LP+365 languages

At LP+ we are always looking for ways to drive user engagement and reduce the barriers for both teachers and learners. Over the past 10 years, we have seen that adding language options that allow each user to choose a language for the app interface drives usage and access. This in turn makes the app friendlier to use. All users are, of course, free to add contetn in any language of their choice, regardless of the language interface. In addition to English, our current language selection includes; Arabic, Bangla, Gaeilge (Irish), Filipino, Marathi, Tamil and Sinhala. New languages are being added all the time! To see the LP+365 app, see our solutions site here.

APAC Education Partner Summit 2018

As a proud Microsoft Gold Partner, Learning possibilities were delighted to attend and co-sponsor the annual Microsoft APAC Education Partner Summit in Singapore this week. The event aims to demonstrate how partnering with Microsoft promotes success in the education sector and creates new networking opportunities within the Microsoft Partner Network.

Committed to our customers and partners in the region we were thrilled to present the LP+365 App at the keynote speech and demonstrate the latest changes we have made to our App such as updates to the design of our dashboard improving and enhancing user experience, an updated Assignment Tool and improved App data retrieval.



Want to know more about LP+365? Contact us for a free demo

LP+365 Updates

Learning Possibilities announce the latest version of their LP+365 App, with technical changes, bug fixes and Assignment Tool updates to improve and enhance user experience…check out the changes to the App over the next coming days!

Assignment Tool

Assignments usage has now been made even easier!

✔ Future assignments are now time-released to students based on the start date allowing teachers schedule work ahead of time and plan their lessons for the academic year ahead.

✔  Leavers are now hidden from assignment views and the class membership view

✔ The Assignment tile for teachers & students no longer show due dates from past assignments

✔ Students receive improved mail notifications when assignments are set, commented upon or are overdue improving organisational skills and encourage independent management of learning tasks

General Changes and Bug Fixes

After listening to customer feedback the technical team have worked hard to enhance the performance of the LP+365 App.

✔ Tool tips have also been improved across all areas of the application

✔ We have improved app data retrieval enhancing general performance on initial sign in and loading the app tiles on all dashboards.

Managing Workloads

✔ To help students avoid missed learning opportunities and assist with workload management students receive improved and contextualised mail notifications when assignments are set, commented upon or are overdue.

Design Changes

✔ We have moved the menu bar ‘Pin’ to enhance user experience and improve app navigation.

Support Guides & Website Pages

✔ We have updated our support guides and the support area on our website to ensure you are equipped with all the tools you need to make the most of the LP+365 app in your school!

Updated Support Contact information and Email Address

✔ Our friendly and helpful support team can now be reached on our new support telephone number +44 333 77 22 365 or via our new support email address at lp365support@lpplus.com. We can’t wait to hear from you!

Coming Soon…

Learning Possibilities will be releasing the first phase of analytics into production…watch this space!



Learning Possibilities, a Global Alliance and Gold certified Microsoft Partner announce the imminent release of their LP+365 App with added Student Centre.

On a simple, engaging dashboard, the  LP+365 App transforms Office 365 into a learning and collaborative platform, providing schools with all the tools they need to share resources, communicate, collaborate and manage assignments.

Utilising Microsoft graph API, Learning Possibilities have added a student analytics function in their new Student Centre. This allows teachers to analyse student sentiment based on a traffic light system, providing teachers with a tangible measure of how students are feeling throughout their school day and an average measure of student’s sentiment throughout the week.

Student sentiment directly influences levels of student engagement and attainment, therefore by creating a tangible measure of these three fundamental factors teachers can understand which students may need additional coaching to ensure educational success.

The student centre is continuously expanding with analytics tools for engagement and attainment on our roadmap. Lp+365 analytics offer the opportunity for classroom practitioners to be more reflective; offering the ability to be more data-driven and evidence-based which will, in turn, improve student learning outcomes.

Mehool Sanghrajka, Learning Possibilities Founder and CEO said:

‘We are excited by these new developments as they will enhance the ability of teachers to help students in their learning journey’

Lp+365 analytics implements a personalised didactic approach. Assessing students according to their own sentiment, engagement and attainment. This, in turn, creates a personalised pedagogical programme designed to maximise their educational outcomes.

