Blog Post

Building a Course Website with Drupal

Building a Course Website with Drupal

 

Having experimented in my courses with a variety of technologies like wikis, blogs, online learning records, and Zotero libraries, I discovered that I and my students needed a way to integrate the different tools into a single site. In the past, Ive had a blog hosted on one site, wikis on another, and other resources on yet another, a situation which led to confusion for students, difficulties for me to keep track of all materials, and less engagement overall with the resources available. To solve these problems, I decided to create a flexible, easy-to-use course website that would integrate all the different technologies I wanted my students to employ. Blackboard, however, was not an option: students invariably hate it and dont use it; I also find it hard to navigate and customize. Here's the resulting site: Technological & Pedagogical.

 

Some of the features this site brings together are: student blogs, course assignments, syllabi, calendars, OED word exercises, a shared class Zotero library, online Learning Records for each student, private reading and discussion logs, absence lists, and the ability securely to upload and retrieve essays. It has been a great success. Creating a single online portal for the students seems to have significantly increased their engagement. For example, whenever a new blog post is written, all students in the class receive an email about it. I have seen, in turn, far more unprompted comments from students on their peers blog posts and more blogging generally than in the past. Having all the latest updates, assignments, discussion topics, and recent Zotero items on a single page also keeps students continually aware of the resources available to them and how they relate to the reading and writing done for the course.

 

Pedagogical Goals

  • To increase student interaction with course-related technology
  • To provide multiple forms of participation to students
  • To gather evidence of learning in a single location
  • To centralize the technologies for easy use
  • To simplify management of student work for students and instructor 

 

Basic Setup

I chose Drupal 6 over Drupal 7 for a few reasons. Drupal 7 is a very new release and Im always wary of new releases, especially for something that needs to go into production. There are also multiple modules I use in my site that are not yet available for Drupal 7, even though the most important ones are now part of the Drupal core. The main modules I use are Content Creation Kit (CCK), Views, Panels, Taxonomy, Rules, Calendar, Event, WYSIWYG, and Signup. I believe CCK and Views are now part of Drupal 7 core. For those unfamiliar with these modules, here's a brief run-down:

 

CCK  -- allows creation of any type of content with any fields necessary. For instance, because Im using the Learning Record for student evaluation, I needed a content type that allows for interviews, mid-term analysis, final analysis, etc. I also needed types for word definitions, discussion topics, and assignments. Using CCK, I was able to define the fields necessary for each.

 

Views -- permits powerful queries of the database based on practically any number of criteria. For example, each student is able to see a list of all essays (another content type made with CCK) he or she has uploaded, each log entry, etc. I created an administrative view that allows me to see and filter every bit of submitted content to the site, the date submitted, who submitted, and which course it's for. Here's a sample, with student names removed:

Panels -- allows flexible, custom layouts of data. Because the main course page needed quite a few different sections and needed to choose only updates for one particular course rather than site-wide, I created several Views that take the course name as an input, then added these Views to a Panel. The landing page for my Banned Books course is designed through Panels.

 

Taxonomy  -- organization of content. From the start, I realized I would want to use this site again, but to do so requires some way of separating content by courses. Even though I only teach 1 course per semester now, I still need a way to separate them. I also wanted a way to separate content if and when I get to teach more than a single course in a semester. So, I created a Taxonomy vocabulary called Course, then added a vocabulary term with the course name, semester, and year. All content that students can create requires them to choose a term from the Course vocabulary before they can submit (this requirement is set through CCK when defining a content type). When they do so, it then allows the system to sort content by course, which I use in Views, Panels, etc. I also have a vocabulary for each assignment and text so that students can link everything they add to the site to a specific work and assignment. For example, heres how a student would upload an essay that does a close reading of Lolita:

Rules -- performs administrator-defined actions when things happen on the site. Since most students dont use RSS regularly, I wanted a way to easily let them know when there are new blog posts, comments on their posts, and assignments. Rules allowed me to configure the system to send an email to the appropriate users when these and other events happen on the site.

 

Calendar and Event -- These modules allow me to create a calendar of all course events, primarily assignments and discussion topics. Rather than the traditional course schedule chart, however, these events are visible in an actual calendar. Students can also filter the events depending on what they need to see. For example, if they only want to see upcoming assignments, they can choose to see only those types. The events also allow me to show upcoming discussions and assignments in the course landing page via Panels. Here's a sample calendar for March:

WYSIWYG -- This module is the basic What You See Is What You Get text editor familiar to anyone who uses Word, OpenOffice, or other word processors. One problem Ive had in the past is the hurdle students face just learning how to format their pages on a wiki or some similarly unusual format. This module lets them type away with all the formatting functions theyre used to having.

