Conducting a Smooth Sakai Transition: Planning, Acting & Maintaining the Momentum

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In this co-joint presentation session, Marist College and Virginia Tech highlight their experiences of successes and lessons learned during their transition to Sakai, including: …

In this co-joint presentation session, Marist College and Virginia Tech highlight their experiences of successes and lessons learned during their transition to Sakai, including:

* Why the change was needed,
* How change is good,
* Which Actions support the transition,
* How Training sustains the transition,
* How to Maintain transition momentum, and
* Lessons learned.

Virginia Tech and Marist College have both successfully transitioned to Sakai. Reba-Anna Lee (Marist College) will talk about their three-step process to success: Planning, Acting, and Maintaining progress. As Marist College found, a successful transition includes planning communication, meeting the needs for data transfer, providing training and support, and when completed, maintaining user interest in Sakai. Amber D. Evans (Virginia Tech), will talk in detail about how part of VT's successful transition was through effectively addressing Faculty, Staff, and Student concerns using aspects of the Concerns-Based Approach Model to assess the audience and resources; at VT this information was used to map optimal lines of communication and to define support structures to successfully implement Sakai. (This is a reprisal and follow-up to Virginia Tech's 2009 Boston Conference session: "Concerning Their Concerns: Using CBAM to Map Support for a Transition.") Overall, this session highlights what both colleges anticipated, what they did not, and ultimately what both Marist and VT successfully did regarding planning (communication), action (training and support), and maintenance (momentum and interest). Recommendations, suggestions, and some "best practices" regarding the above will be provided.

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  • Reba-Anna Lee: Amber D. Evans-Marcu: Currently pursuing a Ph.D. in Instructional Design and Technology. 15+ years experience in teaching, pedagogy, and technology. Professional and Faculty Development. Knowledgeable about (and doing research in) Diffusion of Innovations in Higher Education.
  • Reba-Anna Lee
  • Reba-Anna Lee: Information is keyBuy-in is crucialAmber D. Evans-Marcu:Strategic Integration
  • Reba-Anna Lee: Amber D. Evans-Marcu: Collaboration Sakai Pilot (Fall 2005) built brand awareness and familiarity with productHigh-profile projects supported by Sakai were quickly adopted, mostly throughword of mouthTraining workshops begin with Course Sites Pilot (Spring 2006)Official announcements made by Provost McNamee and VP for IT, Erv Blythe on April 20, 2009 cited support for the move to adopt Scholar as the New Learning Collaborative Environment.Official announcement made by the Learning Technologies Dept. on April 28, 2009 stated that Scholar would replace Blackboard by December 2010.Information in the slide notes cited from Sakai 2009 Boston “Virginia Tech’s Transition to Sakai” which can be found online at https://confluence.sakaiproject.org/x/L4LGAw and http://www.slideshare.net/amsdiane/virginia-techs-transition-to-sakai
  • Reba-Anna LeeAmber D. Evans-Marcu
  • Reba-Anna Lee: Faculty “Sakai Luncheons” in Fall ’07Amber D. Evans-Marcu:The Board functions to provide:Input to our processFeedback and guidanceCredible spokespersons in their collegesComprised of faculty and administrators from all colleges and includes staff, graduate and undergraduate studentsThe Board includes faculty who teach not only traditional face-to-face instructors but also blended classrooms and completely online classesWe try to fold feedback into our development of the system on our campusThey have helped us develop our communication planInformation in the slide notes cited from Sakai 2009 Boston “Virginia Tech’s Transition to Sakai” which can be found online at https://confluence.sakaiproject.org/x/L4LGAw and http://www.slideshare.net/amsdiane/virginia-techs-transition-to-sakai