About Learning Possibilities
Learning Possibilities are a Global Alliance and Gold certified Microsoft Partner implementing e-learning solutions with expertise in cloud computing for education and government customers. Our mission at Learning Possibilities is to enhance teaching and learning to help students achieve more. Learning Possibilities’ LP+ platform is built on Microsoft technologies and provided to over 1 million users. The company has been contracted to supply the All Wales National learning platform to over 1700 schools, since 2012. LP+365 is their most recent platform built to transform learning and now on the global market. It is a Learning Management System, fully utilizing the power of Office 365, giving schools an education-focused, effective learning platform.For more information visit https://lpplus.com

Join Learning Possibilities and Capita at Bett UK 2018.

We are thrilled to showcasing the latest version of our LP+365 App and the new updates we have to offer such as student analytics!

We will be in HP meeting room 2 in the North Gallery of the ExCel Centre.

We hope to see you there!

Founder and CEO of Learning Possibilities recognized for services to the Jain Faith and Education.

 London, 1 January 2018: Learning Possibilities, the leading learning platform company, is thrilled to announce its founder and CEO, Dr Mehool Sanghrajka, has been awarded an MBE in the 2018 New Year honours for services to the Jain Faith and Education.

For 20+ years, Sanghrajka has been dedicated to transforming education for students around the globe. He has developed e-learning solutions which improve outcomes for learners worldwide. Sanghrajka’s key focus is on meeting the needs of learners in the digital age while enhancing and developing their digital literacy skills no matter where in the world they are located.

Learning Possibilities has created the award-winning LP+ platforms transforming education for schools across the globe, serving education and government segments globally.

Here in the UK Learning Possibilities, delivered Hwb+ a bespoke bilingual learning management system used by over 1600 schools and 600,000 users in Wales in line with the National Strategy to increase digital competency in Wales.

Upon receiving the invitation to receive an MBE Sanghrajka stated:

“I am humbled and delighted to receive this award for my two passions— education and Jainism. This inspires me to do even more and I am truly grateful to all those who worked with me over the years.”

Mehool is a Trustee and Director of the Institute of Jainology, the UK Apex body for the Jain faith where he works with the Jain all-Party Parliamentary Group and is Executive Director of the Jainpedia.org project.

Further Information:

Meena Jamfava

Email: Meena.Jamfava@lpplus.com

Olivia Belchier

Email: Olivia.Belchier@lpplus.com


Capita Managed IT Solutions is thrilled to announce an exciting new partnership with Learning Possibilities Limited, the UK’s leading cloud based learning platform provider, offering the award-winning LP+365 App to schools throughout Great Britain, the Republic of Ireland and Northern Ireland.

The LP+365 App has transformed the way schools use Microsoft Office 365, providing a digital solution to the management of teaching and education resources.

Imagine a scenario whereby students and teachers can instantly communicate and collaborate with one another, can access homework assignments, online textbooks and projects remotely from school, home or indeed any location with internet access.

The app effectively presents both teacher and student with a ‘virtual school’ that can be accessed using any computer, tablet device or smartphone. Running on the Microsoft Azure cloud, the LP+365 App has transformed Microsoft Office 365 into a school Learning and Collaboration System that’s accessible anytime, anywhere.

A leading IT Services organisation delivering cloud, end-to-end IT Solutions, and IT Managed Services, Capita Managed IT Solutions has garnered a reputation as a specialist in the EdTech arena, having accumulated over 30 years’ experience within Primary, Post-Primary, Further and Higher Education sectors.

Learning Possibilities collaboration with Microsoft began in 2003 with the development of the first cloud based Microsoft SharePoint learning platform. Since then it has signed a Global Alliance with Microsoft and this year was named ‘Finalist – Microsoft Education Partner of the Year’. The LP+365 App captures the essence of the LP+ platform, which is contracted to over one million users across the UK and brings a teaching and learning focused approach to Microsoft Office 365.

A Decade of Success

students collaborating using technology

Learning Possibilities 10 Year Anniversary

Learning Possibilities turned a decade old on the 23rd of May this year. Many of our competitors, sadly, didn’t make it to 2017 and some wisdom was lost from education as a result. But our little family of folk are still together, still focused on education and still caring about making learning better, with some considerable success, to my delight. We haven’t really found time to properly celebrate our anniversary because life is so busy. We have projects kicking off in Vietnam and Malaysia this month alone.

