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capture . author . publish . deliver . manage

Look.Book Examples of designs and features of CAPDM published Moodle online learning materials

CONTENTS Introduction Course Components

03 - 04 05

The Manifest

06 - 07

Study Guides


Assessments + Turnitin


Textbook Integration

10 - 11

The Digital Workbook

12 - 13

SCORM Components


PDF + Other Formats

15 - 16


17 - 18



Course Packager


Course Components + Design


Media Rich Contents CAPDM Inline Media Objects + Animations

22 23 - 24 25


26 - 27

Accessibility Features

28 - 29

Study Planner


Topic Object Tracker


Unit Status


Language Support

Learning Environment Components

33 - 34


Ticket-Based HelpDesk


Personalised PDFs


Synchronous Discussion Tools


Portfolio System Integration


Purchasing Catalogue + PayPal Payment Mechanism

40 - 41

Assessment + Feedback


Learning Objectives


Certificate of Completion


Adaptive Learning Feedback


Integrated Course Components


Clients + Testimonials




INTRODUCTION CAPDM courses are being used every day to deliver learning effectively for tens of thousands of students around the world.

CAPDM offer custom learning environment modules and publishing tools. All CAPDM technologies are available to clients, including CAPDM’s own Courseworker – our single-source course publishing toolkit. Courseworker is the Cloud service we use ourselves and share with other course publishing teams. 03



CAPDM only works with content standards – semantically-rich XML, MP4, JPG, SVG, etc. This ensures that there is no proprietary lock-in, it provides a high degree of future-proofing, and it enables delivery to any platform or format. CAPDM develop a standards-based, digital repository (see the CAPDM model above) for all clients. All content: • Is revision controlled, maintained and developed as a single source. • Can be delivered to a range of platforms and formats. This brings a scalability and repeatability to the process of content management, publishing and course delivery.

Our course designs are created to be fit-for-purpose, whether that’s an online short CPD module or a three-year undergraduate Bachelors degree programme. Our course designs can be: 1. Blended - capable of supporting both in-class and distance learning use. 2. Flexible - allowing custom courses with content, learning environment and people components all combined into a single course manifest. 3. Multi-format - that work equally well in print, online and on electronic tablets. 4. Content rich - embedding and integrating publishers’ textbooks and interactive course elements. 5. Maintainable - that can be easily changed and readily updated and maintained. 6. Moodle enhancing - that can turn Moodle into your large scale, institutional distance learning platform for thousands of programmes and students.

Read on for examples of all of these design features.









Introduction video

Study Guide

Assessment and Turnitin

Collapsible topic list



The Digital Workbook Publishers’ textbook PDF Version of study text


integration of all course content components in one place + provision of top level links and navigation


high integration and functionality + high degree of standardisation across courses within a programme + well-designed entry to course

The example above is from a Moodle course front page. The page is auto-generated from a generic, XML-based description of the structure of the content, its linkages and its use of learning environment components (e.g. forums, quizzes, etc). All of this is described in the Manifest for the course, and interpreted for delivery into Moodle, in this case. It could equally be used to deliver into other platforms and environments. Use of a Manifest suggests an up-front, well-designed ‘engineering’ type approach, as opposed to a make it up on the fly ‘bricolage’ approach. However both approaches are supported.

Collapsible Topic List WHAT

carefully laid out and consistent design of course front pages enhanced by using collapsible topic lists


avoiding long course front pages + consistency in design

Moodle, and other environments, support many course formats. Our designs explicitly try to avoid the Moodle ‘scroll of death’, where very long lists of single page/screen activities are added into a very long course front page. In our designs the consistency results in each topic structure being the same or very similar. This obviates the need to see the shape of the course as a whole. The Collapsible Topic List is a relatively standard, and widely used, feature but it is made particularly effective within a consistently structured approach.





concept map which guides student through study materials and intent of the course


substituting F2F support traditionally received on campus

CAPDM places a great emphasis on the potential role of a Study Guide. This is not a summary of content that can be found in more detail in the texts, but a true ‘guide’.

through quizzes, tutors can mark and give feedback to essays and assignments, etc. However there will be no person there to give guidance.

It should layout the course structure and intent, it should introduce and make obvious the study concepts, and it should work to ensure that the student identifies and understands these concepts.

