ULCC Moodle User Group (HE) July 2014


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Slides from the ULCC Moodle User Group for HE customers, held on Tuesday 22nd July 2014

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ULCC Moodle User Group (HE) July 2014

  1. 1. @ulcc www.ulcc.ac.uk Moodle User Group (HE) Tuesday 22nd July 2014
  2. 2. @ulcc www.ulcc.ac.uk Welcome Richard Maccabee
  3. 3. @ulcc www.ulcc.ac.uk Customer Portal Update Frank Steiner
  4. 4. @ulcc www.ulcc.ac.uk Customer Portal Update • New theme currently undergoing testing • Switch-over to happen by end of July • Once live feedback via ulccportal@london.ac.uk • Short demo
  5. 5. @ulcc www.ulcc.ac.uk Ways to log an incident - Recap Customer Portal Subject: Your INC0010048 has been logged 020 7862 8111 service@london.ac.uk ulcc.service-now.com
  6. 6. @ulcc www.ulcc.ac.uk Moodle Service - Upgrades Emily Walker
  7. 7. @ulcc www.ulcc.ac.uk Moodle Service - Reporting Dave Kenworthy
  8. 8. @ulcc www.ulcc.ac.uk Taxonomy • Server Level Reporting – CPU, disk, memory etc. • Web Reporting – traffic analysis e.g. Google Analytics Application reporting - transaction timing, database statistics • Service Reporting – SLA related stats e.g. Availability, incident response. • VLE Reporting – courses, assignments, activity types, etc. • Analytics – e.g. data mining to improve student retention.
  9. 9. @ulcc www.ulcc.ac.uk Server Level Reporting • Used for early warning of failures that may impact service availability and performance – Disk space – Data centre temperature – Network router failure – Etc. • Currently use Nagios, SolarWinds etc.
  10. 10. @ulcc www.ulcc.ac.uk Web Reporting • Used for analysis of both traffic and performance of web site or application • Currently use Google Analytics, New Relic, Statuscake, Panopta, and others • Google Analytics available to customers upon request. • Bloom will include service option to use New Relic.
  11. 11. @ulcc www.ulcc.ac.uk Service Reporting • Reporting on performance of ULCC against agreed service levels such as availability and incident resolution • Currently more manual than is ideal • Bonsai/Bloom will introduce regular monthly reporting (basic at first but improving regularly)
  12. 12. @ulcc www.ulcc.ac.uk VLE Reporting • Used for understanding what usage is being made of the VLE • Reporting plugin is now included in standard build with limited set of reports • Reporting service available which provides daily copy of Moodle data to run extended set of reports without impacting performance
  13. 13. @ulcc www.ulcc.ac.uk Analytics • Using sophisticated ‘intelligent’ software to extract meaning and predictions from large datasets. • ULCC are currently working with IBM and others to develop a shared service focussed on improving retention through use of Analytics.
  14. 14. @ulcc www.ulcc.ac.uk Moodle Service – Bloom/Bonsai John Hilton
  15. 15. @ulcc www.ulcc.ac.uk Context • Ensuring our services are built on firm foundations • Providing clarity • Evolution of previous Bloom offerings • Ensure we have an e-Learning service for all needs and all budgets
  16. 16. @ulcc www.ulcc.ac.uk Common Features • Standardised ULCC- Moodle Build • Quarterly Updates • Time-bounded support • No access to infrastructure • Monthly Service Reports
  17. 17. @ulcc www.ulcc.ac.uk Key Features - Bonsai • 99% Availability Target • Basic Performance Target • 1 day/year inclusive support time • Weekly backup retention • Other boundaries/restrictions
  18. 18. @ulcc www.ulcc.ac.uk Key Features - Bloom • 99.9% Availability (with service credits) • Performance SLA (with service credits) • Unlimited Storage • 3 days/year inclusive support time • Annual Health Check
  19. 19. @ulcc www.ulcc.ac.uk Chargeable Options - Bonsai • Support+ • Additional Processing Power • Additional Storage
  20. 20. @ulcc www.ulcc.ac.uk Chargeable Options - Bloom • Support+ (Bronze/Silver/Gold/Platinum) • Enterprise Enhancements – DR, SSL, OOH, Reporting etc. • Customisation – Private Theme, Tailored, Leading Edge • Moodle Spaces – Pre-Production, Dev/Test/LoadBox, CYA • Bolt-On Services – Mahara, Equella, MediaSite, Echo360 etc.