 

Signup -- allows students to sign up for events and then receive email notifications. Im the type of person who has all his due dates in his Google Calendar, then sets it up to send emails a few days in advance. I wanted to let students have this functionality for the course, too. For any assignment, therefore, students can sign up and receive emails a few days in advance so theyre not caught off guard by due dates.

 

Building the Site

With all these modules installed and configured, as well as a few others for some minor tasks (if you see something on the site youre curious about, just ask and Ill explain how I did it; I highly recommend Administration Menu, for instance), it was time to start defining the types of content and how students would interact with it.

First, I did the easy parts: writing up a syllabus, course policies, and the like. These I put into a Book, a basic Drupal content type that allows for hierarchical organization. This information is in the first box on the course page (http://www.michaelwidner.com/courses/content/34795).

 

I then defined some different content types: assignments, discussions, essays, words, texts, learning record, log entry, and wiki page. Each has different permissions. For example, everyone can view the assignments, discussions, blog posts, and texts. Words are OED definitions of words found in reading our course texts and, through CCKs node reference field, linked to those texts and browsable through a custom View (http://www.michaelwidner.com/courses/wordlist). Essays are private to the students; all papers are uploaded to the site, where I download them (no more messy inbox when papers are due), comment, then upload a new version to the same node for the students to review. Learning records and log entries are similarly private. These privacy settings keep the site compliant with FERPA requirements and grant students more freedom to write whatever they want without worries about what their peers think.

 

I also wanted students to see all the recent updates to the site and to the group Zotero library (the only thing thats not hosted on the site itself) from a single page. The landing page Panels, then, also have columns for recent blog posts, recent content (of any kind other than blog posts and that isnt private), and recent Zotero items. The Zotero column is updated via an RSS feed from Zoteros site. The other two are custom Views that take the Taxonomy term from the Course vocabulary as an argument (thus differentiating one course from another while allowing me to reuse them each semester without confusion). For the curious, heres a screenshot of the recent blog posts View. Without this query, I would be unable to show only posts for a single course.

 

Finally, I needed a menu that made the various things I expected students to do easy to find. I wanted them to be able to see all the different types of content theyve created, add new content, see the calendar, find the course landing page, and see other resources. Hence, the drop down menus. Each of the entries under My Work is a different View, which returns on the content created by the user currently logged in. Under Write, students can do the different types of writing I ask them to do or upload their essays.

 

Student Use of the Site

So far, I feel the site has been a success. Students have been able to use it without almost no problems. Ive noticed more blog posts and more comments on blog posts, too, than in the past. I think the email reminders and the fact that all the course information is in one place may help. In previous courses, Ive used third-party blogging platforms like Wordpress.com. While that is a nice site, I had to require posts or Id see weeks go by with no activity. With the new course site, I often see several new, unprompted posts a week and multiple student comments on almost every post. For example, I had to cancel class for a few days recently, yet the students went on discussing the texts through the blog. When we reconvened, several even mentioned how it felt like class kept going even in the absence of a physical meeting because of the course site.

 

Through my administrator view of all submitted content, Im also easily able to see who is regularly adding content and what types of work theyre doing. Some students, for example, have really taken to the OED word lists, often adding 10-20 definitions per text. As a result, weve built a nice resource for their OED exercises. Rather than digging through their notes or the books, students can just look at the course site, choose an appealing word, and then write an essay that focuses on how that word informs our understanding of the text.

 

Many other students add regular log entries that reflect on their reading, the class discussions, and their own challenges and successes. Part of the Learning Record method of evaluation emphasizes self-reflection; these log entries seem, so far, to be helping many of my students construct a narrative of their learning that they can review at a glance through (you guessed it) another custom View keyed to the logged-in user.

 

One content type that hasn't been used so far is the wiki. I had planned before the semester started to make collaborative work a key component. The blog posts, word entries, and Zotero library, however, have so far met this need, leaving me little reason to have students write wiki entries, too. I may, in the future courses, emphasize the wiki more. I do plan, for their final papers, to have them work on group essays via wikis. I will give them the option of writing their final papers on an original topic of their choosing or, if they want to explore in more depth the ideas weve discussed in class, writing a group paper of considerably more length.

