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Chapter 11
A Private Cloud-Based Smart
Learning Environment Using
Moodle for Universities
T. S. Pradeep Kumar
VIT University, India

EXECUTIVE SUMMARY
Moodle is an open source learning management system that helps universities host the courses online
through standalone or a in a private cloud environment that helps the educational institutions grow ex-
ponentially with all the facilities Moodle can offer. This chapter identifies the feasibility of a university
to host their courses in Moodle which runs under a private cloud environment. This chapter explains
various difficulties incurred by the public cloud and other standalone servers. This chapter also ana-
lyzes various metrics towards smarter learning methodologies and observes that the learning curve of
the users is considerably increasing, and hence, such models are suitable for universities with several
thousands of users. This chapter proposes a method to deploy Moodle for a smarter learning environ-
ment in universities of huge strength.

INTRODUCTION

Moodle Modular Object - Oriented Dynamic Learning Environment (Moodle) is a learning manage-
ment system (LMS) that can cater to more than 50,000 users of any university (LMS, 2018). It is robust,
secure and can handle a large user base. Moodle is preferred by many educational institutions ranging
from primary school, secondary school, K12 education schools, as well as engineering and technology
colleges and universities. A recent initiative enables Moodle to support any device mode, whereby it
can be used on any device, anywhere, and with any type of network. The future of Moodle is so promis-
ing and powerful that it is supported by a strong online community where any updates or bugs can be
handled and managed.
Over the years, Moodle has been used for various metrics like course modeling, objective mapping,
outcome analysis, course evaluation, virtual learning environments, and models on 2D and 3D, teacher -

DOI: 10.4018/978-1-5225-6136-1.ch011

Copyright © 2019, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited.

A Private Cloud-Based Smart Learning Environment Using Moodle for Universities

centric methods and learner-centered approaches (Lamia, T., Ashouri, H., & Sarra, T., 2017). Also, Moodle
is particularly able to provide a strong support for content - based delivery. Here it plays an invaluable
role as content drives learning and is often regarded as the king of learning. For example, Moodle has
been tapped for work involving projects undertaken by undergraduate and postgraduate students done
in the previous semester to predict the students’ behavior (Nozal, C. L., Pastor, J. F. D., Raedo, J. M.,
& Sánchez, R. M., 2013). (Esteban-Escaño, J., Esteban-Sánchez, A. L., & Sein-Echaluce, M. L., 2017)
propose that both teachers and the learners are given different scenarios for handling projects that are
carried out during the last year of the under graduate courses. They use Moodle to for reviewing, evalu-
ation and handling of the projects in an adaptive way.
Another area where Moodle has been used is in the teaching of blended courses in liberal arts in
universities to conduct predictive analytics to see the performance of learners (Conijn, R., Snijders, C.,
Kleingeld, A., & Matzat, U., 2017). For example, from a single institution, data is collected from almost
5000 students to predict the performance of the blended courses in the liberal arts, which in turn is
used to outperform the learning curve of the wider student population of that university. There are also
instances where, Moodle has been used to deal with the teaching of physics using virtual and remote
laboratory measurement system with the aid of chats, forums and video conferences (de la Torre, L.,
Guinaldo, M., Heradio, R., & Dormido, S., 2015) Such Moodle-supported initiatives prove the robust
and fuzzy behaviour of the integral and derivative control system. Moodle has also been integrated with
other learning tools. Wikipedia, for example, is considered to be one of the powerful tools for promoting
a collaborative way of writing and providing suitable content for readers as stated by (Sonego, A. H.
S., do Amaral, É. M. H., Nunes, F. B., & Voss, G. B., 2014). There are efforts that use Wikipedia as a
learning model to deal with collaborative learning among students of a university. This method of learn-
ing provides better interaction between the student and the teachers. A tool called Trivial CV has been
developed to handle competitive activities within the classroom environment, where the competitiveness
between the students is assessed by the teacher or the instructor (Moreno-Ger, P., Martínez-Ortiz, I.,
Gilmartin, V. F., & Ballesteros, R. H., 2013). This tool has been integrated into Moodle for better usage
and for creating a larger user base.
Yet another area where Moodle can assist in a powerful way is in the management of assessments
in courses. In distance learning programs in particular, the main challenge is the administration of tests
and online assessments for students. In some cases, the genuineness of the users cannot be verified and
hence biometric may be one of the options to enable more rigorous testing in the learning environment
(Gil, R., Orueta, G. D., Tawfik, M., Garcia-Loro, F., Martin, A. P., Sancristobal, E. & Castro, M.,2013)
propose this type of work that enables the inclusion of users’ fingerprints when they appear for the ex-
amination, along with the usual user name and password authentication. However, running a script and
validating it with a learning management system (LMS) can be a challenge, as noted by (Trenas, M. A.,
Ramos, J., Gutierrez, E. D., Romero, S., & Corbera, F., 2011). In this regard, a tool has been developed
that can verify and validate the Very High Speed Integrated Circuit Hardware Description Language
VHDL scripts that can be uploaded to Moodle so that users can verify their results through automatic
processing or compilation of their source codes. Various source codes can be compiled online through
the help of Moodle.
(Garcia-Robles, R., Diaz-del-Rio, F., Vicente-Diaz, S., & Linares-Barranco, A., 2009) propose
problem-based learning (PBL) as one of the popular methods for blended learning in a university in
Spain for a course in computer engineering. PBL is an uncommon pedagogical method in computer

