Open edX的HTTPS解决方案

WikiPedia

HTTPS的七个误解(译文)

SSL 证书服务,大家用哪家的?

超文本传输安全协议英语:Hypertext Transfer Protocol Secure缩写HTTPS,也被称为HTTP over TLSHTTP over SSLHTTP Secure)是一种网络安全传输协议。在计算机网络上,HTTPS经由超文本传输协议进行通讯,但利用SSL/TLS来对数据包进行加密。HTTPS开发的主要目的,是提供对网络服务器的身份认证,保护交换数据的隐私与完整性。这个协议由网景公司(Netscape)在1994年首次提出,随后扩展到互联网上。

Open edX中的REST接口需要使用HTTPS,用于APP和Insights的数据接口。

免费HTTPS

https://www.wosign.com

https://www.startssl.com

https://letsencrypt.org/   https://imququ.com/post/letsencrypt-certificate.html

商业HTTPS

https://www.verisign.com/

https://www.geotrust.com/

https://sg.godaddy.com/zh/web-security/ssl-certificate

https://ssl.comodo.com

 

HTTPS Everywhere is a Firefox, Chrome, and Opera extension that encrypts your communications with many major websites, making your browsing more secure.

https://www.eff.org/Https-Everywhere

使用外部邮件服务器的问题解决

这是个老生常谈的问题:为什么我收不到注册邮件?

可以从几个方面来排除:

主机服务商策略

服务器肯定是放在某个特定的托管商。一般的VPS服务商会封锁对外发送SMTP的端口,来防止垃圾邮件,需要给服务商联系确认这个策略,或者要求打开。

比如这是某服务商的回复:

如果是运营商机房,也可能在防火墙策略上有某种安全配置,可以和托管商具体技术人员沟通。

SMTP配置

SMTP涉及到几个参数:服务地址、用户名、密码、端口、TLS

不同邮件服务商的SMTP配置是不同的,差异比较大。

除了标准的25端口和465端口外,邮件服务商还提供一些特殊的端口。结合前面VPS服务商的策略,如果25和465都不被允许的话,可以走邮件服务商提供的特殊端口。

如果邮件服务商没有特殊的其他端口,则只能要求VPS服务商打开25或者465。

http://blog.mailgun.com/25-465-587-what-port-should-i-use/

在线教育、MOOC和联通主义

https://zh.wikipedia.org/wiki/%E5%A4%A7%E8%A7%84%E6%A8%A1%E5%BC%80%E6%94%BE%E5%9C%A8%E7%BA%BF%E8%AF%BE%E5%A0%82

Dialogue and Connectivism: A New Approach to Understanding and Promoting Dialogue-Rich Networked Learning Andrew Ravenscroft International Review of Research in Open and Distance Learning Vol. 12.3 March – 2011, Learning Technology Research Institute (LTRI), London Metropolitan University, UK

Siemens, G. (2005). Connectivism: A learning theory for a digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3–10.

http://education-2020.wikispaces.com/Connectivism

http://halfanhour.blogspot.com/2014/04/connectivism-as-learning-theory.html

http://cck11.mooc.ca/

http://baike.baidu.com/view/5060218.htm

联通主义表述了一种适应当前社会结构变化的学习模式。学习不再是内化的个人活动。当新的学习工具被使用时,人们的学习方式与学习目的也发生了变化。联通主义建立在这样一种理解上: 即知识基础的迅速改变导致决策的改变、新的信息持续被获得、区分重要信息与非重要信息的能力至关重要。联通主义的起点是个人,个人的知识组成了一个网络,这种网络被编入各种组织与机构,反过来各组织与机构的知识又被回馈给个人网络,提供个人的继续学习。

西门思在《Connectivism: A Learning Theory for the Digital Age》一文中系统提出了联通主义的思想,指出学习不再是一个人的活动,学习是连接专门节点和信息源的过程。