 

Students also dont seem to have made use of the ability to sign up for email reminders about assignments. I don't know if this lack of use results from a failure on my part to encourage them more or because they dont think its useful. Either way, it was easy to set up and unobtrusive, so leaving it in place does not cause any problems.

 

Because I teach in a computer-assisted classroom, we've also been able to interact with the site during class. For example, one day was devoted to learning and using Zotero in preparation for an essay in which students read, summarized, and analyzed a peer-reviewed critical essay. After making sure everyone had a Zotero account and had joined the group library, I had students do research in class and save their findings to the group library. Not only did the additions show up in their Zotero client, but on the course website as well. Moreover, as students have continued their research, the entire class has been able to see when new items appear just by looking at the main course page.

 

We've also had an in-class peer review day that relied on the course website. Because everyone uploads their papers to the site, they were able to login, retrieve their papers, have their peers read and comment on their work, and then upload the comments back to the site. No need for USB keys, email, reams of paper, or anything else. Instead, all the results of the work stayed together in a single, digital place.

 

Further Evaluation and Changes

One of the key components of the Learning Record is a mid-term evaluation not only of the students own progress, but also of the course. After Spring Break, Ill be asking students to evaluate the course site, how theyve used it, what changes theyd like to see, and what parts have worked particularly well. One change I plan to implement based on my views of their work so far is to warn them if they havent created a log entry in over a week. Because they should be doing this work regularly so as to construct a narrative of their progress for their portfolio, I think regular reminders (through the Actions module) would help keep them on task. I also intend to ask why some abilities of the site are or are not used in an effort to get a better sense of how my students see the site.

 

Overall, Im very pleased with student use of the site. Ive made a few tweaks throughout the semester for my own convenience, such as having all papers uploaded be automatically renamed with the students name and the assignment, but for the most part the initial design has worked well. Ive been able to add only the things I need for my course (unlike Blackboard, which throws everything at you) and lay it out on the page in what I think is a visually appealing, easily comprehensible manner.

83

17 comments

I appreciate teachers who roll their own tools, and it sounds like both you and your students benefited from the way you were able to tailor the class Web site to everyone's needs.

I'm not a Drupal user, but am told by my students who are that upgrades can be a pain. It sounds like you're fortunate in that a few of your modules will be core features in Drupal 7. I'd be curious how it goes if you choose to update later or migrate the course Web site for another class.

Congratulations again--

jon

57

So far I've found upgrades between minor versions straight-forward. I haven't tried a major upgrade, though, so who knows? I don't plan to switch to D7 until I've had time to evaluate it fully. I may just rebuild the site from scratch and then import the existing data.

57

I used to live in mortal fear of Drupal upgrades, having abandoned a Drupal 4.x site in the past because it wandered off the upgrade path to Drupal 5. However, late last year I finally checked out a tool that people had been telling me about for quite some time. Drush (http://drush.ws) is a command line interface for administering Drupal sites. It has made my life much much better.

I used to spend hours or days methodically noting updates for each module, backing up the neccesary files, downloading updates, then installing them. Now I SSH to the site and type "./drush up" and watch the wrk done for me. It also does a lot more than this. It definitely does updates to Drupal's core software, I'm not sure about major version upgrades, but I wouldn't be surprised.

I know the command line can be intimidating, and I am a geek, but not 100% fluent at Unix, scripting, etc. So if you can hande installing Drupal, you can certainly handle installing and running Drush.

76

I keep meaning to try drush. I'm a command-line native and use it all the time, I just haven't gotten around to using it on my own sites. I didn't realize the upgrades were so easy with it, so I imagine that will be the incentive to get me to finally use it.

47

Hi Mike, thanks for this amazing overview. It seems like many of your tips and reasonings would be useful even if we don't make a course site in Drupal. A few ideas and questions here, in bullet point form:

 - love the recent comments and recent Zotero uploads - it's one of my favorite (and one of the most used) parts of HASTAC, and we made sure that the new website would feature these new additions even more prominently. Your instinct that it would instantly create a dynamic feel to the site - even with 3 comments! - is totally right, and it encourages others to get their comment up there too! Including 'recent comments' provides a different feel than just 'recent blogs' - it encourages conversation, not just one-way projection. 