But I thought I would mark the moment by looking back over our first decade, and to reflect on the decade to come too. Of course the world wide web code was released further back in 1995 and those early pre Learning Possibilities years were very much about publishing “stuff” on-line. Files and web pages had a Uniform Resource Locator, the URL, and it was all about those resources. Content was going to be king, as a number of publishers tried to persuade me, but my first advent calendar right at the dawn of the WWW immediately created a little community of users, chatting on-line together. It wasn’t Content that was king, but we saw that Community might perhaps be sovereign!. People had enjoyed their bulletin boards and simple forums from back into the 1980s, schools had logged in to services like Campus 2000, or The Times Network for Schools (TTNS) with their new fangled modems, but by 2007 a decade of progress had seen those “walled” and isolated bulletin boards embrace a new web based ability to be connected and interlinked to all, thanks to web protocols.

In the UK a 1997 promise by the incoming Blair government to give every child an email address by the millennium (MillieMail) was dropped (sigh) but the principles and code underpinning it produced some very interesting communities: 21,000 headteachers on-line in Talking Heads from 1999 for example, or the then Guinness Book of Records World’s largest Internet learning Project in Tesco SchoolNet 2000 with computer labs in every store and an exhortation to take part on every carrier bag. These projects, and others too, set the tone: people liked to work together on-line asynchronously, to have an audience for their work, and to see what others were doing too. As usual, in education the UK was pioneering and leading.

Around the world others were arriving, a little late, to the party too. Mark Zuckerberg with his college roommates and fellow Harvard University student Eduardo Saverin set up Facebook for fellow students in 2004; Jack Dorsey, Noah Glass, Biz Stone, and Evan Williams set up Twitter in 2006. Dorsey was an undergraduate student at New York University and you will notice how all this innovation comes out of education.

HoloLens – New Technologies

I remember chatting with Biz early on – we were sharing a conference platform – about the moment that he realised how powerful social platforms might be (it was really the Iranian Elections in 2009) beyond education.

Meanwhile, at the Department of Education Charles Clarke’s civil servants had published “Towards a Unified e-Learning Strategy”. These were the days when UK educational policy still led the world in the way that it embraced technology to make learning better. Charlie Clarke had a teenage son, so he really did understand what was needed! One result of this reflection was a commitment to learning platforms, to getting every child connected and Learning Possibilities was just one of those initial platforms.

A lot has happened during our first decade:
the iPhone appeared first in 2007 and Apple dropped the word Computer from its company name; Google Streetview also appeared that year – the earliest images were captured with a tripod mounted camera on a tricycle!; Dropbox was founded. Gmail appeared finally in 2009, that same year Über and AirBnB were founded; in 2010 the collapsed Palm company (remember Palm Pilots?) was sold to Hewlett Packard, and in 2011 Microsoft bought Skype. By 2011 ARM – the UK chipmaker that had grown out of dear old Acorn, the BBC B’s maker, announced that there were more ARM chips on the planet than arms (assuming that most but not all folk had two arms) and from 2013 people were using their arms to swipe left or right in Tinder – changing dating for many for ever. By 2014 so much had happened that the Science Museum in London opened its first Information Age gallery to look back at all this heady progress. It is the most wonderful place to visit because many of you will have the exhibits on show also in your attics.

Whats next?

So what happens next? What does the future at Learning Possibilities look like? We have some dramatic technologies coming along: machine learning and artificial intelligence, adaptive testing and smart learning, telepresence, virtual and augmented realities, new tiny form factors for our smart little silicon friends – the Apple Watch, Fitbit straps. We have connected devices as The Internet of Things revolution spreads. We have Google Lens turning your camera into a search engine, and there are new ways to interact with our technology via intelligent agents like Cortana and Siri. We have remarkable new insights from neuroscience, and we have neural networks now, with quantum computing soon – proper computing power!

But this isn’t technological determinism. As teachers and students we still need to decide how best to use these new techs. I happen to believe that the most innovative and best ways to use these new technologies should continue to come from education. We have myriad curious and ingenious young minds to take us forward if we give them the freedom to explore through their makerspaces and beyond.

And here at Learning Possibilities we continue to keep our eyes on the horizon and our feet on the ground – adding new tech power where it is needed, keeping a watching brief where the uses are less obvious. Our certainty going forwards is that children love to learn and they love to learn with others. We intend to keep providing ways to let them enjoy doing just that.