  21. 21. @ulcc www.ulcc.ac.uk Bonsai/Bloom Comparison Standard Build Quarterly Updates Access to Infrastructure Service Credits Availability Storage Support Time Options Bonsai     99.0% Quota + £ 1 day/year Limited Bloom     99.9% Unlimited 3 days/year Full
  22. 22. @ulcc www.ulcc.ac.uk Service Descriptions Available Now • Bonsai • Bloom • Support+ • Enhanced Availability • Private Theme • Tailored • Leading Edge • Pre-Production • Mahara
  23. 23. @ulcc www.ulcc.ac.uk Service Descriptions – Coming Soon End August 2014 End October 2014 End December 2014 TestBox Enhanced Security Disaster Recovery DevBox Course Year Archive LoadBox Enhanced Performance Monitoring OOH Upgrade Equella Enhanced Reporting OOH Call Centre MediaSite Echo360
  24. 24. @ulcc www.ulcc.ac.uk Bonsai • Default replacement for all existing contracts at next annual renewal point – No change to price, excluding RPI adjustment – Existing contractual terms and conditions – Schedule 1 and 2 replaced with Bonsai Service Definitions • Harmonisation – Small variation on current pricing i.e. a reduction to the standard – Some clients on incorrectly assigned service level and/or using more than designated storage
  25. 25. @ulcc www.ulcc.ac.uk Bloom • Upgrade path for Bonsai and current standard contract clients – New contractual terms and conditions built around SaaS provision – Not applicable to all clients • Harmonisation – Some clients on incorrectly assigned service level
  26. 26. @ulcc www.ulcc.ac.uk Next Steps Period Activity Clients not requiring harmonisation will receive details of their specific Bonsai replacement service. Clients requiring harmonisation will be contacted to discuss the necessary changes. Q2 AY14/15 Consultation slots to discuss specific migration issues to Bloom will be held on a one to one basis. User Group meetings will contain a slot updating attendees on progress. Regular changes will be communicated through the ULCC Newsletter and eLearning Blog. All clients will migrate to Bonsai at their annual renewal point. Clients who wish to migrate to Bloom may do so at anytime. Q1 AY14/15 Throughout AY14/15
  27. 27. @ulcc www.ulcc.ac.uk Service Outage Frank Steiner
  28. 28. @ulcc www.ulcc.ac.uk Service Outage – The Incident 11.00 • Network management system reported ‘flapping’ of MAC addresses • Initial diagnosis identified software issue in one of the core switches 12.00 • decision to isolate core parts of the infrastructure • Establishment of emergency response task force to manage resolution and communication of incident 12.45 • First official communication vie ULCC website • Establishment of hourly progress meetings
  29. 29. @ulcc www.ulcc.ac.uk Service Outage – The Incident 15.30 • Access to Moodle services is fully restored • Hardware fault rather than software issue – as initially diagnosed – was identified as cause 18.35 • Network maintenance provider arrived on- site with replacement hardware 21.30 • Replacement backplane and management cards have been installed, network (external & internal) being fully restored
  30. 30. @ulcc www.ulcc.ac.uk Service Outage – Actions 1. Core Network Replacement 2. Review of Critical Incident Response Plan 3. Review of Communications Plan 4. e-Learning Service Resilience Review
  31. 31. @ulcc www.ulcc.ac.uk Critical Incident Comms Plan ADSL
  32. 32. @ulcc www.ulcc.ac.uk Critical Incident Comms Plan 1. Acknowledgement of critical incident, even if we don’t know the cause 2. Automated text message alert (Emergency contacts, record keeping!) 3. Customer portal / ULCC website & Service Desk Message 4. Social Media for incremental updates & responses 5. At least hourly updates throughout duration of any critical incident 6. Official closure of incident (Incident Report & Lessons Learnt)
  33. 33. @ulcc www.ulcc.ac.uk Customer Showcase Tim Neumann, IOE Assessment Careers Reporting Tool
  34. 34. Assessment Careers: Enhancing Learning Pathways through Assessment Tim Neumann
  35. 35. Assessment Careers • 3 year project funded by JISC with the aim of using technology to enhance assessment and feedback • www.ioe.ac.uk/assessmentcareers • Project Director: Dr Gwyneth Hughes 35
  36. 36. Some current problems with feedback • Lack of learner engagement with and understanding of feedback (Lizzio & Wilson, 2008). • Feedback does not encourage dialogue (Nicol & Macfarlane-Dick, 2005). • Inefficiency in terms of effort and impact. • Rarely scrutinised. • Inconsistent practice.