 - thanks for the tips on how you've used Zotero, both on the website and in your assignments. I'd love to know more about other ways you've seen collective uses of Zotero -- I know they're out there but I haven't really delved into that world yet, at least for teaching.

 - the collective OED texts sound like a great collective use of the site too - building a collection of course-specific words and terms really cements the idea of the class as a community.

 - interesting that the wiki hasn't been used all that much. Our wiki here hasn't really taken off either, I think in part because it's off-site and folks just don't make the leap all that often. It's also fairly "free" and I think large groups seem to want a bit more concrete direction and suggestions on how to use different components. It has been used as a collective space to draft forum prompts, though, and it's been great to use those pages to show successive forum groups how they might accomplish something. You also point out that your wiki wasn't really critical to their other projects though, and that other parts of your site were accomplishing similar goals. I wonder what kind of assignments you would encourage to make use of a wiki specifically? After seeing some posts on Twitter (perhaps during the DML conference?) that "grammar and spelling corrections" are like the gateway drug for new Wikipedia editors. They join to correct something "obvious" and end up getting pulled into the social and cultural work behind the scenes. Someone on Twitter wisely suggested that seeding errors on Wikipedia might help to generate new long-term Wikipedia editors!!

 - it seems like the ability to collect all of their student work, including their reflections, in one place is really valuable, and I can totally see why! It makes a very visible portfolio of work and contributions to that class *in one place* rather than scattered throughout various folders and files on their harddrive. They also know that their porfolio of work is shared with you, and that each assignment is thought of (and completed) in concert with the other assignments and group projects over the semester. It seems like such a simple but very concrete use of the site and technology. Very cool!

 - thanks for the overview of how students are using the site. It's always interesting to see what sticks, what changes, and what is ignored. It would be interesting to see their mid-semester responses to the class or website, if you're able to share any of that information in aggregate. 

 - have you found that certain students respond well to the course site, while others are better in class? Or are the same students active both in class and on the website? I've found that the quiet students in class are awesome participators on class blogs and class sites - it seems to give (some of) them a space to contribute and communicate, without the real-time pressure in the actual classroom. In my talk at DML2011, I talked a bit about lurkers and how that can be a form of active participation, or aspirational participation... could be interesting to think about "class lurkers" vs. "online participants" in a different way. Lurking in one realm does not indicate lack of interest, or a guarantee that they will lurk in all apsects of the class! 

At the DML2011 conference, someone showcased a new site called Workedexamples.org and another that's in Beta (I think?) called Working Examples. Dan Hickey and Jenna McWilliams (a HASTAC Scholar) showed a project here: Designing for Participation, Understanding and Achievement in e-Learning using the pricipals of "Designing for Participation." You might get something out of reading through their principals even though your classes aren't solely online. 

Last question... can I hire you to make a course site for me next time? :-)

Thanks so much for all the step-by-step process and general site overview here. Many of these pricipals hold true even without Drupal behind them, so I hope others will chime in with examples of their own course sites or reflections!

65

Thanks for the links to those projects, Fiona. I didn't have time when I was building the site to look up anything like that. I decided the week before classes started to build it, so I'm sure there are things I can do better in the future. I'm hoping that the mid-term evaluations will give me some good input, too.

I have, as you suspected, found some students engage much more with the site than in class. As is common, I have a few students who speak a lot, some others who chime in occasionally, and some who speak only when forced. Some of the quieter students, though, have written a lot of log entries, for example, that I think will serve them well when it comes time to demonstrate their learning. 

Re: Zotero--this is my first semester to really push Zotero. So far, I think it's gone well. I thought it was funny that my students really lit up when I showed them how it can auto-format bibliographies for them. That was the most appealing feature. I've been glad to see them continue adding to it even when we don't have a research paper due, though. It's something I'm going to ask about: are they looking over what others are adding and finding it helpful?

Finally, I suspect you're joking, but yes, I am for hire. I've done several other freelance Drupal projects and other types of work. So, if you're serious, I'd be happy to help.

79

Oh, I'm totally not joking! My teaching schedule is clear for the forseeable future, but I'm always asked if there are people who build "good" websites for classes. I'd be happy to send them your way! 

We'll look for a brief update later this semester, once your students have had a chance to weigh in. At the end of the semester, maybe you could condense this information into a one or two page PDF that could be easily distributed: the principals of building a class site, especially with Drupal, what worked and what didn't, a few ideas for next time, with your contact information. Basically what you've posted above and what you will say next time, but just in a shorter PDF format. We got lots of traffic here on HASTAC but I suspect there are many other folks out there, who might be happy to get a PDF on the topic, and be introduced to someone like you! Anyway - thanks for the post and looking forward to more!