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A Private Cloud-Based Smart Learning Environment Using Moodle for Universities

engineering and the study by Garcia-Robles et al. (2009) addresses this issue and provides a suitable
solution for such learning situations. It is designed for the outcome analysis of the course, IP Multime-
dia Subsystems (IMS), and includes design standards. The opinions of users were also collected and
presented in the study.
Most of the literature discussed here shows the power of Moodle in learning environments. Since
the deployment of Moodle, many things have changed in learning methodologies like virtual learning,
remote learning, blended and collaborative learning. But the learning management system (LMS) can
be deployed in an educational environment either through a server, tower server or a cloud provider. To
be specific, this case study deals with the deployment of Moodle in a private cloud which seems to be
a cost - effective solution for universities with a huge student strength.
Moodle deployment in a cloud provisioning can be studied using the class activity patterns of all
users of a university. Once the data is collected the resource modeling can be arrived at, and resource
allocation will prove to be an easier task to manage the LMS in a hybrid cloud environment (Garcia-
Robles et al., 2009), Cloud provisioning for LMS is a great challenge and especially the issue of how to
arrive at a particular type of cloud that can be used in an educational institution.
This case study handles the various provisioning models for cloud- based LMS solutions and their
deployment. It analyses various open source cloud providers for LMS and their features. Moodle also
can be integrated with academic related- software and management software together to better handle
the administration, along with the academic aspects of learning. One illustration of such an integration
is through the Service Oriented Architecture (SOA) and cloud computing. It integrates academic man-
agement software along with the LMS to give more autonomy to teachers.
Thus, Moodle is powerful in course management, cloud - based access, and in establishing robust
and secure software for any university system. This study introduces the various aspects of Moodle ap-
plication including the deployment strategies of Moodle in a medium - sized university in India.

Case Study

As indicated by its full name, Moodle or Modular Object - Oriented Dynamic Learning Environment
is a dynamic and secure platform maintained by a strong online community. The cost of deployment of
the platform over the years has become minimal. A personal computer with a decent network speed is
enough to deploy Moodle on a campus. It can be used from a scale of one teacher in a university to any
level. It supports many databases for deployment. It can also be distributed across servers to decentral-
ize access. This case study was developed based on three scenarios with a learner strength of 200 users,
2000 users and 10,000 users. The server and hardware configuration could be upgraded according to
the user strength. Table 1 shows the configurations for deploying Moodle on campus according to the
student strength.
The above configuration is easily achievable with the growth of a university, especially in India. The
author of this study has tried all these configurations since the inception of the VIT Chennai from 2010
onwards. The institute’s growth has been tremendous with more than 9,000 users who rely on Moodle as
their primary learning management system. It initially started as a 1,000- user university where only 200
of the users had access to Moodle. Every year the hardware configuration was increased to accommodate
the growth in student strength. In the current instance, Moodle is powered by a blade server with 32GB
RAM, 2TB hard disk (NAS) and a Virtual Machine (VM) powering with 16 processor cores. Whenever