  • Reba-Anna Lee: VP of Academic Affairs announced transition to faculty in Spring ’08 (Marist)Amber D. Evans-Marcu:Provost McNamee and VP for IT, Erv Blythe, announced support on April 20, 2009 to adopt Scholar as the New Learning Collaborative Environment (VT).Learning Technologies dept. announced on April 28, 2009 Scholar would replace Blackboard by December 2010 (VT).Information in the slide notes cited from Sakai 2009 Boston “Virginia Tech’s Transition to Sakai” which can be found online at https://confluence.sakaiproject.org/x/L4LGAw and http://www.slideshare.net/amsdiane/virginia-techs-transition-to-sakai
  • Reba-Anna Lee
  • Amber D. Evans-MarcuVT’s LMS History & Designed PlanSakai (“VT Scholar”) Pilot Fall 2005Early focus on CollaborationFilled strategic tool gap without initially competing with BlackboardBuilt brand awareness and familiarity with productGained experience supporting platformSought high profile projects to gain visibility and show range of applicationSACS & NCAA reaccreditation, research, committeesQuickly adopted, mostly word of mouthScholar Fellows establishedCourse pilot sites begin in Spring 2006Waiting for tool enhancements and overall stability and performance before targeting a dateSakai as platform for consolidated workspace starts to gain mindshareTraining workshops beginAY2009-2010 emerges as production goalStaffing and infrastructure resourcesePortfolios included in University Strategic PlanInformation in the slide notes cited from Sakai 2009 Boston “Virginia Tech’s Transition to Sakai” which can be found online at https://confluence.sakaiproject.org/x/L4LGAw and http://www.slideshare.net/amsdiane/virginia-techs-transition-to-sakai
  • Reba-Anna Lee
  • Reba-Anna Lee
  • Reba-Anna LeeToolsExport from Educator (Marist)Bitkinex is an SFTP and WebDAV client for Windows (Marist)BenefitsReduced data transfer time (hours > minutes)Amber D. Evans-MarcuUNC’s Bfree & RespondusManual transfer of Tests & Quizzes required hire of part-time staff (VT)
  • Reba-Anna Lee:MaristGeneral Export and Import Tips Announcement Syllabus Assignments Starting a Forum Starting a Topic Packets Examinations/Quizzes Amber D. Evans-Marcu:VT’s “Moving from Blackboard to Scholar” Guide: http://www.olcs.lt.vt.edu/scholar/handouts/quickstarts/quickStartMovingFromBBToScholar.pdf
  • Reba-Anna Lee
  • Amber D. Evans-Marcu:Summer/Fall 2008 – 25 workshops* Spring 2009 – 106 workshops* Summer 2009 – 294 workshopsFall 2009 - 69 workshopsSpring 2010 - 66 workshopsSummer 2010 - 10 tracks (30 workshops)Summer 2008 – 122 attendedFall 2008 –88 attended* Spring 2009 –485 attended* Summer 2009 –1263 attendedFall 2009 – 256 attended* Spring 2010 – 411 attendedSummer 2010 – 197 attendedBy Summer 2009, there were 10x more participants in Scholar workshops than just a year before.Dip in enrollments in Fall 2008 due to lack of workshop advertising and because Blackboard had also undergone an upgrade that same summer at our institution.In Spring 2009, the announcement was made that Blackboard would be retired by end of 2010.Aggressive marketing through all PR channels to reach the wide audience at VT began in Spring 2009 and FDI added “Short Course Workshops” for the first time during the Summer of 2009 (and again in Summer 2010). All of these workshops focus solely on Scholar. Enrollments significantly dropped off in the Fall and increased again in the Spring as faculty were again reminded of the upcoming December deadline. Summer 2010 was the last opportunity to move from Blackboard to Scholar with full support.294 (Total)Summer/Early Fall 2009 Actual Workshops Offered:Introductory / OverviewScholar Quick-Start Series: OverviewePortfolio: Virginia Tech's ePortfolio System within Scholar Task-based focusQuick Start Series: Site Setup, Course Resources & Syllabus, Assignments, Tests & Quizzes, GradebookScholar: Unpacking After the Move from BlackboardScholar: Creating Your Course and Content (Which Tools do I Use?) Scholar: Collaboration and Communication (Which Tools do I Use?) Scholar Group/Departmental TrainingPedagogy-focusTrack C - Using the Web for Instruction: Scholar and Other Tools (3 days) Faculty Scholar Showcase: Among the BestScholar: The Instructor's Tools for Teaching Scholar: ePortfolios and eFolio-Thinking Scholar Group/Departmental TrainingOne-on-One HelpInformation in the slide notes cited from Sakai 2009 Boston “Virginia Tech’s Transition to Sakai” which can be found online at https://confluence.sakaiproject.org/x/L4LGAw and http://www.slideshare.net/amsdiane/virginia-techs-transition-to-sakai
  • Reba-Anna LeeAmber D. Evans-Marcu
