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Virginia tech's transition to sakai

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  • Academic Support Groups using eP Tools include:Center for Student EngagementOffice of Sponsored ProgramsResidential Leadership CommunityRecent interest from the Office of Multicultural Programs and Services
  • Often, people will ask if they should start moving their materials into Scholar, since their students will be building ePs in Scholar.CTEWe may be doing an entire FDI Scholar/eP session for the whole School of Education as a result of their work witheP tools.
  • = Amber D. Evans (OCS Training and Documentation Coordinator) =Summer 2008 – 122 attendedFall 2008 –88 attendedSpring 2009 –485 attendedSummer 2009 –1263 attendedFall 2009 - 1818.7591 (projected at 75% maximum capacity)By 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, 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 2010 and FDI added “Short Course Workshops” for the first time this summer. All of these workshops focus solely on Scholar.
  • = Amber D. Evans (OCS Training and Documentation Coordinator) =Communication (CBAM) Awareness of the systemBenefits of the systemTask Management (support, help, and ability to do it)Training 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)Evolution of Training Roger’s Diffusion of Innovation Theory (2.5% Innovators, 13.5% Early Adopters, 34% Early Majority, 34% Late Majority, 16% Laggards)Chart showing the juxtaposition Roger's adoption (early adopters, early majority, major majority, late majority, laggards) vs. Stages of Concern/Levels of Use.Pie chart to show the % of actual training workshops for those X points (Informational sessions (Overview), Introductory courses (Tools), Task Management (One-on-Ones), Collaboration (Group, buddy-system), Support modelPost-Workshop SupportOne-on-OneBuddy SystemsSpecial Interest Groups4Help, Knowledge Base, Adobe Connect Pro
  • = Amber D. Evans (OCS Training and Documentation Coordinator) =Communication (CBAM) Awareness of the systemBenefits of the systemTask Management (support, help, and ability to do it)Training 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)
  • = Amber D. Evans (OCS Training and Documentation Coordinator) =Summer / Fall 2009 = (Just post) Innovators & Early Adopters These participants are without a deadline. Scholar is OPTIONAL and ELECTIVE. These users are concerned with “What is Sakai?” “How does it work?” “Why should I or would I use it?” and “How do I learn to use it?” “What can it do?”25 (Total) Actual Workshops Offered (Summer/Fall 2008)Introductory / OverviewScholar Everyday (Part 1) Scholar Encore (Part 2)Fall 2008Introductory / OverviewScholar for New Users (and How it Differs from Blackboard) Task-based focusScholar: Student Assessment (Tests & Quizzes, Gradebook, and Feedback) Scholar: Planning Lessons and Using AssignmentsPedagogy-focusScholar: Connecting Students with ContentScholar: Reflective Learning Activities ePortfolio for Learning ePortfolio for Assessment / Accreditation ePortfolio for Professional Development
  • = Amber D. Evans (OCS Training and Documentation Coordinator) =25 (Total) Actual Workshops Offered (Summer/Fall 2008)
  • = Amber D. Evans (OCS Training and Documentation Coordinator) =Spring 2009 = Early Adopters & Early Majority (a growing group) Early part of Spring semester, Scholar is still elective. They are not concerned with “what” Scholar is, but rather concerned with, “What are the benefits?” “How can I use it” “What should I do with it?” Mid-Spring and later, 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 …106 (Total) Actual Workshops Offered (Spring 2009)Introductory / OverviewScholar: Overview & Introduction ePortfolio: Virginia Tech's ePortfolio System within Scholar Task-based focusScholar: Moving Materials from Blackboard to Scholar Scholar: Collaboration Tools (Blogs, Wikis, Podcasting, and more!) Scholar: Lessons & Assignments Scholar: Tests, Quizzes, Feedback, & GradebookTrack C - Using the Web for Instruction: Scholar and Other Tools (2 days) Pedagogy-focusTrack C - Using the Web for Instruction: Scholar and Other Tools (1 day) Faculty Panel Discussion: Teaching with Scholar One-on-One Help
  • = Amber D. Evans (OCS Training and Documentation Coordinator) =106 (Total) Actual Workshops Offered (Spring 2009)
  • = Amber D. Evans (OCS Training and Documentation Coordinator) =This is a look at now 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. Communication (CBAM) Awareness of the systemBenefits of the systemTask Management (support, help, and ability to do it)Training 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)Evolution of Training Roger’s Diffusion of Innovation Theory (2.5% Innovators, 13.5% Early Adopters, 34% Early Majority, 34% Late Majority, 16% Laggards)Chart showing the juxtaposition Roger's adoption (early adopters, early majority, major majority, late majority, laggards) vs. Stages of Concern/Levels of Use.