  37. 37. • Lack of information about progress – this could be motivating (Hughes, 2014). • Critique and advice focused on the current assignment. Often too late to be helpful. • Few feedback on generic and discipline skills. • Feedback is not stored and readily accessed over time. 37 Lack of continuity
  38. 38. Assessment Careers Project • Year 1: Baseline reporting and feedback analysis • Year 2 (2012/13): Five programmes pilot a Student Response form (cover sheet) • Year 3 ( 2013/14) Institutional implementation including a Moodle feedback reporting tool Assessment Careers: Institute of Education website: www.ioe.ac.uk/assessmentcareers
  39. 39. Pilot programmes Pilot 1 MA Education, Health Promotion and International Development Pilot 2 MRes in Educational and Social Research Pilot 3 MA Clinical Education Pilot 4 MA/MSc Psychology of Education Pilot 5 PGCE Primary Approx. 400 students and 30 staff in total.
  40. 40. Student Feedback Response Forms (pilot with ca 400 students & 40 staff) Thinking about the feedback on your draft or previous assignment: Indicate what the key points were. State what action you took to respond to previous feedback while preparing the current assignment. 40 Your response will help your assessor identify the progress you have made and suggest further action to help you develop.
  41. 41. Student Feedback Response Forms If you would like feedback on any particular aspects of your assignment, please make a note of what you would like the feedback to address. 41
  42. 42. Pilot reports on using Student Feedback Response Forms Staff: • Generally positively received. • Concerns over increased workload. Students: • Use of forms patchy, responses to them mixed. • Student response depends on ‘Assessment Literacy’, ie the capacity of students to engage with the process. 42
  43. 43. Tools to Support Assessment Careers http://link.lkl.ac.uk/jisc-ac-techreport Technology plays a role in the following areas: 1. Assessment and feedback MANAGEMENT: >> provide a holistic overview of a learner’s development 2. Assessment and feedback QUALITY: >> incorporate dialogue into feedback, improve assessment design through inspiration 43
  44. 44. Related Projects JISC Assessment & Feedback Programme • FASTECH: http://www.fastech.ac.uk • InterAct: http://blog.dundee.ac.uk/interact • Assessment Diaries: http://assessdiariesgrademark.wordpress.com • Online Coursework Management: http://as.exeter.ac.uk/support/educationenhancementprojects/current_projects/ocme • Making Assessment Count: http://sites.google.com/a/staff.westminster.ac.uk/mace/home 44
  45. 45. Student Assignment Report • Based on ULCC Reporting/Analytics Framework • Runs with light version of Reports Dashboard • Provides access to a student’s full submission history for tutors, even if not enrolled in the same courses • Currently captures Moodle Assignment & Turnitin 45
  46. 46. Screenshot 46
  47. 47. References Hattie, J. & Timperley, H. 2007. The Power of Feedback. Review of Educational Research 77 no. 1: 81-112. Hughes, G. (2014) Ipsative Assessment: Motivation through marking progress Basingstoke: Palgrave Macmillan. Lizzio, A. & Wilson, K. 2008. Feedback on assessment: student’s perceptions of quality and effectiveness. Assessment & Evaluation in Higher Education 33 no.3:263-275. Nicol, D. & Macfarlane,-Dick, D. 2006. Formative assessment and self- regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education 31 no. 2: 199-218. 47
  48. 48. @ulcc www.ulcc.ac.uk Customer Showcase Greg Crichton & Adrian Kent, Oxford Brookes Outsourcing Journey
  49. 49. Oxford Brookes Our outsourcing journey
  50. 50. Why we started to outsource E-learning agenda. Academia wished to improve offerings for e-learning. Little in house capacity and expertise for hosting. Shared educational ethos with ULCC. Programme to enhance student experience Provided driver for move from Blackboard to Moodle. ● Features ● Mobile ● Community No in house expertise in Moodle Not just the hosting need; We had a knowledge need.
  51. 51. Hosting of Moodle When & how long: ITT issued 6 June 2011 Contract signed with ULCC Oct 2011 Still smiling Who: We have the following people supporting our ‘technology enhanced learning’: Built up to 3 FTE developers (not Moodle exclusive), 3 e-Learning Technologists, OCSLD, 8 Faculty e- Learning Technologists. What we would do better? Co-ordinating Incident management (Service Now) Change Management (ITIL) Community engagement What else have we outsourced? Alfresco – document management Equella - RADAR
  52. 52. The Future….is uncertain Any questions?
  53. 53. @ulcc www.ulcc.ac.uk Customer Showcase Steven Malikowski, SGUL Simulations in Moodle
  54. 54. @ulcc www.ulcc.ac.uk Customer Updates
  55. 55. @ulcc www.ulcc.ac.uk SAVE THE DATE ULCC Moodle Xmas Event Senate House Tuesday, 9th December 2014
  56. 56. @ulcc www.ulcc.ac.uk End