London, United Kingdom — June 1, 2017Learning Possibilities, today announced it has been named a finalist in the 2017 Microsoft Public Sector: Education Partner of the Year Award. The company was honoured among a global field of top Microsoft partners for demonstrating excellence in innovation and implementation of customer solutions based on Microsoft technology. (more…)


Open source software (OSS) has gradually entered the field of education to meet the need of affordable and customizable tools. Many countries have paid great attention to the development of open source software for education. However, many problems occurred in its application, which hindered growth, particularly in developing countries. This was especially true for Learning Management Systems (LMS) in Malaysia.

Learning Management System (LMS) or online learning portal has become an electronic learning and communicating ways for many higher education institutions in Malaysia. The use of eLearning has increased in this few years and open source learning management systems have become a popular choice for these higher education institutions in Malaysia. Ensuring the LMS usability is an important factor that can affect the overall acceptance and success of the platforms. The brief report will evaluate the usability factor of LP+365 and the open source Moodle LMS. Learning Management Systems or LMS is a platform that is designed to assist the delivery of online courses. Other than the term LMS is used, other commonly used term for such platform are Course Management Systems (CMS) and Virtual Learning Environment (VLE). The LMS used across higher education institutions in Malaysia accounts to Open Sources – 57.7%, Commercial – 34.6%, and In House Development – 15.4%.

Many LMS have been introduced as Open Source Software (OSS) License, this includes Moodle, Sakai, Claroline, Desire2Learn, Edvance360 & etc. The evaluation and selection of inappropriate LMS packages can have and adverse effect on the processes for a given education institute. Further to that, the task of identifying OSS LMS has become increasingly complex given the large number of OSS LMS packages available on the market, the lack of experience and technical knowledge to customize, increased cost of hosting OSS LMS and on-going development in the field of educational information technology.

Educational OSS LMS are not self-sufficient sometimes like commercial products. The most important disadvantage is risk of losing support. As the most users will be interested only to use the software, not to build it, so there is risk of losing support and resources. In that case, educational institutes will face trouble to improve and customize the software. Although the magnitude of development and maintenance related issues could be challenging, it is clear these problems are more severe there, as there is lack of stable and cost effective OSS infrastructure and ecosystem.

More often than not, OSS community does not follow a well defined/ well-documented software process, which raises development problem within the OSS community during product development. Due to the absence of an explicitly defined and documented software development process for OSS development, the drawbacks which arise due to the absence of a process are also not documented elaborately in the literature. However, few specific problems were identified and debated in detail within the OS e-learning development community. The major problems that were identified include software design issues, lack of complete and accessible documentation (technical as well as user documentation), not addressing all user requirements, etc. Since, the OS systems and its features are mainly developed to address the developer’s immediate requirement; it mainly results in less attention being paid to design issues. The poor design and requirement

analysis in-turn leads to factors like, misunderstood features, poor user interface, etc. Also, due to the absence of a defined process, the co-ordination between unknown developers might be difficult and the new comers to OSS development might find it complicated to understand the development process, etc. All these issues significantly affect the OS e-learning system development and thereby the product quality itself as there no guarantees that project will reach completion with desired results. The progress entirely depends on the interest and time of collaborative workforce, lack of resources or funding can derail a project. This in turn could make the institute of higher learning to prefer commercially developed proprietary software products which are much easier to work with. Proprietary LMS learning provider; Learning Possibilities commit resources to product documentation and customer support. The lack of commercial incentives in many open source projects undoubtedly reduces contributors’ enthusiasm. If the support disappears, educational institutions will have trouble improving and customizing open sources projects.

The Multi-Criteria Decision Making (MCDM) was used to evaluate and compare the Moodle OSS LMS package with LP+365. Multi-Criteria Decision Making (MCDM) is defined as the collective method adopted to compare, rank and identify the appropriate LMS platform for evaluation of LP+365 at Asia Pacific University of Technology & Innovation (Malaysia). Each platform were presented with it’s multiple criteria against the decision matrix.

As is the case in the choice of Learning Management System, there are decisions required to give in the selection of LMS, one of the most important decisions is whether the LMS to be used should be a system that has a license fee and is centrally developed one or an open source system with volunteer developer audience and without any need for license fee. This decision is the one directly affecting the quality of training activities, their cost and success in the organization. The organization, while giving such decision, must evaluate the true capacity of using outsource, its budget, objected training activities and informational capabilities. Although IT managers around the world seem to split into two in the dilemma of open source code and commercial central development, this decision is related to capabilities, budgets and priorities of organizations rather than personal perspectives.