  • Amber D. Evans-Marcu:Through training, interest and adoption can be achieved. It can also be effectively maintained since we know who our learners are at the various stages. By using these two models, we can identify what stage of concern our users have and how to best address it.Evolution of Training Top-Right: Roger’s Diffusion of Innovation Theory (2.5% Innovators, 13.5% Early Adopters, 34% Early Majority, 34% Late Majority, 16% Laggards)Bottom-Left: Concerns Based Adoption Model Stages of ConcernBottom-Right: Chart showing the juxtaposition Roger's adoption (early adopters, early majority, major majority, late majority, laggards) vs. Stages of Concern/Levels of Use.Regarding Communication (the Concerns Based Adoption Model (CBAM)) addresses:Awareness of the systemBenefits of the systemTask Management (support, help, and ability to do it)The Training can be designed to move from task-based to pedagogy and cycles for each group Level 1: AwarenessLevel 2: InformationLevel 3: PersonalLevel 4: (Task) ManagementSupporting them to Level 4+: Actualization (Management, Consequence, Collaboration, Refocusing)Juxtaposition of Rogers vs. Stages of Concerns: This is a look at late Spring 2009 and the restructuring of training we did to accommodate the sudden change and shift in audience needs. As I had mentioned, in mid/late-Spring, the announcement was made that Scholar would replace Blackboard at the end of 2010 … an entirely new group would enter our system and begin to form the mass of our early majority. But first, they would need to be brought up to speed and we would need to address the sudden onslaught of late majority people who were attending workshops “just to check this Scholar thing out” but had no intention of making any move at this time.This chart is an approximation of our content, materials, and training as it relates to both the Stages of Concern in the Concerns Based Adoption model juxtaposed against Roger’s Diffusion of Innovation theory. The key part of this chart is the center piece, focusing on the Early Majority group. According to Roger’s theory (which is based on empirical research done at Purdue by Ryan and Gross concerning farmer’s knowledge and use of seed in the 1940’s) , and to borrow from MalcomGladwell, the “tipping point” for an innovation or project’s success is when the Early Majority group (at 34%) has adopted the idea or technology and uses it. Although Rogers claims that at any point an adopter can reject it, Hall & Hord (1987)’s CBAM pinpointed the Stage of Concern at which a user rejects the idea, technology, or concept:When the participant is in their own setting, trying to independently implement their training and build their mastery to a routine level of task management (Stage of Concern), THAT is when the power of support becomes so critical for participant success. If mentoring is provided at this point, participants CAN progress and continue to grow. If participants are NOT supported: they CANNOT continue to grow--implementation problems will often overwhelm them, the innovative practices will be discarded, or worse, coping strategies which are often poor practice will be adopted.” (Adapted from Barry Sweeny, 2003, http://www.mentoring-association.org/membersonly/CBAM.html)This is the stage where participants ask, “How can I master the skills and fit it all in?” Instead of just being a focus on the “self,” they now begin to focus on information and resources. They recognize the time investment and the task before them, but have accepted it as part of the process. This is where myriad resources for support become critical! Without the “on my own time” support, they will flounder and possibly fail!Rogers, Everett M. (2005). Diffusion of Innovations, Glencoe: Free Press.Ryan, B. (1943). The diffusion of hybrid seed corn in two Iowa communities. Rural Sociology. 8(1), p. 15-24. Information in the slide notes cited from Sakai 2009 Boston “Concerning Their Concerns: Using CBAM to Map Support for a Transition” which can be found online at https://confluence.sakaiproject.org/x/mYLGAw and http://www.slideshare.net/amsdiane/concerning-their-concerns-using-cbam-to-map-support-for-a-transition