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Table 1. Configuration for deploying Moodle on campus according to student strength

Small - Sized Medium - Sized Large - Sized Institution

Sl.No Configuration
Institution (200 users) Institution (2,000 users) (10,000 users)
Intel i3 or i5 Intel Xeon on a Server preferably a
Intel Core i5 or i7 or Xeon
1 Processor (A Personal Computer is enough) Rack or Blade Server with 16 cores
(Tower Server) with 8 cores
with 4 cores (minimum)
2 RAM 4GB 16GB RAM 32GB RAM (Minimum)
3 GPU Not Mandatory Not Mandatory 2GB (for graphics access)
4 Disk Capacity 100GB 500GB 2TB

there is a surge in the strength of the users or database access, the processor cores could be increased or
the RAM could be increased or even the storage can be doubled. The deployment time is also minimal,
with less than a day being required to install the software components.

Moodle Data Management

Moodle data management deals with various entities like

• User data (1- student, 2-faculty)

• Course data (Mode - Cohort or flexible, name, category, etc.)
• User and course data (faculty offering courses and student registered courses)
• Moodle data (the assignments, records, all other data stored in Moodle)

So, Moodle handles considerable data and there should be sufficient storage to deal with these data.
One advantage of Moodle fortunately is that all the data stored in the server space are encrypted. Even
the files are encrypted with extension removal (if someone has access to data, they cannot see the file
as the file itself is encrypted).
Figure 1 depicts the Moodle data management entity. There are three different formats to be uploaded
onto the database for Moodle: student records: student registered course records faculty records: faculty
registered course records, and course records.

Figure 1. Moodle Data Management Entities

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A Private Cloud-Based Smart Learning Environment Using Moodle for Universities

User Data

Moodle handles user management through various form fields from the registration number, name,
courses, type of access to group name. For example, the following style sheet is used to create user ac-
counts in Moodle.
The above table carries as many data that can be uploaded on to the Moodle database. The unique-
ness of the data can be maintained by non - duplication of email addresses. No two users can have the
same email addresses. Table 2 contains the general information related to a teacher and a student like
first name, last name, user name, email, and password. Apart from that, it also has information related
to their course enrollment. For example, course1 indicates the course which the student and teacher are
registered for. The type1 value indicates the role of the user, 1 for student and 2 for teacher. The last
column is the group1 where a same course can be handled by more than one teacher. There could be a
group where the activities and resources can be shared within the group.

Course Data

Moodle handles course management through different categories. Course-related data can be uploaded
either in group or individual courses that are created. Table 3 shows the sample course data that can be
uploaded in a given CSV file.
The course specification along with other details can be uploaded to the database according to the
table given above. The course can either be topics- based or weeks- based. All the courses can be ac-
cessed through their course codes. Multiple course registered data can be simply uploaded with the
following four columns: <username, course1, type1, group1>, where any number of records can be
uploaded to database.

Table 2. Student and faculty record uploaded to database

User name Password First name Last name Email Course1 Type1 Group1
user1 Weute765$34 User1 10101 [email protected] CSE101 1 PROF1
user2 Rweuy45$23 User2 10102 [email protected] CSE101 2 PROF1
User3 Iweor$45 User3 10202 [email protected] CSE101 1 PROF2

Table 3. Course records uploaded to database

Course Summary School Category Full name Short name Id number Format
Computer
Computer
CSE101 CSE 2 Programming CSE 101 CSE 101 topics
programming
(CSE101)
Electrical Engineering
EEE101 Electrical Engineering EEE 3 EEE 101 EEE101 weeks
(EEE101)
Calculus for Calculus for
MAT102 MAT 4 MAT102 MAT102 weeks
Engineers Engineers (MAT102)