CAPDM views the Study Guide as a form of concept map, and its role to guide the students through the concepts but treating each as a ‘gateway’. Students should be guided through these ‘concept gateways’, and should ideally demonstrate that they have both recognised and understood the underlying concepts.

In piecing together all the content components required to build and deliver an effective online/distance/blended course there is an explicit requirement to ensure that the student is properly guided through the materials and the intent of the course. On-campus, this is one of the roles of the teacher, through lectures and tutorials. Much of the content for an online course will be the same or similar to that used oncampus. For example, the texts will be the same, tutorial questions will be delivered

CAPDM content can be extremely interactive, and one mechanism used to provide this evidence of understanding is our Digital Work Book (pp. 12-13), a form of personal reflective log. One summary form of this is what we call the Topic Object Tracker (p. 31). Our delivered courses are rich in mechanisms to gather meaningful learning analytics and mechanisms to alert the tutors to potential need for intervention.


assessments using Turnitin can be readily incorporated


ensuring high degree of integration and functionality

Turnitin integration Our Manifest-based, ‘engineering’ approach includes any functionality that the underlying learning environment may provide. We ensure a high degree of integration into the platform and that all functionality is used to the highest level consistently. This Moodle example shows that courses which are auto-generated from the content held in the underlying repository result in otherwise standard Moodle course structures. Activities, such as Turnitin, can be included explicitly in the Manifest used to generate the course. Or if the details of the assignment are not known at that time, the activities can be edited in manually as normal. This is true for all activities and their integration.


high quality content from publishers’ texts are delivered seamlessly within online course materials


students get full package of necessary learning materials one-stop readily delivered through their online course

CAPDM’s aim is to be able to provide ‘content-full’ courses, very consistently structured, and with a wide range of support and progress tracking features. We do believe that ‘content is king’, but also that this content should be of high quality. On-campus, students will study from recommended publisher texts. Online students should be able to do the same, and from the same content. These texts are of a known quality, relevance and detail. However online students may be studying on an oil rig, in any country around the world, and in a very wide range of circumstances.

To ensure that all students have equal access to the necessary learning materials CAPDM works with clients and publishers to stream the raw, electronic content through exactly the same publishing processes that are used for the client’s own content, to produce a seamless delivery of a content-full course. This consistency increases the student experience, eliminates the unexpected, and provides the same materials and support for all learners. It also enhances the brand of the university or other educational provider, and naturally inherits the quality of the underlying content base.

See the next page for publishers’ textbooks integration examples




Publisher’s text as a directly integrated course component


mechanism for recording students’ input at various parts of the online content


summary of the students’ work in form of a personal portfolio + progress tracking tool for both students and tutors

The screen above shows a summary of how many reflective points are contained within the topics of the overall content. Those that have not been completed are highlighted. This opening summary screen tab is useful to both the student and tutor as a means of tracking progress. Each reflection can be drilled down into

to see the detail of the student response - their evidence of understanding. It is an ideal mechanism for providing evidence to the tutor of competent or critical thinking, and it is a mechanism used heavily with the Study Guides (p. 08) described above.




Subsequent screen shots show how DWB input points are generally used to solicit input to specific questions asked to gather this evidence of understanding. Though these examples are of text input boxes, the DWB supports MCQ/MRQs, Drop-down selects, Fill-in blanks, etc.

Response is automatically saved in Workbook and can be altered anytime


SCORM packages can be easily integrated into the course environment


allows other standard content packages to be included as part of your own courses

CAPDM wholly embrace rich content standards, and always develop single-sourced, XMLbased digital content repositories for its clients. This ensures a rich and long-lifetime content base, independent of specific technologies, and able to be delivered to a range of current and future platforms. However some clients do want content delivered into ‘packaging’ standards, such as SCORM. Just as we deliver to Moodle, PDF, ePub, etc, we can also include SCORM packaging as an output format. We can include SCORM packages within a course Manifest, and hence a delivered course.





whole course contents professionally typeset as high-quality print and PDF publications


widens choice of delivery formats for preferred study modes While online delivery through a learning environment is crucial, most clients - and their students - also want other formats, in particular PDF. Not all students want to study online only. CAPDM only publish from a single content source, generating all output formats from that same source. A generated PDF is therefore guaranteed to be the same content as online, though it will potentially lack some interactive features. However it does allow a student to study as he/she wants. Note that CAPDM professionally typesets its PDF (and other) formats, maintaining the quality of delivery that we continually seek. Other formats are equally possible.


