In the e-learning space, this is a big announcement.  Also, in terms of online integral, I think this is a big announcement as well, for the following reasons.

These systems have developed some of the better technology engines for individual learning paths functionality, as well as competency functionality.  The majors pretty much write the specifications that technically how competencies and assessments are defined and generated. 

How does this relate to integral? As I've been saying on this blog, PRACTICE is the bridge between learning and proficency/competency.  While the education world focuses on learning, and (usually) an evaluation of an individual's learning, the business world's focus on learning is a means to an end - the real goal is an assessment of a person's proficiencies and competencies, in order to have the right person in the right job.

The same type of concept is applicable to integral modules.  You learn the module, you practice, you gather feedback (from the environment, from others), you adjust, you practice again.

This is also the best way to acquire honest and authentic feedback from the environment, is by using some of the assessment modalities to truly and honest gather feedback from self, family, teachers, gurus, and peers, without all the dependence relying on ONE guru as the source of all wisdom. 

a. You define the role.
b. You identify the competencies, proficiencies, skills identified with that role.
c. You create the assessments that measure the skillset. 
d. You generate questionnaires and review in a 360 manner that assures a "ballpark estimate" of proficiency. Anything from EEG to measure meditative depth, to teacher reviews, to the depth of mental understanding of "Non-duality", to the level of psychological non-reactivity to the second-order seeming separations of body, mind, world.
e. Based on the assessments - gaps in the module are identified, with hopefully proscriptive practices, and adjustments in practice engaged.