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A Private Cloud-Based Smart Learning Environment Using Moodle for Universities

Moodle Data

The data generated by the faculty, students and other users in Moodle can be stored in the folder called
Moodle data which is just one folder away from the server’s path. It is a secure folder where the data
stored by the users are encrypted in a way that the files cannot be accessed based on their extension. The
files were changed with a 64 byte encrypted value and the extensions of the file were removed so that
no software will identify the type of the file. There are two ways the encrypted files will be accessed,
either through Moodle directly or through the file type command in some operating systems. But the
properties of the files could not be accessed as they will be completely hidden. Hence Moodledata is
completely secure and safe.
The main purpose of these data like course, faculty, and student in Moodle are that they serve as fun-
damental entities of a learning management system LMS). There are of course activities and resources
that are consumed as huge files by the users of an LMS.

MOODLE for Smart Learning

Smart learning or adaptive learning aims to create a dynamic learning pedagogy that removes existing
courses that make the users memorize contents. Classrooms or studios powered by adaptive learning
technology encourage learners to come out of their classrooms and get up from their benches and explore
the world and the wealth of knowledge it has to offer through interactive learning.
Smart learning leverages the following in learners:

• Learner outcomes and competencies can be measured

• Increases the workflow and hence the productivity
• Content is responsive, and can be shared in any device or medium
• Localized contents are possible
• Resources can be reused by learners and the teachers
• Interactive tools and platforms make learners smart without the need of a programmer or a
designer.
• Collaborative and peer learning are possible through seamless content delivery in intranet and
internet.
• Different teaching pedagogies are available for teaching learning processes like Quizzing, Gaming
for Teaching, Hidden words, or Hangman
• Active learning occurs where listeners are engaged in participating in the learning process that
triggers smart learning.

Thus, inculcating these methods will make the learners smarter and foster smart learning for any
course that is being offered. Also, a smart learning management system provides the above facilities to
the learner and the teacher. Most of the above features are incorporated in the Moodle learning man-
agement system in Indian universities that cater to more than 7,000 learners and around 400 teachers.
The following section of this case study describes the smart applications of Moodle.
Moodle is a dynamic open source and a free learning management system that can cater to up to
50,000 users of a university. Moodle is deployed in a typical Indian university that caters to strength of
more than 7,000 users and almost 400 professors. It has the features enabled as shown in Table 4.

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Table 4. Features of an LMS that triggers smart learning

Module or plugin or feature Remark

It is a virtual classroom software where the learners and the teacher can engage in a session outside
Big Blue Button
the classroom using this tool
Assignment Submissions Submission of regular worksheet, assignments, etc. can be done by a student
Quiz Quizzing is enabled with more than 10 different types of question formats like MCQ, fill in, cloze, etc.
The learners and the teacher can engage in creating a Wiki for a university with the available
Wiki
knowledge
Online games such as hangman, cryptic, millionaire, etc. can aid in smarter learning inside and
Game
outside the classroom
The offline discussion usually happens either through Moodle LMS or third party tool that is
Forums and Q&A incorporated within Moodle. Piazza is one such tool that is incorporated within Moodle especially for
Q & A session between the learners and the teacher.
Surveys can be from a template or through own questions that are incorporated in Moodle to get
Questionnaire and Survey
opinions on smarter learning
Star Rating The individual sessions have a rating from a 0 to 5 scale
The teacher and the learner can together form a glossary either for the course or for the entire LMS.
Glossary and Books
They can also write a book through Moodle and publish it.

The above features are facilitated by a teacher and it will be either solved by a learner or a student
that attains smart learning objectives. The outcomes and competencies of a learner are measured in the
process of attending to these activities. In this case study, a survey was also taken from the students and
teachers based on the usage and the smart learning objectives and outcomes. The participation of the
students before and after enabling these activities proved that the learners have attained the outcomes
that were part of the smarter learning goals.
The following section discusses the various analytics that were obtained from this case study during
a period of 18 months.