consistent interfaces to content + consistent navigation through content


large volumes of learning materials can be easily navigated through hyper-linked table of contents

‘Content-full’ courses, particularly large university courses, usually contain large volumes of learning materials. It is essential, then, that students are presented with consistent interfaces to this content, and consistent navigation and other features to help them through this. All CAPDM course content is generated to include local and global Tables of Content (TOC), very high degrees of hyperlinking within and between course components, and extensive search indexes. Students are only ever one click away from a highly functional

TOC, and a search interface. However navigation begins with the simple and consistent layouts used within the course home page. Our belief is that students should not be surprised, and should be able to see what they are about to be involved in. For example, ‘War and Peace’ may be a large book, but a reader can see its size immediately and through the TOC understand how it is structured. Following links on Wikipedia, however, is completely open-ended. Better to be able to judge what you are getting involved in before your start.

See the next page for navigation examples




Full-text search of the course

Complete table of contents





all content, including publisher content, carries a search index with it


powerful, flexible (wild-card matching) and easy to use search option enhances overall learning experience

1. Open the search page

2. Add your search term

3. Browse the search results


courses are carefully designed, produced and packaged to meet exacting delivery specifications


courses are scalable, repeatable, consistent and high in quality

A typical Manifest in XML format

CAPDM do not expect clients to hand-build what can be extremely complex, highly-integrated, and highly-functional courses. That would take forever for a typical content-full masters level course.

What this means though is that we employ a contentpush approach. Any change to course content should be done in the content repository, and then pushed into the delivery environment.

We manage the XML-based content for each component, and assemble them into a course as dictated by a Manifest (pp. 06-07). Therefore, CAPDM can auto-build learning environment course packages, which are then restored into the learning environment. These course packages are generally no different from a package that would result from a course back-up.

Content in the repository is single-master sourced, so all changes should be made there. This way all output formats and course instances (of which there can be many) are guaranteed to be in step. Such a principled approach makes it possible to employ update, revision and release strategies to suit the needs of any institution.




NOTES ON COURSE COMPONENT CAPDM, the company, is named after a more important information flow model (p. 3) that highlights five key steps in taking raw content through to polished publications and courses. Supporting this model is the all important ‘asset repository’, which we develop with and for every client. It forms a key component of their overall digital strategy and coupled with the discipline of the CAPDM model, the basis of a consistent and coherent approach to the management and use of their high-value, long-life content. CAPDM is a standards oriented company. All content in this repository is held in standards, but specifically a semantically rich XML for all text.

NOTES ON COURSE DESIGN CAPDM is not an e-learning company; we are an information management company specialising in the development of online courses and their support. We strongly believe in the formal designs and merits of developing for distance learning. This opens up enhanced support for, and improved student experiences in, blended and even on-campus delivery. CAPDM also tries to play down the technology, and orients designs around widely understood course components, see below. All are understood by practitioners, but only a few will be relevant to any design.

Management Components

Course Components

Assessment Components

Hard Defined

Learning Objectives Learning Outcomes Competency Framework

Reference Text Workbook Glossary Reference List

Unit Quiz eQuiz Self Assessment Mock Exam Past Papers & Answers

Custom Defined

Style Guide

Concept Gateways

Soft Defined

Programme Specification Course Specification Authors’ Guidelines Student Handbook Teaching Guide

Course Guide Study Plan Discussion Papers Resource Bank Learning Activities

VLE Components

Tutor Marked Assignments Certificate of Achievement

Learner Profiles Digital Workbook Portfolio

We combine the appropriate selection to arrive at a simple, layered design for the structure, with each layer being scoped out for scale, functionality, etc. See above. CAPDM strongly advises that all courses should be developed around clear Learning Objectives (p. 43). Welldesigned courses with highly relevant content can result in a clarity for students that is a first step towards the problem of retention. It is also a mechanism for sending clear messages to content providers and authors as to what is required of them. Further, it enables a consistency to the build and presentation of the courses themselves. 21








inline content display module interprets the core content in highly functional ways


ensuring full functionality of interactive features

CAPDM develop custom modules for various learning platforms, though Moodle in particular. All are freely available to whoever wants them. Key amongst these is our CAPDM content module, which is an inline content display module that is able to exploit the rich semantics of the core content and

interpret it in a number of highly functional ways. For example, the Digital Work Book (pp. 12-13) exploits the interactive nature, and input capabilities, of this inline display module. This module can also take standard content components, such as inline multiple choice questions and other question types and ensure that they fully function as intended. 23