这种知识发展的循环(个人对网络对组织)使得学习者通过他们所建立的连接在各自的领域保持不落伍。所以在西门思看来,在管道比管道中的内容物更重要。网络、情景和其他实体(许多是外部的)的相互影响导致了一种学习的新概念和方法。个体对明天所需知识的学习能力比对今天知识的掌握能力更重要。对所有学习理论的真正挑战是在应用知识的同时,促进已知的知识。不过,当知识为人所需,而又不为人知时,寻出出处而满足需要就成了十分关键的技能。由于知识不断增长进化,获得所需知识的途径比学习者当前掌握的知识更重要。知识发展越快,个体就越不可能占有所有的知识。
正如西门思所指出的,联通主义是一种经由混沌、网络、复杂性与自我组织等理论探索的原理的整体。学习是一个过程,这种过程发生在模糊不清的环境中,学习(被定义为动态的知识)可存在于我们自身之外(在一种组织或数据库的范围内)。我们可将学习集中在将专业知识系列的连接方面。这种连接能够使我们学到比现有的知识体系更多、更重要的东西。其实,联通主义表达了一种“关系中学(learning by relationships)”和“分布式认知(distributed cognition)”的观念。贝尔(Philip Bell) ,温(William Winn)认为: 新的、高度交互的、高度网络化的媒介,推动人们探讨一种对有意义的交互和远程协作反应灵敏的框架,比如分布式认知。这是支持分布式或者集体智力的更为一般的系统设计的具体形式。当人们听到虚拟社区、协作网络课程、分布式多媒体、虚拟协作、浸润式环境和泛在计算的时候,他们需要一种像分布式认知这样的整合性理论观点,用户构建他们对于如何利用这些新技术的理解。
从整个学习理论发展过程来看,联结主义(Thorndike)是基于行为主义的,在他们看来,学习发生在我们的刺激和反应的联结之中。而新联结主义(神经和认知科学)关注的是神经网络一关注我们的学习方式一类比于把学习看成一种基于神经元联结的信息加工过程。联通主义继承了认知科学的新联结主义的某些特性——把学习看作一个网络形成过程。但新联结主义仅仅关注学习是如何在我们的头脑中发生的,而联通主义关注形成过程和创建有意义的网络,其中也许包括技术中介的学习,承认当我们于别人对话的过程中学习发生。联通主义强烈地关注外部知识源的联结,而不仅仅设法去解释知识如何在我们的头脑中的形成。

最新Open edX发行版Dogwood正式发布

https://open.edx.org/blog/newest-open-edx-release-dogwood-now-available

A photo of a dogwood blossom--a white, four petaled flower.波士顿还在下雪,而在edX办公室,刺槐花(Dogwood)正在开放!Open edX的第四个版本带来了新的特性,可用性提高,以及其他平台选项。一个全球社区使用 Open edX 来教学和培训,从澳大利亚的高中、印度尼西亚的大学、英国的公司、还有edX.org。

确认阅读了 Open edX Release Notes 来了解Dogwood的细节信息。使用请阅读Dogwood Installation Instructions

Dogwood的新特性

Dogwood 包含若干新特性, 包括:

  • Partial Credit
  • Open edX Analytics Developer Stack
  • Initial Version of Comprehensive Theming
  • Additional File Types for Open Response Assessments
  • Timed Exams
  • LTI XBlock
  • Otto Ecommerce Service

另外,社区的XBlocks是可用的。 请检视XBlocks目录。如果你是服务提供者或者开发者,请考虑添加你的XBlock到XBlock目录 位于Open edX wiki。

升级的Django和Python

为了跟踪最新的安全更新和补丁,同时也让开发者从最新特性受益,DogWood中Django从1.4升级到1.87,Python升级到2.7.10。如果当前在运行Cypress,升级到DogWood是比较复杂的。请阅读 Installation Guide  或者 edx-code / openedx-ops 的存档。

过时的特性

edX平台 删除了以下特性 :

  • Original ORA (“ORA1”) Problems
  • Legacy Instructor Dashboard
  • Studio Checklist page
  • Certain XModules and Tools, including the graphical_slider_tool and the FoldIt protein simulator
  • The psychometrics and licenses Django apps

Eucalyptus

下一个 Open edX 发行版是 Eucalyptus,将在2016年中发布。

2016年2月Open edX更新

https://open.edx.org/announcements/february-2016-open-edx-product-update

February 2016 Open edX Product Update

Hello once again from Cambridge! All of the edX engineers have been hard at work all through January, which means you and your learners are in for some new tools and exciting improvements to existing features.