Smart Learning Analytics

The deployment of the Moodle LMS and the outcomes and competencies were measured as per indi-
vidual courses, whereas the overall satisfaction of the learning objectives was measured according to
the usage and the participation of learners in the modules and plugins that were enabled for meeting
the smart learning objectives. The participation of users was measured using a third party analytics tool
called Google Analytics. Based on the logs of the activities, the data were analyzed based on an inbuilt
analytic tool of the LMS. With these tools, we found that the usage and participation of the learners
improved because of the enablement of smart learning tools and technologies in the university campus.
Table 5 provides the data categories used for analysis, namely there were 8300 students and 380 faculty
members; 140 plugins and modules; 19 smart learning modules and more than 150,000 page views over
a period of 19 months (from January 2017 to July 2018).
Google Analytics was enabled within the LMS and the data corresponds to the duration between
January 2017 and July 2018 (for a period of 19 months). To compare the impact of the smart learning
tool, a comparison with data older than 2017 (preferably 2016, where the smart learning tools were not
enabled or installed) was executed.

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A Private Cloud-Based Smart Learning Environment Using Moodle for Universities

Table 5. Data for analysis

Metric Count or Number

8,300 Students
Number of users in consideration
380 Faculty members
Plugin and modules 140
SMART Learning modules 19
Jan 2017 to July 2018:
Total Period and duration
19 months
Sessions A single user can record more than one session in the LMS
Total Page views More than 150 thousand (150,000)

Figure 2 shows the number and pattern of active users who accessed the smart learning tools that
were enabled in the Moodle LMS. Almost 35 to 37% of the users used the mobile phone and tablets to
access the tools. The active users’ data was calculated based on the number of unique users who had
at least one session within a said period. The tools can be accessed by all teachers and learners of a
university through devices like laptops, tablets and mobiles. Figure 3 and Figure 4 displays the age of
the users and gender respectively.
From Figure 3, it can be deduced that close to 78% of users were in the age-group 18-24 years, fol-
lowed by those in the age-group 25-34 (18%).
Figure 4. Displays the percentage of access of smart learning tool amongst males and females. The
interesting trend here is that females outperformed males in accessing the content related to smart learn-
ing tool.
In terms of accessibility, Figure 5 shows the dispersion of users around the globe. The users of ac-
cess the tool from a particular location, although some of them travelled outside the country without
any adverse effect on their learning. Meaning, the Moodle LMS Smart platform was able to track the
learning path of the users from wherever they were. Figure 5 indicates that the users of the university
are scattered across the globe and still can access the smart learning tool through their devices.

Figure 2. Active Users

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A Private Cloud-Based Smart Learning Environment Using Moodle for Universities

Figure 3. Age of the users

Figure 4. Gender

Figure 6 shows the frequency of the users in accessing the contents from the learning management
system (LMS). The X- Axis shows the count of sessions versus the page views. As the number of session
count increases per visit, the page views were also high. This indicates that the page views are high when
the learning outcomes achievements are high. Thus we can conclude that the smart learning objectives
are being met by the learners as the content accessed earlier was very shorter than what it was now. All
these verifications were based on the deployment of smart learning tools in the LMS.

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Figure 5. Users where the contents were accessed

Figure 6. Frequency and recent visits

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A Private Cloud-Based Smart Learning Environment Using Moodle for Universities

Figure 7 shows the learner engagement in the LMS, where it indicates how long the users are confined
to the portal when accessing the contents. There are more than 3 million page views when the user visit
length is from 3 minutes to 30 minutes. This also proves that the user engagement is more for smarter
learning environments. The results show that the goals of the study have been achieved based on user
engagement in the tool for the teaching and learning process and the pedagogies used in the LMS.
The goal for this study is to attain the outcomes and achieve the competencies set by the learning
objectives., Figure 8 shows the goal completion for the period of 19 months from Jan 2017 to July 2018.
The regression line in Figure 8 indicates that the closeness of the results in a linear curve is R2 as 0.006.
The formula for the regression line states that

241*x + 21217 (1)

As per the above equation (1), this value shows that the prediction is precisely correct and the goals
are achieved. The R2 value is always closer in all other curves like exponential, linear and logarithmic.
As shown in Figure 9, in all the cases, the goal was achieved against the month index. The regression
line crossed the line of 20,000 as an average and in some months the goal index crossed 40, 000 and
sometimes touched a real 0. This indicates that multiple learners accessed the contents and information
during the peak period, and in some months the learners were not present in the university to learn the
contents. This is indicated by a ‘0; in the ‘x’ axis.