Our content display modules are highly functional, yet readily extended if required. They are not visual gimmicks. The intent is to ensure that if there is an educational feature of proven value that should be in the content then, while it may be an engineering challenge for us to provide it, it should be a capability offered within the content. Our standards-based, generic approach to all content and its use ensures that once we develop any specific feature for one client, it becomes available to all.

Checked Version

CAPDM content also supports a dynamically-resolved, XLL-based linking feature. This very simple mechanism allows authors to link to features, from within their authored content, that will be available on delivery. For example they can say “Post to the Forum”, or “take the Quiz” knowing that any course loaded up into Moodle (or whatever) will dynamically resolve the link when the course is restored (loaded) into the learning environment.





all media can be included as a natural component of the content, and matched with any required functionality


objects and their functionality are consistently managed, included and delivered to enrich the quality of the learning materials

Graph responds and changes accordingly to the numbers which are supplied

Animations can also be driven by suitable interpretation of the XML master content. Here is a ‘spider’ graph being dynamically driven from a task with numerical input areas. The mark-up is generic, but the interpretation highly functional. Many chart types are readily supported. 25




support for a wide range of quizzes, activities and features


rich learning materials and assessments

Essay questions

Multiple-choice question - dropdown menu

Working from a single-master sourced content repository might lead one to imagine that there are restrictions on what type of activity and feature can be supported.

marked-up content that maps to any functionality within the learning environment, and sometimes to functionality that we customise within the environment.

Quite the opposite. All client learning materials are as semantically rich as is possible. This means that we can apply a ‘semantic interpretation’ to this

With quizzes, as in the screen shots for example, we can support any question type within extremely rich assessments. 26



Multiple-choice question

Fill-in Blank

Fill-in Blank

Various, including graphical, Drag and Drop


accessibility toolbar with wide range of features to meet all the WCAG accessibility guidelines


making course content accessible to a wider range of people with disabilities

Features include • Increase/decrease font size

• Readability

• Page font settings

• Word prediction

• Spellchecker

• Change styles

• Dictionary

• Colour overlay

• Text to speech




Accessibility use of alternative text descriptions

All content can be rendered to meet all WCAG (Web Content Accessibility Guidelines) accessibility guidelines, and courses can include an accessibility toolbar as shown above.

Authors and institutions have to be aware of the need to write textual descriptions, provide video transcripts, etc. This obligation should always be factored in to any development plan.





interactive content feature that tracks how well students achieve their own-set goals


simplifying progress monitoring for students and tutors

User can then check if the planned progression was fully, partly or not completed.

User can fill in the expected progression and completion dates

CAPDM encourage content and course authors to include many support features into their designs and content. One simple mechanism is the Study Planner. It animates students to fill in details of a Study Planner which is done quickly with only a few mouse clicks. The Study Planner tracks how well they think they

have achieved outcomes by a particular date. This is typical of simple mechanisms that can then be tracked by tutors who might be looking for a need to intervene and support a student. Another variant of this is the Topic Object Tracker (p. 31).


interactive content feature in which the students rate their level of understanding of the topic learning objectives


student tracking at very detailed level provides rich summary for student and tutor + enables quick and effective look at progress of a large number of students

Stars system shows if the user is ‘confident’, ‘somewhat confident’ or ‘not confident’ in any of the topics.

To track students at a finer level than in the Study Planner (p. 30), the Topic Object Tracker (TOT) uses similar interactive content features. These are placed at the end of each Topic and list local topic learning objectives. Students are asked to rate their level of understanding of each.

and student. In addtion, tutors can see ‘helicopter’ views of all students over all topics or within a single topic. It provides a quick and effective look at the progress of a large number of students, focusing possible intervention to where it is most needed.