Note: These new tools and improvements are available in the latest release of the Open edX platform. They are not yet available in a named release.

Video Course in the EdX Learning Series

We know that you work hard to create excellent videos for your course. To make this sometimes daunting task a little easier, the EdX Learning Series has recently launched its newest course! Produced by the edX video team with help from Boston University, Creating Video for the edX Platform has great information and insider tips for helping you plan and achieve informative and engaging course videos.

Improvements for Learners

We’ve just released several new tools that will help learners find, return to, and understand course content, and build community while they’re at it.

A peer instruction problem showing the review and final answer steps.Peer Instruction Tool

Our partners at the University of British Columbia have contributed the Peer Instruction tool, which allows learners to see answers and explanations that other learners have given as they work through multiple choice problems. For more information about setting up peer instruction problems, see Peer Instruction tool. For more information about the way learners interact with these problems, see Explaining Multiple Choice Answers.

Teams

By creating and joining teams, learners can work together in small groups for projects and activities. For more information about enabling teams in your course, see Teams. For information about the way learners on teams work together, see Working on Team Projects and Activities.

Video Closed Captions

Learners can now see closed captions as well as transcripts for videos. Learners can view the transcripts and closed captions separately or at the same time. Currently, closed captions and transcripts use the same file.

Improvements for Course Authors

While learners are enjoying new ways of learning and interacting, course authors will enjoy improvements we’ve made to Studio and the LMS.

The visual editor with the formatting menu expanded to show heading levels starting at heading 3.

HTML Component Accessibility

You may have noticed that for HTML components in Studio, the available headings in the visual editor now start at level 3. We made this change for accessibility reasons: Because HTML components are part of a complete page, and heading levels 1 and 2 are reserved for page elements such as the page title, using heading levels 1 and 2 in your HTML components can interfere with screen readers and other tools. For more information, see The Visual Editor.

Changing Course Pacing

Course teams can now easily change the course pacing from instructor-paced to self-paced. For more information, see Setting Course Pacing.

The Android Mobile App

The latest version of the edX app for Android is here! The Android app has all the functionality that the iPhone app, released last month, offers—including the ability to view HTML and text components and complete basic assessments. For more information, see Using an edX Mobile App.

Extended Registration Page

Thanks to a contribution from OpenCraft, Open edX administrators can find out more about their new users by adding custom fields to the registration page. These fields can be text entry fields, drop-down lists, and more. For more information, see Adding Custom Fields to the Registration Page.

Coming Soon

A new version of our Drag and Drop problem type is in the works! This new version will be much easier to set up and will address accessibility issues in the original version. We will eventually deprecate version 1 of the Drag and Drop problem type, so only version 2 will be available in Studio.

And, last but not least, the Dogwood release candidate has been created! We’re testing it now to make sure it’s ready for you, and we plan to release it this month.

EDM2016第九届教育数据挖掘

感谢@Aihua的分享

http://www.educationaldatamining.org/EDM2016/

The EDM conference is a leading international forum for high-quality research that mines large data sets in order to answer educational research questions that shed light on the learning processes . These data sets may come from the traces that students leave when they interact with learning management systems, interactive learning environments, intelligent tutoring systems, educational games or when they participate in a data-rich learning context. The types of data therefore range from raw log files to eye-tracking devices and other sensor data.

Educational Data Mining is an emerging discipline, concerned with developing methods for exploring the unique and increasingly large-scale data that come from educational settings, and using those methods to better understand students, and the settings which they
learn in.