Smart Learning Outcome (SLO) Measurement

To measure the attainment of student learning outcomes of a course or a subject is what is needed for
smart learning. This case study measured the achievement of learning outcomes for the course: Embed-

Figure 7. User Engagement

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A Private Cloud-Based Smart Learning Environment Using Moodle for Universities

Figure 8. Goal achieved during the period of 19 months

Figure 9. Regression Line measured as R Squared

ded Systems for undergraduate engineering students. The course dealt with t software and hardware
fundamentals and design of various specific computing systems suitable for handheld systems. This
course also dealt with the regular activities like Project based components, Assignments, quizzes, wiki,
etc. As new smart learning tools were deployed in the LMS to cater the needs of the future engineers,

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the following methods were adopted for measuring the outcomes for the smart learning objectives (see
Figure 10).
Based on the results obtained by the students, a specific area of focus was identified on the learning
curve, measured and finally computed for the attainment of the learning outcomes as well as the time
taken for attainment. Three tools were used for measuring the attainment of the SLOs.

• GAME Activity (SLO1)

• Big Blue Button Virtual Classroom (SLO2)
• Millionaire (SLO3)

The above activities were identified as smart learning tools which were configured in the LMS sys-
tem. Hence activities like the above were triggered before the students and their learning outcomes were
measured on a scale of 10. The GAME activity provided various options like snake and ladder, cryptek,
crossword, books with questions, etc. and were provided to students as a part of the assessment system.
The results are displayed in Figure 11. The questions given were divided into different focus areas such
as observation, understanding and execution. Based on these three focused areas, the students’ outcomes
were measured and then the level of attainment for the entire class was measured. This is listed out in
Table 6 and the level of attainment is measured in Figure 11. A total of 53 student’s results were com-
pared. The level of attainment is approximately around 59% for the SLOs measured.
The outcomes were measured with the same activities under conventional learning system and it was
compared with the smart learning tools as suggested above. The average learning curve of the students is
improvised as high as 19%. The average level of attainment for a smart learning methodology is around
60% and that of conventional learning is just 40.7%. It can be evident from Figure 11 that the learning
curve in the smart learning tools out performs the normal learning curve.

Figure 10. Smart Learning Outcome Measurement for an undergraduate engineering course

Table 6. SLO Results

Sl. No SLO1 SLO2 SLO3 Total

1 9 6 3 18
2 0 7 2 9
3 4 10 5 19
4 9 7 3 19
5 10 6 10 26

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Figure 11. Level of Attainment of learning outcomes using Smart MOODLE LMS

CONCLUSION

This case study provides an outline of how to upload data for a learning management system (LMS) such
as Moodle for a university with a huge student numbers Also, the attainment of learning outcomes were
measured as part of goal achievement of the study through a third party analytics tool called Google
Analytics. The analytics results were verified based on the regression function, and they proved that the
goal completion was validated. The results that were taken comprised aspects like age, gender, content
drill, user engagement, and frequency of the user. Apart from these results, the built-in log details show
the number of contents that are being accessed by the students and faculty which further prove that they
were in the process of attaining the outcomes and competencies set thereof.
This study does not cover the feedback from the learners on their attainment, but rather it uses a
regression analysis to do that. The future scope of this work is to use Artificial Intelligence (AI) meth-
ods to find the attainment. The accuracy of the results of the study is around 88%. But it can be further
improved based on AI techniques for measuring competencies. Finally, the accuracy of the results can
be enhanced with supervised learning, which could be the future scope of this study.

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