There are some problems (partly due to the frame-based display): browser bookmarks don't work, printing depends on the way the browser handles frames, font scaling doesn't work.

A search function is available for descriptions of course components and of items in the mediatheque and the library attached to a course, but not for their contents.

If the syllabus is planned accordingly, the tutor can give individual students access to selected parts of the course, depending on their progression.

Statistics for assessments are done with a separate function (under "Content management").

Students groups can be defined, but not within a course. If groups are really necessary, then the course must be duplicated for each group.

Students' use of other elements in a course (i.e. library elements, communication tools) is not tracked.

Statistics on quizzes can be obtained with another tool (under "Content management"). However, if the same quiz is used in several courses, results are only displayed globally, and not for an individual course.

The creation of a course with Clix consists of several steps:

1. Components that will be used in the course must first be created. This is done with different tools: the service manager is used to create communication tools, the quiz manager to create questions and quizzes, and the media manager to prepare content. Each component can have various meta-data (meta-data attibutes can be configured) that can be searched.
2. Before they can be used, course components must be published. Clix can manage different versions of each component, and the author must select one of these for publication.
3. Components are then integrated in the course. They can appear at various places, depending on their type: in the syllabus, in the communication tools or in the library.
   The syllabus allows course authors to define a learning plan with branching and selective release options. For each component in the syllabus, the author can define rules that specify what happens when the student has completed the component (also depending on the results if it's a quiz): going to another component, sending an email to the student, finishing the course, etc. This is quite powerful, but the learning plan can quickly become quite complex (however, using rules is not required).

While each of the above steps is not too difficult per se, their combination makes course creation a long and complex task, where many (separate) tools have to be used.

Also, once a course has started, it's no longer possible to modify the syllabus (this only partly makes sense: adding content at the end of the syllabus wouldn't be a problem when the course has just started).

Finally, there is no concept of "folder" to organize contents and/or create a hierarchical table of contents. The content structure is always "flat".

Only the user with "Administratorensicht" had the possibility to upload materials. The user with "Autorensicht" was not given this option. [Is an administrator willing to deal with all the metadata that is required? This seems more appropriate for the author to enter.] After many hours of clicking around (the name "clix" is well chosen), it was possible to upload several pages. These were finally made visible to the student in the Medien-Bibliothek, but incorporating them into a course somehow was too daunting a task to take on. This app appears to put a lot of importance on meta-data; this becomes painfully apparent to the user (whose main interest is content) as they are given many more opportunities to edit descriptions than to edit actual courses.

The first two are organized in the same way as the menus in the platform, which makes them easy to use as reference. But there are no real tutorials describing for instance the process of creating and setting up a course.

Currently, support is only available by phone or email. Clix plans to setup a support-portal soon (with forums and other kinds of information).

-Documentation entitled "Bedienungsanleitung Backoffice" 1.0 is a very large document (386 pages) with no apparent quick overview of the steps required for authors/administrators to create a course or upload course material. Neither the Clix FAQ nor the "Clixionary" were available.

The link from the user interface to "Über Clix" sends you to an advertisement page for Clix.

• individual documents of different types: html, pdf, images, sounds, movies, etc.
• structured RTF documents (which may contain pictures): these can be converted to a set of HTML documents with the integrated converter, and navigation and simple tracking is automatically provided.
• WBTs in various formats (e.g. AICC). These are displayed in a new window.

If an author wants to integrated content consisting of a collection of interlinked documents, including images, style sheets, Flash animations, etc., then zip archives are the only workable solution. But this has its downsides: content is displayed in a separate window, the author must provide his/her own navigation, and only the entry page of the package is tracked.

Since Clix doesn't provide ftp or WebDAV support, updating content pages is a bit tedious: each time, the author has to go through a form to re-upload the required file(s).

Questions are first created in the question manager, and can then be used in any quiz.

Another type of assessment is also available: exercice sheets. These contain several exercises, where each exercise consists of several documents: questions, additional information, the teacher's solution, help for corrections, etc. Exercise sheets can be used in communities (Lerngruppen), but not in regular courses.

In the tutor center, tutors find the results of each student for a quiz, but without details on scores for individual questions. And global statistics on quizzes are found under "content management", not in the tutor center.

There is also a separate "evaluation" tool that can be used for course evaluations. The following question types are available: scale, multiple choice and free text answer.