learning
Management System or Workplace Collaborative Learning
http://www.ibm.com/support/docview.wss?rs=0&q1=learningspace+migration&uid=swg21198480&l
oc=en_US&cs=utf-8&cc=us&lang=en
򐂰 Lotus learning
http://www.ibm.com/developerworks/lotus/products/elearning/
© Copyright IBM Corp. 2006. All rights reserved.
87
򐂰 What Is the Difference Between CLIMP and the Authoring Tool When Importing Courses
http://www.ibm.com/support/docview.wss?uid=swg21167223
򐂰 Workplace Collaboration Services documentation
http://www.ibm.com/developerworks/workplace/documentation/collaborationservices/
How to get IBM Redbooks
You can search for, view, or download Redbooks, Redpapers, Hints and Tips, draft
publications and Additional materials, as well as order hardcopy Redbooks or CD-ROMs, at
this Web site:
ibm.com/redbooks
Help from IBM
IBM Support and downloads
ibm.com/support
IBM Global Services
ibm.com/services
88
IBM Workplace Collaboratve Learning for IBM i5/OS
Index
A
access control 36
addition of users to the learning environment 33
administration of the learning functions 24
administrator access 15
AICC 4
Announcements portlet 20, 78
anonymous access 35
architecture 8
Archiving utility 40
Authoring Tool 6, 8, 11, 13, 40, 77
B
benefits of Workplace Collaborative Learning 2
C
Career Development portlet 20, 79
Change Authority (CHGAUT) command 69
Change FTP Attributes (CHGFTPA) command 49
chat server 12
client support 20
CLIMP utility 11, 24, 40
collaborative learning 2
managers 19
tools 12
command line import (CLIMP) utility 11, 14, 24, 40
content creation guidelines 47
content server 9–10
course
content developer 18
deployment 49
development 13, 42
import of 13
instructor 19
master 45, 59
offerings 45, 59
sending to the learning system 48
courseware 45
deployment 68
management 44
curriculum 45
custom report 36
D
database administrator 18
DB2 Universal Database for iSeries 10
delivery server 9–10
deployment activities 19
deployment of a sample course 49
discovery server 12
discussion server 12
disk requirements 21
© Copyright IBM Corp. 2006. All rights reserved.
E
enablement of offline use of courseware 69
F
FTP server 11
I
IBM Lotus Discovery server 12
IBM Lotus Virtual Classroom 11
IBM Workplace Collaborative Learning
architecture 8
benefits 2
comparison with LearningSpace 5
IBM Workplace Collaborative Learning Authoring Tool 6
IBM Workplace portal permission 80
importing of courses 13
imsmanifest.xml 46
installation
learning client tools 12
Offline Learning client 43
instructor access 15
L
LDAP server 11
learning administrator 15, 19
Learning client tools installer 12
Learning Client Tools Installer program 40
Learning Delivery server 10
learning environment
adding users 33
Learning Management server 9
Learning Management System 2, 24
learning portlets 78
learning server 9
administrator 11
learning system, sending courses to 48
LearningSpace 2
comparison with Workplace Collaboration Services 5
live sessions 11
Lotus Discovery server 12
Lotus Learning Management System 2
Lotus LearningSpace 2
comparison with Workplace Collaboration Services 5
Lotus Virtual Classroom 2, 11
M
management of the learning functions 24
metadata 72
multiple learning instances 6
My Learning portlet 20, 78
My Skills portlet 20, 78
89
N
V
network architect (or administrator) 18
Virtual Classroom server 11
virtual classroom, live support 3
O
Offline Learning client 5, 8, 13, 40
installing 43
offline use of courseware 69
OfflineClientWin32.exe 43, 69
P
packages 45
permission
IBM Workplace portal 80
Workplace Collaborative Learning 80
planner options 77
prerequisites 24
R
Redbooks Web site 88
Contact us ix
reporting 36, 76
rostering 33
students 11
utility 15, 40
S
SCORM 4, 13
compliance 46
files 47
search rules 83
Send Package function 48
sending courses to the learning system 48
server import 71
Sharable Courseware Object Reference Model (SCORM)
13, 40
support for 1.2 standard 4
sizing 21
Skills Import utility 40
skills management 79
Skills Management portlet 20
SMTP server 11
sponsor 18
student access 15
student progress 75
students 19
supported clients 20
system architect 18
system support tasks 18
T
tasks 18
tracking student progress 75
U
user access 15
user tasks 18
90
IBM Workplace Collaboratve Learning for IBM i5/OS
W
WebSphere Portal Administration interface 25
winlearningclient.exe 43
Workplace Collaborative Learning
architecture 8
benefits 2
comparison with LearningSpace 5
permission 80
Workplace Collaborative Learning Authoring Tool 6
Back cover
®
IBM Workplace Collaborative
Learning for IBM i5/OS
Redpaper
A foundation for
understanding the
Workplace
Collaboration Services
e-learning environment
A guide to deploying
collaborative learning
on the IBM System i
platform
Many practical tips and
helpful hints
IBM Workplace Collaborative Learning is an enhanced IBM
Workplace product and part of the integrated collaborative
environment delivered by IBM Workplace Collaboration Services.
It provides learning services that help organizations manage their
training programs more efficiently and integrates learning
resources on the desktop. Integration with other Workplace
Collaboration Services capabilities delivers blended learning
experiences and provides students with enhanced tools such as
course discussion areas, document sharing, Web conferencing,
and chat rooms.
This IBM Redpaper helps you to understand the IBM Workplace
Collaborative Learning product. It also explains how you can
deploy this e-learning environment on the IBM System i platform.
The information presented in this Redpaper assumes that you
have already installed and configured a basic IBM Workplace
Collaboration Services environment on your System i machine.
For details, refer to the IBM Redbook Deploying IBM Workplace
Collaboration Services on the IBM System i5 Platform,
SG24-6640.
INTERNATIONAL
TECHNICAL
SUPPORT
ORGANIZATION
BUILDING TECHNICAL
INFORMATION BASED ON
PRACTICAL EXPERIENCE
IBM Redbooks are developed
by the IBM International
Technical Support
Organization. Experts from
IBM, Customers and Partners
from around the world create
timely technical information
based on realistic scenarios.
Specific recommendations
are provided to help you
implement IT solutions more
effectively in your
environment.
For more information:
ibm.com/redbooks