  • Amber D. Evans-Marcu:Through training, interest and adoption can be achieved. It can also be effectively maintained since we know who our learners are at the various stages. By using these two models, we can identify what stage of concern our users have and how to best address it.Evolution of Training Top-Right: Roger’s Diffusion of Innovation Theory (2.5% Innovators, 13.5% Early Adopters, 34% Early Majority, 34% Late Majority, 16% Laggards)Bottom-Left: Concerns Based Adoption Model Stages of ConcernBottom-Right: Chart showing the juxtaposition Roger's adoption (early adopters, early majority, major majority, late majority, laggards) vs. Stages of Concern/Levels of Use.Regarding Communication (the Concerns Based Adoption Model (CBAM)) addresses:Awareness of the systemBenefits of the systemTask Management (support, help, and ability to do it)The Training can be designed to move from task-based to pedagogy and cycles for each group Level 1: AwarenessLevel 2: InformationLevel 3: PersonalLevel 4: (Task) ManagementSupporting them to Level 4+: Actualization (Management, Consequence, Collaboration, Refocusing)Juxtaposition of Rogers vs. Stages of Concerns: This is a look at late Spring 2009 and the restructuring of training we did to accommodate the sudden change and shift in audience needs. As I had mentioned, in mid/late-Spring, the announcement was made that Scholar would replace Blackboard at the end of 2010 … an entirely new group would enter our system and begin to form the mass of our early majority. But first, they would need to be brought up to speed and we would need to address the sudden onslaught of late majority people who were attending workshops “just to check this Scholar thing out” but had no intention of making any move at this time.This chart is an approximation of our content, materials, and training as it relates to both the Stages of Concern in the Concerns Based Adoption model juxtaposed against Roger’s Diffusion of Innovation theory. The key part of this chart is the center piece, focusing on the Early Majority group. According to Roger’s theory (which is based on empirical research done at Purdue by Ryan and Gross concerning farmer’s knowledge and use of seed in the 1940’s) , and to borrow from MalcomGladwell, the “tipping point” for an innovation or project’s success is when the Early Majority group (at 34%) has adopted the idea or technology and uses it. Although Rogers claims that at any point an adopter can reject it, Hall & Hord (1987)’s CBAM pinpointed the Stage of Concern at which a user rejects the idea, technology, or concept:When the participant is in their own setting, trying to independently implement their training and build their mastery to a routine level of task management (Stage of Concern), THAT is when the power of support becomes so critical for participant success. If mentoring is provided at this point, participants CAN progress and continue to grow. If participants are NOT supported: they CANNOT continue to grow--implementation problems will often overwhelm them, the innovative practices will be discarded, or worse, coping strategies which are often poor practice will be adopted.” (Adapted from Barry Sweeny, 2003, http://www.mentoring-association.org/membersonly/CBAM.html)This is the stage where participants ask, “How can I master the skills and fit it all in?” Instead of just being a focus on the “self,” they now begin to focus on information and resources. They recognize the time investment and the task before them, but have accepted it as part of the process. This is where myriad resources for support become critical! Without the “on my own time” support, they will flounder and possibly fail!Rogers, Everett M. (2005). Diffusion of Innovations, Glencoe: Free Press.Ryan, B. (1943). The diffusion of hybrid seed corn in two Iowa communities. Rural Sociology. 8(1), p. 15-24. Information in the slide notes cited from Sakai 2009 Boston “Concerning Their Concerns: Using CBAM to Map Support for a Transition” which can be found online at https://confluence.sakaiproject.org/x/mYLGAw and http://www.slideshare.net/amsdiane/concerning-their-concerns-using-cbam-to-map-support-for-a-transition
  • Amber D. Evans-Marcu
  • Reba-Anna Lee

Transcript

  • 1. Conducting a Smooth Sakai Transition: Planning, Acting, & Maintaining Momentum
    Reba-Anna Lee, Academic Technology & eLearning Assistant Director, Marist College
    Amber D. Evans-Marcu, Ph.D. Candidate, Virgina Tech
  • 2. Three Steps
    Three step process to success
    Plan
    Act
    Maintain
    2
    Sakai Conference 2011 - Los Angeles, CA, U.S.A.