Whether educational data is taken from students’ use of interactive learning environments, computer-supported collaborative learning, or administrative data from schools and universities, it often has multiple levels of meaningful hierarchy, which often need to be determined by properties in the data itself, rather than in advance. Issues of time, sequence, and context also play important roles in the study of educational data.

The International Educational Data Mining Society’s aim is to support collaboration and scientific development in this new discipline, through the organization of the EDM conference series, the Journal of Educational Data Mining, and mailing lists, as well as the development of community resources to support the sharing of data and techniques.

另外一个和教育数据分析相关的领域为KDD http://www.kdd.org/,学习行为预测也是教育数据的一个热点。

Open edX 2016年1月产品更新

https://open.edx.org/announcements/january-2016-open-edx-product-update-0

New Features

We’ve introduced several new features over the past few weeks.

Office mix showing a lesson about Bayesian statistics

Office Mix

The Office Mix tool, an open source contribution from Microsoft, is now available in Studio. Office Mix extends PowerPoint so that course teams can create interactive lessons—including exercises and narrated videos—and embed them in their courses. All mixes in a course, including videos, can be cached. For more information, see Office Mix Toolin Building and Running an Open edX Course.

Comprehensive Theming

Sites that are running Open edX can now change the appearance of their sites by creating and using themes that include logos, page headers and footers, and other templates and assets. For more information, see Changing the Way Open edX Looks in Installing, Configuring, and Running the Open edX Platform.

Single Sign-In from Campus LMS

Learners who register and sign in to your site with valid campus or institutional credentials, or with a Google or Facebook account, can now sign in and enroll in courses even before they receive an activation link in an email. A reminder message appears on the learner dashboard until account activation takes place.

Feature Improvements

In addition to adding new features, we’ve made updates to improve several of our existing features.

Accessibility Updates

As part of our commitment to making edX courses accessible to as many learners as possible, edX has updated colors for wiki alerts and for staff actions in course discussions according to Web Content Accessibility Guidelines (WCAG) specifications.

New, Extensible LTI Component

Using a new LTI component, course staff can now configure LTI components to open in a modal window, in a separate browser window, or directly in a course page. This new version of the LTI component uses the XBlock framework, improving stability and increasing extensibility. The previous version of the LTI component has been deprecated. For more information, see LTI Component in Building and Running an Open edX Course.

Video Updates

We’ve made some changes to make using videos easier for both you and your learners. First, we fixed a bug so that transcripts are now created automatically for both YouTube and HTML5 (.mp4) video files. Then, our design team made improvements to the video player in both user controls and accessibility, including changes to icons and enhancements for screen readers.

File Uploads in Open Response Assessments

A recent Open edX contribution has expanded the types of files that learners can upload to accompany their open response assessment (ORA) responses. Course teams can now allow learners to upload .gif, .jpg, .pdf, and .png files. Additionally, if instructors want to allow additional file types, they can specify a custom set of file formats for learners to upload. System administrators for edX and Open edX sites can maintain a list of prohibited file types. For more information, see Allow Learners to Submit Files in Building and Running an Open edX Course, Submit a File with Your Response in the Open edX Learner’s Guide, or Prohibiting Submission of Specified File Types in Installing, Configuring, and Running the Open edX Platform.

iPhone app showing an assessmentExpanded iPhone App

Learners who use the edX iPhone app to access courses can now view HTML and text components, as well as complete basic assessments including checkbox, multiple choice, and text input problems. For more information, see The edX Mobile App in the Open edX Learner’s Guide. The equivalent version of the edX app for Android is coming soon.

Documentation

Our docs team recently added a “mobile-ready” note to the Support column in the table of exercises and tools on the Exercises and Toolspage, and we reorganized Building and Running an Open edX Course to make the information you need easier to find. Note that some URLs have changed, so you may need to update your bookmarks.

Cleaning House

With the end of the year, edX has deprecated or removed several outdated and unused features. In the LMS, the “legacy dashboard” is no longer available. In Studio, we have removed items including the Checklists option on the Studio Tools menu, the FoldIt protein simulator XModule, and the first version of open response assessments (ORA 1). Existing ORA 1 data is still available, and we continue to fully support ORA 2. EdX has also removed the Psychometrics and Licenses Django apps.