 

78

Thanks for suggesting that, Fiona. I wouldn't have thought of it otherwise. I'll definitely do that.

54

I was looking around for some ways in which Drupal has been used in educational settings (as the group on using Drupal in courses at drupal.org isn't very lively) and came across your post. I agree with the other comments that the use of Zotero is a really interesting one and one I'm definitely borrow in the future. I've just started using Drupal for my courses this semester and am finding that there's a number of possibilities I still need to explore so its nice to see how somebody else has tackled these issues.

Anyway, I look forward to reading updates about this as this site or related projects develop. Thanks for the post.

30

hey Mike ,

really nice work on the droops install. It's fascinating that you have found there is more participation in this centralized version than in distributed presences on other websites. I generally go for the distributed set-up, mostly because it models how to use the kinds of services (WP, PBWorks, Netvibes, etc) that students are likely to use outside of class. These spaces have their own communities and emphases; for example, WordPress can morph from a simple blog into a really complex CMS, while posterous is more of a visual/audio sharing site and is not so customizable. We pull stuff together using an RSS feed dashboard of some stripe (I'm particularly fond of Netvibes, although some of my students aren't so impressed). So that models how to keep a lot of information streams constantly in view. It certainly involves more work in setting up those spaces and getting the students comfortable with them. And I suppose there is more "noise" coming into the class as these sites jostle for our attention. 

I would love to hear your thoughts on this question about these different approaches: do you think you lose some of those teachable moments regarding the circuitry of online collaborative work by centralizing (and to a degree homogenizing) it in a custom web space? Or is that trumped by what you see as an increase in participation through your drupal site?

87

Hi Sean,

These are great questions. I think the answers depend on the pedagogical goals of the specific course. Several speakers at the TILTS Symposium that just ended pointed out that we need to interrogate our tools, not just let them be a transparent background. And, while I agree with this point (especially for those of us who are digital humanities scholars), I think we also have to keep in mind the course goals. If I were teaching a new media course, then I would not only have kept going with a bevy of distributed tools and sites, but would even have expanded the list. Then I might have made the site do little more than aggregate the various RSS feeds. Or maybe even leave the design undetermined until students discover uses for different sites. 

The course I'm teaching this semester, however, is explicitly an intro to the English program for majors (E314L). My focus, then, is on writing instruction, close reading, critical analysis, and familiarity with literary criticism. It would not be much of a step to then have my students turn their critical lenses onto the software, too, but it seems somewhat out of the course's scope; I also worry about overwhelming them. So, I've made a conscious decision to make the tools we use as transparent as possible so that they can facilitate my primary pedagogical goals.

Yes, I have given up some teachable moments in regards to the technology, but (I hope) I've done so in order to spend more time honing my students' more traditional literary-critical skills. Thank you for making the trade-offs explicit. They're important to keep in mind.

83

Hello Michael,

Thank you very much your help for article on how you used Drupal to create a course website.  I am a website designer based in London in the UK. I myself am trying to create a similar website.  I want to create a website for students who are taking various courses using Drupal.  I was searching the Internet and could find very little on using Drupal to do the job of creating such a website.  Your article was one of the few helpful sites to give information on how it could be achieved.

I have already created one Drupal website for students doing different British sign language courses.  I used organic groups as the main component for the different courses.  So each group was one course.  I was then able to make sure only students entered for that course could access the information for their course.  Any pages related to the course I could then select as being part of that group. I was also able to create forums linked to each course.  

I now need to basically to redo this site as the teachers who are using it are finding it quite complex to use and are not confident enough when using it.  I need to create a website that shares much of the features of yours but needs to be as simple as possible to use.  It needs to bring together a number of different features in the same place.  The main features will be:

  • A main welcome page for each course
  • Ability for teachers to upload materials for each course
  • A news page for each course where different news items can be disseminated for a particular course
  • A student Forum per course, where students can discuss both work-related issues and even facilitate social discussion for those students on the course
  • A staff list for each course
  • A list of classmates for each course
  • A course timetable
  • A private area for each student where both the students and teacher can upload documents to
  • the ability for students to take more than one course at a time


One feature that might be helpful, although it  is not strictly required, would be the ability to publish materials on a given timescale.  So that materials for a course could be uploaded beforehand and then made available on a given schedule. I guess I would need to use something like rules to achieve this, although it might end up over complicating the site.  I know there is also a workflow module, but I have never used it so I'm not sure how complex it is.