  • 3. Plan
    Information is key
    What do people need to know
    When do they need to know it
    Buy-in is crucial
    You must be the loudest voice
    Enlist the help of “cheerleaders” before anything actually changes
    Strategic Integration
    High profile projects: reaccreditation, research, committees, courses, & ePortfolio
    Training & Resources
    3
    Sakai Conference 2011 - Los Angeles, CA, U.S.A.
  • 4. Communicating a PlanSilence is not golden
    Silence is not golden
    Have a clear communication strategy/plan
    Be aware of negatives and be prepared for “bad times”
    Change is best in small doses
    Marist has a multi phased roll-out plan
    VT had a multi-phased 18-month roll-out plan.
    4
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  • 5. PlanShare the good news
    College leadership briefings by the Marist Director started in Fall 2006
    Deans Council, President’s Cabinet
    Grassroots word-of-mouth effort with official campus announcements (VT).
    Sakai Conference 2011 - Los Angeles, CA, U.S.A.
    5
  • 6. PlanShare the good news (cont’d)
    Faculty communication
    Scholar Advisory Board (VT)
    Faculty “Sakai Luncheons” (Marist) & “Brown Bag” sessions (VT)
    Attended faculty school meetings (Marist) and dept. meetings (VT).
    Conducted systematic college/dept.-wide training sessions (VT).
    Regular faculty updates via e-mail & web pages (Marist & VT).
    Sakai Conference 2011 - Los Angeles, CA, U.S.A.
    6
  • 7. PlanShare the good news (cont’d)
    Official Channels
    VP of Academic Affairs announced transition in Spring 2008 (Marist)
    Provost and VP for IT announced support in Spring 2009 to adopt Scholar as the New Learning Collaborative Environment (VT).
    Learning Technologies dept. announced in Spring 2009 Scholar would replace Blackboard by December 2010 (VT).
    Sakai Conference 2011 - Los Angeles, CA, U.S.A.
    7
  • 8. Reasons why Marist was ready for change
    Increase in institutional requirements and strength
    A strategic assessment of the Educator eLearning System found…
    User Interface Deficiencies
    Functionality Deficiencies
    Technical Deficiencies
    Potential instability of Ucompass Company
    We want to change on our timeline, not someone else's…
    Sakai Conference 2011 - Los Angeles, CA, U.S.A.
    8
  • 9. Reasons why VT was ready for change
    Significant outage of Blackboard in January 2005 showed need for alternative.
    High impact clearly showed the need to have much more control over software platforms and services.
    VT established internal goal to provide an integrated LMS/Portfolio/Collaboration system.
    Filled strategic tool gap without initially competing with Blackboard.
    Sakai as platform for consolidated workspace starts to gain mindshare.
    Supported high profile projects
    SACS & NCAA reaccrediation, research, committees.
    Blackboard license to expire in December 2010.
    From Sakai 2009 Boston “Virginia Tech’s Transition to Sakai”
    Sakai Conference 2011 - Los Angeles, CA, U.S.A.
    9
  • 10. Why Change is Good
    • Sakai = iLearn (Marist); Scholar (VT)
    • 11. Piloted for over a year before “big transition” (Marist, VT)
    • 12. Gap Analysis showed all critical capabilities of Educator are available (Marist)
    • 13. Overall,
    • 14. Richer functionality, supports more uses
    • 15. Supports ad hoc collaboration
    • 16. Scalability and sustainability
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    10
  • 17. Act
    Summer 2008 (Marist) / Spring 2009 (VT)
    Data transfer
    Course Migrations
    Training
    11
    Sakai Conference 2011 - Los Angeles, CA, U.S.A.
  • 18. ActData transfer
    Tools
    Export from Educator (Marist)
    Bitkinex is an SFTP and WebDAV client for Windows (Marist)
    UNC’s bFree & Respondus (VT)
    Benefits
    Reduced data transfer time (hours > minutes)
    Pitfalls
    Graduate Student Staff log in as an administrator (Marist)
    Manual transfer of Tests & Quizzes required hire of staff (VT)
    SakaiConference 2011 - Los Angeles, CA, U.S.A.
