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The Aspiration& *The aim of the project was to develop a data transfer engine to allow course and student information to flow freely between existing virtual learning environments and existing student records systems used by the Academic Partners to create the beginnings of a managed learning environment.  Vanilla middleware product not hard coded to specific systems and vendors  a true code breaker and paradox NZZ"&"The CompromiseThe aim of the project was to prototype a data transfer engine which has been developed by Capita to allow course and student information to flow freely between existing virtual learning environments and existing student records systems used by the Academic Partners to create the beginnings of a managed learning environment. Enhance the functionality of Capita MLE Exporter X}"D&3"Project Issues,Scope refinement for vendor involvement Learning curve of technical and user group Terminology and structural differences  college:college, CETIS: technical:vendor, vendor:vendor Vendor commercial priority and timescale Headroom of key project members within college commitment User Issues  tSuccessful interoperability requires cultural, operational and business process shift Student, lecturer, support, admin and marketing advantages Consultation, cross college and vendor involvement at an early stage vital  practitioner involvement Interoperability required inter as well as intra institution level ;Z;Outputs and ImpactsBid, funding and project management experience further enhanced Cross college and vendor cooperation Internal understanding of wider organisational issues of interoperability Technical knowledge of processes Outputs and ImpactsMLE Exporter as enhanced in place and working in Lauder this year as part of E Learning strategy. Data from Capita DITA to Learnwise. UHI has now changed SIS to SITS, and is planning to develop an open source VLE The knowledge, learning and network remains!Z{ ~ Dawne HodkinsonBCommunity Learning Manager Perth College Programme Manager - SWaNI=-Banff & Buchan Project Engaging with Skillnet.$,Aims To populate Skillnet directly from SITS To make existing Skillnet content available to selected groups To make existing intranet content available to selected groups via Skillnet.$ > $ hBanff & Buchan ProjectOutcomes/outputs Project work continuing until at least Xmas  Automatic access to Skillnet content for identified learners Improved web interface of Skillnet Still to come & . Access to externally produced content within Skillnet NLN Home grown contentZ,Z?Z#ZZ6ZZ,?#6 >S : > Banff & Buchan ProjectBenefits Vastly increased awareness and technical expertise In a position to make demands on suppliers from an informed position Access to pool of resources and expertise nationally Confidence to apply for future funding F  3 $The long term view at Perth College%%Eyes wide open Increased awareness leads to increased demands for interoperability All mainstream college systems Many specialist systems fD7$$D 7  $  Mainstream systemsLinking to external bodies Funding council(s) SQA Learndirect Scotland ILA (if and when & & ) BCS HMI Standards bodies <ZZZ Z[2 8  Specialist internal systemsDistance learning Tracking systems Booking resources Paying tutors Learning Centres Booking resources Tracking systems VQ work Training for Work Z1ZZ#ZZZ1#     Mainstream systemsDInternal systems Finance Property Personnel Student services Quality.4$4  HWhat s stopping the sector at large?%%$dOperational imperatives Funding models Lack of understanding Lack of expertise Lack of experience  ed$ Further Informationhttp://extranet.lauder.ac.uk/quickplace/enigma/main.nsf Pam Wilson pam.wilson@perth.uhi.ac.uk Peter Falconer pfalconer@lauder.ac.uk Dawne Hodkinson dawne.hodkinson@perth.uhi.ac.uk 6t$`4B 07B 0JdB 0wB 0  ` f3f3` ff̙` ___` ff` 3ff3f>?" dd@,?lPd@   Z l<@ d`"  n?" dd@   @@``PR    @ ` ` p>> ^ V  <(  <^T y < "yZ < S B7 C DEHFPv @?q 6 6 n(dx  G b q %(@"B y2 < ZG1?" < TDxgֳgֳ ?" x T Click to edit Master title style! ! < Txgֳgֳ ?"`` x X* < Txgֳgֳ ?"`  x Z* < Txgֳgֳ ?"`  x Z*$  < 0`x " x RClick to edit Master text styles Second level Third level Fourth level Fifth level!     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