I had been looking at alternatives to using Drupal to build the website, but all the alternatives that are geared towards creating educational websites such as Blackboard or Moodle looked even more complicated to use both from a students point of view and an administrative point of view.  Drupal does seem a much simpler option and can be tailored to fit the needs for each circumstance.
I was also thinking to use Drupal 7 to do the work.  I feel it is a bit more mature now and that's most of the modules that I need to complete the work are available.

I was interested to see that you had created taxonomy terms for the courses as a way to relate all the content together, such as to relate assignments to courses.  I don't want to use organic groups again because I find that module is quite complex one to use and also the terminology used (groups etc) can be misleading.  However, I think instead of using taxonomy terms it might be possible to use a custom content type made for courses.  Do you think it might be possible use custom content types for courses?  Each new course could then be created and then relationships could be used to link assignments to the course, or pages with the course timetable or materials could also be linked to that content?

One more question I had is regarding how you set up the menus for the courses.  I also set up menus for my course website, but I had quite a lot of difficulty in being able to pass on arguments from the menu to the view it was opening to make it relevant for that course or student.  This is because the menu link needs to change depending on the course being viewed or the student viewing it.  The only way I could do this was by creating my own custom module and then basically updating the menu items each time they were viewed so that the correct argument could be passed to the view.  Did you have an easier way of doing it?

Lastly, it is true I am a professional website designer (professional in the sense that I am being paid to do the work), and I realise that your website was created voluntarily.  However, I would be happy to share how I create my site in the end to help others trying to achieve the same objective.

(www.benmango.co.uk)

65

Hi Ben,

Thanks for writing. I'm happy to hear that this write-up was helpful. It sounds to me like you may not need to redo everything (unless it's really called for), but rather focus on making a clean and easily understood user interface. Drupal is complex, as you know, but it's possible to hide that complexity from the end-users through a stream-lined interface. HASTAS, by the way, uses Drupal, too, and makes heavy use of Organic Groups. In fact, while Taxonomies work ok for distinguishing course content, I plan to switch to using Organic Groups. They're simply the better choice. I agree that Drupal 7 has become much more mature (I work with it regularly now), but I'm not sure if all the necessary modules for an LMS have been upgraded yet. That'd be something to look carefully into before switching over.

As for menus: I had the benefit of teaching only one course per semester, so it was easier for me to handle the menus problem. I'd recommend you look at Panels and the options to set a context that it allows. You can then create a page out of panels for each course, send the correct arguments to all your Views, and customize the menus depending on which course is being viewed. Or, I should think that have users enrolled in different groups (via Organic Groups) should also allow for some customization. I don't think you'd be able to use the default menus, though, for the reasons you outlined; but you could create menu inside a Panel layout that could be more responsive. I'm thinking, perhaps, of a Panel that has a small bar along the top (with default menus turned off) that calls a View that displays the proper navigation links depending on the context.

You might also look at Howard Rheingold's Social Media Classroom installation profile. It's a Drupal-based LMS that's already been set up to do much of what you probably need. I haven't worked with it, so I'm not sure what it looks like on the backend, but the description sounds promising; plus, it was started by Howard Rheingold, so that's a good thing right there. I imagine you'd still need to use CCK to create some custom content types, as you mentioned, but that's very straight-forward (and part of Drupal 7's core).

I'd love to see what you end up doing. Please keep me posted.

54

Hi Michael,

I've now finished my online course website using Drupal (7). I am pleased with the outcome. It has met all the project requirements and works in a very simple and intuitive fashion. I have given a full write up called "Creating a course website (VLE) using Drupal" on my own site. Your article was very helpful for setting me on the right track so many thanks for that.

Ben

68

What and excellent and helpful write-up. Thanks, Ben!

46

Hi Ben! Thanks for sharing the results with us! Would you consider cross-posting it on HASTAC? You can have your own blog here, which will increase its exposure, and easily let folks comment for tips or clarification. You can copy and paste the content, and put a link to your own blog at the top. Message me if you want help setting that up. 

Thanks again for the info!

71

Hi Fiona,

I've done as you suggested and created a blog entry on this site at: Creating a course website (VLE) using Drupal

Ben

44