This results in a very rich summary for both tutor




UNIT STATUS WHAT auto-generating certificate module based on student achievement in certain criteria WHY

allowing students and tutors to track completion status of units

CAPDM provide a certificate generating module similar to badges - that can be auto-generated once a student achieves certain criteria, or approved by tutors looking at that achievement. Either way students need to know how they are performing. The Unit Status module allows a

student (and tutor) to track the status of completion of a unit. In the example above the student can see how they have done in specific quizzes and with their Digital Workbook (pp. 12-13). A student can link back to exactly these activities if they require further work.





content can be offered in any language or script


to meet the global education market courses can be published in any number of languages - all consistent with the original course design and structure

A number of clients offer their courses and published materials in more than one language. They also tend to be cost sensitive, particularly when it comes to revisions and the management of that process. CAPDM have great experience of managing this for clients, though we are certainly not translators.

At the heart of our management is the single source, XML content masters. Generally what is required is that the content should be changed (translated), but that all structures and metadata should be preserved. This is tailor-made for an XML-based approach, particularly as most translator aids and tools are now XML-aware.




Course completely translated into Devanagari script

Most platforms (the example here is Moodle) also have all their templating content managed in language-based resources. CAPDM doesn’t have to be able to read and understand the content, but we can assemble the content structured within a suitably languageconfigured learning environment.

A tip: CAPDM always ensures that its clients retain the translation memories built up during these translations. They are potentially extremely valuable in the long term.









ticket-based support module for students query handling and resolution


easy solution to student-tutor communication within the learning environment, avoiding the involvement of potentially chaotic personal emailing

With HelpDesk students raise a ‘ticket’ (their query) and this has to be closed off or intentionally deleted by the tutor. Tutors can build up stock replies to make replying efficient, but all correspondence is formally tracked within the system.

Each Helpdesk enquiry gets unique ‘ticket number’ issued


General details about enquiry

Student’s original message

CAPDM is happy to offer this module (and others) to anyone wishing to use it.

Reply from student advisor

Option to reply to student


identity stamp on PDF downloads


often a legal requirement when publisher texts are used

Personalised Header with student’s first and last name + email address

Option to have watermarks or personalised stamps on each page

PDF marking for “Copyright Material”

CAPDM have the option of replacing the standard resource download capability with a module that does similar but which dynamically stamps every page with a pre-specified identity and possible watermark, e.g. with student name and email, plus date and institutional logo.

SYNCHRONOUS DISCUSSION TOOLS WHAT any other module can be included into Moodle, like in this case the Big Blue Button WHY

support of a more synchronous blended learning approach




PORTFOLIO SYSTEM INTEGRATION WHAT integration of e-portfolio tools like Marhara into single sign-on arrangement with Moodle WHY

very high level of integration of third-party tools and functionalities that are provided by the learning delivery system

Course designs can include any tools that are supported by, or can be integrated with, the learning environment. CAPDM’s core content module supported an dynamically resolved linking mechanism. Grand

though this sounds, it is extremely simple in implementation. But it allows links to be made, for example, from pre-prepared marked-up content to pages or other features in tools such as Mahara, but where the actual landing web address is not known until later.





simple registration module which is linked to PayPal payment clearance module


students who purchase from the integrated catalogue can see their payment cleared in real-time and immediately access their course to start studying

Purchasing Catalogue

CAPDM make full use of Moodle as a portal. For wholly student driven administration, we have a simple registration module, linked to a payment clearance module. We currently use PayPal but in theory other systems could be included.

CAPDM’s goal is to be able to offer clients a ‘Three Minute Sign-up’, being an extremely light-weight administration to help them decide and start. Any more formal administration needs can take place at a later time point. 40



Purchasing Basket

PayPal Mechanism









learning objectives are used to clearly map out and design courses


ensuring relevancy + providing enhanced feedback on student progress

In addition to established course components (texts, quizzes, study guides, etc.) CAPDM always advocate that all courses be developed around a set of key Learning Objectives (LO). The specification and use of LOs is a very minimal activity, but the rewards are significant. For example the Learning Objective Profiler above shows how well a student is doing against quizzes and questions that have been weighted against a

set of LOs. This profile builds up to show tutor and student alike where they are strong and where they seem weak. In 2016 CAPDM will release a fully Adaptive Learning Feedback (p. 45) capability, generically developed around LOs. It is initially offered in Moodle, though it will be able to be implemented on other popular platforms.





managing the issue and generation of personalised certificates

WHY administrative task that may be wholly automated, or tutor managed + acting as a status indicator of progress against certain criteria

