First, let us clear up an ambiguity that wastes almost everyone's time. Rise Up is a French LMS: a platform on which a company publishes its programmes, enrols its learners and tracks their progress. Articulate Rise 360 is an American authoring tool: you build modules in it and then export them to an LMS. The names look alike, the products have nothing in common, and integrating Face Up works in a completely different way in each.
This article is about Rise Up, the LMS. If you were looking for the other one, read how to embed a conversational simulation in Articulate Rise 360 or building training with Rise 360 and Face Up instead.
Here we describe the LTI 1.3 integration path: registering Face Up as an external tool, exchanging credentials, adding a role-play to a programme, checking the tracking, and testing as a learner. We finish with what Eurotunnel does with this set-up across roughly 1,000 learners.
Rise Up hosts programmes and learners. Articulate Rise 360 produces modules. One is a destination, the other is a workshop. An organisation may well use both: author in Rise 360, deliver in Rise Up.
The difference in nature between an authoring tool and an LMS is set out more fully in authoring tool, LMS and LCMS. It is not an academic distinction: it decides who does what in your team and where problems get solved.
In Articulate Rise 360, integration happens through an embed block inside a module. In Rise Up, it happens over LTI 1.3, with everything that protocol brings: the learner's identity passed through, the scenario chosen from the platform, and score and completion returned into tracking.
In other words, the LMS route is richer. An embedded Rise 360 module displays the role-play; an LTI activity in Rise Up displays it and attaches it to the learner's record.
One simple reflex before any technical meeting: ask which platform learners log into day to day. If the answer is a Rise Up domain, this article is the right one. If the answer is another LMS receiving packages authored in Rise 360, you are in the other case.
Registering an external tool is a platform administration task. You will need a Rise Up administrator account and, depending on how your contract is set up, support from your contact at the vendor. Plan this first: it is what sets the schedule.
On the Face Up side, a workspace owner is enough to generate and pass on the connection details.
The exchange runs both ways, exactly as on other LMSs. Face Up provides the tool launch URL, the login initiation URL and the public keyset URL. Rise Up returns its platform ID, a client ID, a deployment ID, and the technical authentication and token endpoints.
Nothing more. These are the same concepts handled on the Moodle side, described in the Moodle integration tutorial: only the interface changes, not the protocol.
Three decisions should be made before touching any settings. Which identity data the platform shares with the tool, bearing in mind that named tracking requires at least the learner's name. Which programmes and populations are in scope at launch. And whether you want several grade lines per role-play or a single one.
Settling these in advance avoids the classic trap: an integration that works technically but sits blocked for three weeks behind an internal decision nobody anticipated.
In the Rise Up administration area, go to the section covering integrations and external tools, and create a new LTI 1.3 connection. Exact wording may vary with your configuration: if you cannot find the entry, your Rise Up contact will point you to it in a minute.
Enter the three addresses supplied by Face Up. As everywhere, paste them rather than retyping, and check for a trailing space: it is the leading cause of failed launches across every LMS.
Three services need to be enabled, each serving a precise purpose. Deep Linking lets you choose the scenario from the platform while building the programme. AGS returns the score out of 100 and completion into tracking. NRPS syncs enrolments, which spares you from maintaining a duplicate learner list.
If one of the three is left off, the integration will still work, but in a degraded form — and the symptom will surface later, at the worst possible moment. Their respective roles are detailed in our explanation of LTI 1.3.
Enter the credentials returned by Rise Up on the Face Up side, then save. The real verification happens at the next step: an activity added to a test programme and played with a genuine learner account. Until that test has happened, treat the integration as unverified.
In the programme, add an external tool activity and select the Face Up connection. Selecting content opens the scenario catalogue straight from Rise Up: the designer picks the one they want, confirms, and the platform retrieves the launch parameters on its own.
No link to request, no file to import. That is what lets the learning team evolve its programmes without raising a technical ticket, as we explain in choosing your scenario from the LMS.
Check that the activity is graded and that the scale matches the score out of 100 returned by Face Up. Decide too what counts as completion: having played the role-play, or having reached a threshold. Both are defensible, but the choice must be explicit, because it governs progression through the programme.
If you opted for several grade lines, this is where the split takes shape. The value of that granularity is developed in AGS and grade passback for soft skills.
Use a genuine learner account enrolled on the programme, not just a preview. Four checks: the role-play opens without asking for credentials again, the conversation starts, the debrief appears at the end, and the result shows up in tracking shortly after.
This is the point that matters most in practice. The learner opens their programme, clicks the activity, and the role-play opens in an iframe within the page. No second login, no new tab to manage, no account to create.
Every break in the journey costs participants, and across a frontline population that loss is far from marginal. It is one of the points where the LMS alone shows its limits on relational skills, as we set out in why the LMS alone is not enough.
At the end of the conversation, the learner gets feedback on what they actually did: the moments where the exchange tipped, what they said at that point, what a different phrasing would have produced. That is where the reflex is built, far more than in the score.
They can then replay the same situation. Repetition is not an admission of failure, it is the mechanism: behaviour under pressure does not settle in a single attempt.
On the management side, Rise Up tracking shows who played, how many times, with what score and what completion. The data arrives on its own, in the tool where the team already looks at everything else, with no export and no reprocessing.
That is what makes it possible to steer by population rather than case by case — the logic described in integrating customer service training into the LMS.
Eurotunnel has roughly 1,000 learners working on customer relations scenarios, from Rise Up. Teams practise on situations they genuinely encounter, within the framework of their new customer relations approach.
The operational context of those situations is described in our article on managing disruption and in soft skills in passenger transport.
Two things, and they answer each other. First, skills progression on the new customer relations approach: that is the point of the programme. Second, team engagement — because on a skill that demands repetition, engagement governs the result.
A team that practises willingly progresses further than a team ticking off an obligation. Tracking engagement is therefore not a comfort metric: it is a leading indicator of the progress still to come.
To encourage practice, Eurotunnel relies on gamification and on challenges between teams. The lever is simple and effective: make repetition desirable rather than compulsory.
It is an often neglected lever on large rollouts, where a great deal of energy goes into the content and very little into the conditions for practice. The full story is in our Eurotunnel customer story, and the logic of scale in deploying soft skills training at scale.
Integrating Face Up with Rise Up always follows the same sequence: register the tool over LTI 1.3, exchange credentials in both directions, enable Deep Linking, AGS and NRPS, add the role-play to a programme, then test with a genuine learner account. Most of the elapsed time goes on administration rights and internal decisions, not on configuration.
Once the connection is in place, adding a role-play to a new programme becomes a matter of minutes for the learning team. That ease is what makes the approach sustainable across a thousand learners — and what allows scenarios to evolve without re-importing anything.
And if the choice of standard is not yet settled where you are, read SCORM, LTI or xAPI for conversational training first, then our guide to integrating Face Up with an LMS.