    12
  • 19. Course Migration Guides
    Marist
    VT’s “Moving from Blackboard to Scholar” Guide: http://www.olcs.lt.vt.edu/scholar/handouts/quickstarts/quickStartMovingFromBBToScholar.pdf
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    13
  • 27. Marist Training—The First Wave
    Offered 13 Summer Institutes over the summer.
    Best attended were two-part half-day sessions.
    Offered a Graduate Student worker for assistance.
    Offered incentives (gift bags and an “iTeach” T-shirt, mouse pads, etc)
    Sakai Conference 2011 - Los Angeles, CA, U.S.A.
    14
  • 28. VT Training—Overview
    Spring, Summer, & Spring after the announcement = most attended:
    Sakai Conference 2011 - Los Angeles, CA, U.S.A.
    15
    Announcement (Spring 2009)
    485 participants (Spring 09)
    1263 participants (Summer 09)
    411 participants (Spring 2010)
  • 29. Maintain (Ongoing …)
    How to keep interest and excitement for Sakai
    Highlight “new” features
    Email, Portal Messages, Announcements, Fliers
    Communicate updates and changes via Monthly Code Updates (VT).
    Highlight great faculty ideas
    Wikis (Marist)
    Exemplary Scholar Sites, Faculty Panels (VT)
    Voluntary  Mandatory (Marist)
    Mandatory  Deadline (VT)
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    16
  • 30. Maintaining Interest via Models @ VT
    Rogers’ Diffusion of Innovations (macro)
    Concerns Based Adoption Model (CBAM)’s Stages of Concerns (micro)
    17
    Rogers’ Diffusion of Innovations Theory
  • 31. Maintaining Interest via Models @ VT
    Intro./Overview
    Task-based focus
    Pedagogy focus
    18
    Rogers’ Diffusion of Innovations
    vs. Stages of Concerns in 2009
    Juxtaposition of Roger's adoption (early adopters, early majority, major majority, late majority, laggards) vs. Stages of Concern/Levels of Use.
    NOTE: With time and experience, the percentage of Pegagogy-focused training should increase.
  • 38. VT’s Continuing Plans
    Look at workshop feedback to determine where training needs exist.
    Look at our help desk questions to determine where training needs exist.
    Continue to go to departments that request directed training.
    Hope that our Advisory Board will continue to give input as to focus areas for our development work.
    These help shape how we train our faculty to use and improveSakai.
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    19
  • 39. Lessons learned
    Timing is everything.
    Research is important.
    Communication is paramount.
    Understand that people will change in their own time & with effective and timely interventions.
    Always remember our REAL clients–
    the Students
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    20
  • 40. Contact Information
    Sakai Conference 2011 - Los Angeles, CA, U.S.A.
    21
  • 41. Program & Concentra Information
    Centra Link: https://www.concentra-cms.com/program/Sakai/2011-sakai-conference/607.html
    Session Wiki Page: https://confluence.sakaiproject.org/x/B4yCB
    Title: Conducting a Smooth Sakai Transition: Planning, Acting & Maintaining the Momentum
    Session: Conference Track Session (60 minutes)
    Date: 06/14/2011
    Time: 3:45 PM - 4:45 PM
    Room: Palos Verdes
    Presenter(s):
    Reba-Anna Lee (Marist College)reba-annalee@marist.edu
    Amber D. Evans-Marcu (Virginia Tech)adevans@vt.edu, 530-426-2372
    Overview:
    In this co-joint presentation session, Marist College and Virginia Tech highlight their experiences of successes and lessons learned during their transition to Sakai, including:
    Why the change was needed,
    How change is good,
    Which Actions support the transition,
    How Training sustains the transition,
    How to Maintain transition momentum, and
    Lessons learned.
    Keywords: transition, migration, training, innovation adoption
    Sakai Conference 2011 - Los Angeles, CA, U.S.A.
    22