As digital learning ecosystems grow more complex, seamless data exchange between learning management systems and institutional databases becomes vital. At Tallinn University of Technology (TalTech), integration between Moodle and the Study Information System (SIS) has been essential to reducing administrative overhead for teachers and their assistants, improving data accuracy, and enhancing the learning experience.
This session, presented by three members of TalTech’s Moodle team, will take participants through the institutional and technical journey of building that bridge. The first speaker will outline the why: the pain points of disconnected systems, including duplicated data entry, inconsistent course structures, and limited reporting capabilities. Attendees will gain insight into the broader institutional challenges that many higher education institutions face, regardless of platform.
The second speaker will share what has been done: the development of the custom MOIS plugin for Moodle, which allows automatic course creation and links them to SIS subjects. Participants will walk away with a real-world example of how to approach system integration in a way that respects institutional workflows.
The third speaker will cover the lessons learned in developing MOIS version 2—fully aligned with Moodle’s development standards—and the benefits of adhering to open-source best practices in institutional projects. This part will offer concrete insights into sustainable plugin development and the importance of maintainable code.
Beyond Moodle, this session is relevant to EdTech professionals, system integrators, and educational leaders interested in building interoperable learning environments. It contributes to larger conversations about digital transformation in education, data governance, and the role of well-integrated infrastructure in supporting scalable, student-centred learning.
Attendees will leave with practical takeaways, examples of successful system integration, and strategic insights they can apply to their own institutional contexts.