Coming Soon

EdX plans to release some great new features this month.

Bookmarks

Learners will soon be able to use a new Bookmarks feature to mark important course pages and return to them easily. Learners can access their bookmarks from the learning sequence bar at the top of a page, or they can access all their bookmarks for the course on a new My Bookmarks page.

Settings for Self-Paced Courses

New settings in Studio will allow course teams to specify whether a course is self-paced or instructor-paced. When course teams select the self-paced option, the course will not include internal content release dates or assignment due dates.

Caliper Analytics介绍

http://www.imsglobal.org/activity/caliperram

越来越多的学习互动在线进行,允许获取学习活动相关的数据和信息。该数据有望提供新的见解,关于特定的学习互动如何与学习成果关联。利用这些数据,教育工作者可以:

  • 为更多学习活动测量和学习成果之间相关性提供答案。
  • 看看哪些行为和内容始终如一地生产所需的学习成果。
  • 比较不同的内容或交互类型的有效性。
  • 设置预警系统,建立预测措施。
  • 根据学生模式的实时个性化课程。

The potential of learning analytics to innovate and shape education are found in the widespread collection and display of the data by online learning environments and other learner activity data collected by many institutions. All efforts to date have been built around proprietary standards that reinforce the silos often found in education. This makes it nearly impossible for the educator, student or institution to see a truly holistic view what is happening in the teaching and learning environment. Not only does each organization need to reinventing the analytics wheel, but the current analytic conditions means the resulting analytics cannot be compared effectively. Each organization counts different things in different ways.

Since many curriculums ask students to work in multiple learning environments, there is a widespread need for data, that can be consolidated for a single view or cross-provider analysis.

The Caliper Framework will:

  • establish a means for consistently capturing and presenting measures of learning activity, which will enable more efficient development of learning analytics features in learning environments
  • define a common language for labeling learning data, which will set the stage for an ecosystem of higher-order applications of learning analytics
  • provide a standard way of measuring learning activities and effectiveness, which will enable designers and providers of curriculum to measure, compare and improve quality
  • leverage data science methods, standards and technologies
  • build upon existing IMS standards
  • provide best practice recommendations for transport mechanisms

Caliper Analytics Current Status

IMS has developed a standard which:

  • creates IMS Learning Metric Profiles to establish a basic, and extensible, common format for presenting learning activity data gathered from learner activity across multiple learning environments. Metric Profiles provide a common language for describing student activity. By establishing a set of common labels for learning activity data, the metric profiles greatly simplify exchange of this data across multiple platforms. While Metric Profiles provide a standard, they do not in and of themselves provide a product or specify how to provide a product. Many different products can be created using the same labels established by the standard.
  • creates the IMS Learning Sensor API™ to define basic learning events and to standardize and simplify the gathering of learning metrics across learning environments.
  • leverages and extends the IMS LTI™/LIS/QTI™ standards thus enhancing and integrating granular, standardized learning measurement with tools interoperability and the underlying learning information models, inclusive of course, learner, outcomes and other critical associated context.

 

Caliper Analytics Framework

2016年Open edX年会:共享的教育

https://open.edx.org/blog/announcing-open-edx-con-2016-education-shared

2016年Open edX年会将在斯坦福召开,今年的主题为:共享的教育(education shared),会议日期为6月14-17日。

斯坦福从Open edX创始起就一直是项目支持者。斯坦福团队参与了Open edX开源项目,持续贡献自己的代码以及对项目的热情。

做为成千上万个技术创新的发源地,湾区驱动着edX和Open edX社区来实现伟大的新事物。斯坦福大学校园位于硅谷核心,6月举办也有利于更多学校的参与。

会议演讲报名

会议注册

如果有国内老师想去参与此次年会,欢迎联系我们组团:) (email: info@edustack.org)