Certificates can be generated in scenarios like all quizzes passed, all Digital Workbook entries completed, or all forums posted to. A Certificate can either be autogenerated, which is useful for a MOOC site, or completion and consideration can be flagged to a tutor. The tutor can then approve the download of a Certificate.





set of modules providing progress profiling to student/tutor + presents targeted exercises and offers suggested study pathways


highly sophisticated feedback to student, indicating when tutor intervention is necessary

Random quiz with questions related to selected Learning Objectives only

Random quiz with questions from Learning Objectives where mastery is below cut-off level

There is an industry belief that it is “incredibly expensive” to create adaptive engines, and that they have to “be gigantic to work well.” (Jose Ferreira, founder and CEO of Knewton) In 2016 CAPDM will launch ‘Adaptive Learning For All’ (ALFA), an approach different from all other providers. ALFA is not a proprietary system but a methodology that builds on a higher level layer of semantically-rich content marked-up in XML. As a methodology it can be implemented on a range of platforms, and CAPDM can offer a Moodle implementation for guidance. It is also an option, not a mandatory part of a course within the learning environment. ALFA is open and extensible, and we supply a basic rules set to interpret the level of learning (mastery) achieved by an individual. This rules set can be replaced with a custom client-produced set if required, and the adaptive behaviour abstracted

Table of Contents indicates links to chapters, sections and other topics but showing three, in this case, levels of mastery - poor, average and good. These levels indicate suggested reading and revision paths.

from the data of the individual only or from data aggregated from all students. ALFA is demonstrably inexpensive. There is no great financial hit with ALFA, but it can only be as good as the content and its metadata. The extra bit of design and authoring effort required is not necessarily a huge task, and it is one that is capable of being completed by any subject matter expert. Finally, it is not all or nothing. Progressing up the content layers to adaptive learning can be done in stages, with each extra layer building on the earlier layers, if and when the benefits can be clearly identified. ALFA can be layered to provide: • • •

simple Learning Objective feedback and Profiling random, targeted quiz generation full adaptive pathway construction.


coherent and complete domain of leaning content - highly linked, integrated and delivered within a seamless package


easy and enhanced student navigation with seamless flow from use of one component to another

Automatic creation of Moodle course packages

CAPDM manage all client content within a revision controlled, single-source, digital repository. We look this up as a coherent client ‘domain’ of content, not just a loose collection of pages, notes, etc. This content can contain anything - text, video, audio, animation, or whatever. When interpreted and delivered this content can be dumb (as in a PDF) or highly interactive (as displayed via the CAPDM content module). It can also be cleanly separated out, or integrated with other components. However key to this

is what will be effective for the student. This is different for all courses or programmes. The flexibility of expressing the assembly and structure of a course through the Manifest (pp. 0607) makes it easy to try various alternatives, but without necessarily having to continually re-jig the content. The content is held in XML, and style is only added at the publishing step. Therefore, there is an absolute consistency to the final look and interactions within the delivery.


TESTIMONIALS CAPDM are trusted partners delivering leadingeedge online learning solutions. They also provide extensive staff development options, and delivery of a complete package for our needs. Tom Duff, Educational Development, University of West of Scotland

CAPDM tools and expertise complement the knowledge and experience of the learning technology and IT teams I manage, and provide a solution to get high quality online distance learning programmes to market in a tight timescale. Michael Kerrison, Director of Academic Development, University of London International Programmes

CAPDM have been a vital part of our tuition programmes and their support is key in delivering a stable and user friendly product to our customers. Our online programme would not have been this successful without their support and advice. Jan Olivier, Learning Manager, Chartered Institute of Internal Auditors

CAPDM have been a key partner to Taxbriefs for over five years. They have enabled us not only to manage production costs and workflow, but also to deliver seamlessly into new publishing formats, and to re-purpose our content assets in multiple ways for our customers. Alexandra Citron, Head of Editorial, Taxbriefs Ltd.


We would love to hear from you!



Email enquiries@capdm.com Telephone

+44 (0)131 477 8620

Address 22 Forth Street Edinburgh EH1 3LH United Kingdom

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CAPDM Look.Book  

Examples of design and features of CAPDM published Moodle online learning materials. #highered #edpublishing #onlineEd

CAPDM Look.Book  

Examples of design and features of CAPDM published Moodle online learning materials. #highered #edpublishing #onlineEd

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