As in each investment to be conducted by organizations, there are important issues to be considered in the decision of LMS investment. These are elements regarding business or informatics such as usefulness of the system, suitability to the needs of institution, total cost of ownership, return on investment. However, the first decision to be given is whether the software to be used will be an open-source or closed-source coded software. If software is open source, this does not always mean it is free, and being free does not always mean the software is open-source.

Institute of Higher Learning should not only analyze the characteristics of LMSs in question but also evaluate e-learning project and organizational capabilities before making the decision of open-source vs commercial options of LMS. With a team, capable and adaptable to new technologies, it is possible to implement powerful but low-cost e-learning projects by using an open source LMS. On the other hand, using an open source LMS with a team lacking enough capability and motivation will lead to failure, total amount of wasted time and resources may be higher than that of selecting a commercial LMS with expert advisors for the project.

Table 1 presents the comparison of Open Source LMS (Moodle) and Commercial LMS (LP+365).






Open Source LMS (Moodle)


Commercial LMS (LP+ 365)

Fee Nearly all OSS MS products in the market are completely free of charge including Moodle. There are affordable prices for license and license renewal.
Technical Support Technical support takes place in the form of asking questions/receiving answers in user forms, published documents, forums & blog posts. In cases of inadequacy, professional consultant is required. Learning Possibilities offers technical support within the service agreement.
Hardware & Software Scalability LMS is hosted on organization’s own server. There is a need for specialized personnel for server maintenance.

Alternatively, the server can be leased and outsourced.

Within the scope of agreement, LMS will be hosted on Azure Cloud.


This leverages the Office 365 cloud solution to aid classroom collaborations and assessments engaging users to ensure a deeper learning experience.


The solution fully utilizes the power of Office 365 and will give schools an education focused and effective learning platform delivering the LP+ ADOPT pedagogy, and features and functionality of the LP+4 platform.

Development With the programing language of the LMS, it is possible to make unlimited development as per needs. Community driven.


Developed by many independent developers that can complicate the

process of development and customization, management of security patches.

Developments are in software company’s initiative. The company as social enterprise, with a view to keep customer satisfaction high, improves the product by

listening to institution, educators and student needs.

Adoption Moodle implementation varies and learning how to use different implementation is time consuming. Its simplicity. The App is organized in an intuitive manner, which means that both teachers and learners will be able to access their content quickly and easily.

Table 1: Open Source LMS (Moodle) and Commercial LMS (LP+365).

Challenges Faced by Moodle Implementation

  1. Although Moodle can be downloaded for free, someone must be available to install, configure, maintain and update the platform. Because Moodle isn’t a commercial product, you won’t turn the key on an intuitive feature set that’s ready to use. While the breadth of customization options can be attractive, it also generates a lot of extra design choices that must be made by your team. With Moodle, you lose the benefit of having a team of professional experts who have refined features over multiple iterations and tested user- friendly design choices for
  2. You don’t need technical support. Lack of support is a famous Moodle drawback. If you go with Moodle, your team will need to own everything from designing the platform at the highest level to managing all technical issues, breakages and bugs. All future updates and security patches for the platform must be handled by your team. And every time a new version of Moodle is released, all courses, modules and components must be individually updated to stay
  3. You manage sophisticated users and learners with great technical The platform isn’t easy to use. This technical difficulty makes Moodle a poor choice for businesses and associations charged with delivering courses to a range of learners of varying backgrounds and skill-levels. A serious risk of selecting an open source option like Moodle is that learners become distracted from completing their courses by the complexity of the LMS itself, jeopardizing results and completion rates.


A strategic early decision needs to be taken regarding the selection of the appropriate LMS system in any Institute of Higher Learning is deciding of going for open source or commercial LMS systems. Both types of LMS have their advantages and disadvantages. The Commercial LMS such as LP+365 systems have many advantages, including the development by one company with an approach and unified concept of development, LMS are thoroughly tested for bugs and errors, updates can be installed automatically, customization can be done only by the company.

Furthermore, LP+365 LMS systems include the latest tools and modules to support the faculty staff and students on one hand. With LP+365, educators can add announcements, load resources and set assignments at a click of a button, while students can see their daily calendar, assigned homework, previous submissions, their class/subject sites and curriculum material – all neatly organized and easily accessible. This includes instant access to native Office 365 Apps like Word, Class Notebook, PowerPoint etc.