  • = Amber D. Evans (OCS Training and Documentation Coordinator) =Communication (CBAM) Awareness of the systemBenefits of the systemTask Management (support, help, and ability to do it)Training 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)Evolution of Training Roger’s Diffusion of Innovation Theory (2.5% Innovators, 13.5% Early Adopters, 34% Early Majority, 34% Late Majority, 16% Laggards)Chart showing the juxtaposition Roger's adoption (early adopters, early majority, major majority, late majority, laggards) vs. Stages of Concern/Levels of Use.Pie chart to show the % of actual training workshops for those X points (Informational sessions (Overview), Introductory courses (Tools), Task Management (One-on-Ones), Collaboration (Group, buddy-system), Support modelPost-Workshop SupportOne-on-OneBuddy SystemsSpecial Interest Groups4Help, Knowledge Base, Adobe Connect Pro
  • = Amber D. Evans (OCS Training and Documentation Coordinator) =Summer 2009 = Early Adopters, Early Majority (a growing group), and Late Majority (“checking it out”) The announcement has been made that Scholar is replacing Blackboard. Entire departments are on-board with some enforcing the move to be sooner than Fall 2010. This brings in a sudden flush of participants who are very concerned with how Scholar will affect them, their time, their ability to create content, etc. Mostly, these folks fall into the range of Early Adopters at the earliest Stages of Concern, however, due to a number of willing and ready number of faculty, many begin building in Scholar for the upcoming Fall semester (as was seen in the Transition data). Still, many folks attend workshops to simply learn “what is it?” and “when does it impact me?” There are still many more other folks, however, who are now beyond the introductory phase (at least 16%), and we don’t want to ignore their needs. To meet this scale and breadth of training, another GA was hired to provide the personal and task management level trainings. Summer-to-Fall Timeline There was a significant addition of workshops during the early summer that were Introductory (Awareness) focused. As summer progressed, the sessions move through the stages of concern and become focused around task management (“how do I do something?”). As we draw near to the Fall Semester, again the process is reiterated, returning back to a number of Introductory Overview sessions for the late majority. Throughout all of this training, information is shared about where to go for 24/7 self-help (documentation, KB, videos, etc.) as well as for live help (4Help, InnovationSpace One-on-One Help sessions). Just prior to and during the first week of the Fall semester, a new slew of short (60 minute) tool-specific training will take place to help with the task-management stage for faculty. 294 (Total)Summer/Early Fall 2009 Actual Workshops OfferedIntroductory / OverviewScholar Quick-Start Series: OverviewScholar: Overview & Introduction (in all 3-day Tracks)Scholar: Something for Everyone (An Overview) ePortfolio: 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?) Track C - Using the Web for Instruction: Scholar and Other Tools (2 days)Scholar Group/Departmental TrainingPedagogy-focusTrack C - Using the Web for Instruction: Scholar and Other Tools (1 day) Scholar: The Instructor's Tools for Teaching Faculty Scholar Showcase: Among the BestScholar: ePortfolios and eFolio-Thinking Scholar Group/Departmental TrainingOne-on-One Help
  • = Amber D. Evans (OCS Training and Documentation Coordinator) =294 (Total)Summer/Early Fall 2009 Actual Workshops OfferedAnd … Tentative 91 (Total) Workshops to be Offered in Fall 2009: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 Help
  • = Amber D. Evans (OCS Training and Documentation Coordinator) =Also note that we have and continue to take every training opportunity held through FDI or through the Graduate School to provide short 30-minute informational sessions about Scholar and ePortfolio to continue our awareness campaign not only about Scholar, but as to where all of the Scholar support resources can be found. Again, remember that acceptance comes when folks can ask and answer the question, “How can I master the skills and fit it all in?” As they now begin to focus on information and resource gathering, it must be in place and available for them to use. User recognize the time investment and the task before them and expect to find solutions on their own whether it be through documents, handouts, videos, or calling others. This is where myriad resources for support become critical; without the “on-my-own-time” support, they will flounder and possibly fail! Failure = rejection of the product and an unhappy outspoken group can do a lot of damage, but they can also be turned to do a lot of good.If participants are unhappy, you should ask them why. I may think Sakai is the Bee’s Knees, but I also know all of the tweaks and workarounds that many faculty are not privy to and really shouldn’t have to be. There are real issues, real concerns, and areas for constant improvement in Sakai. The fortunate thing about being part of a community like Sakai, is that feedback and input from actual daily users can be incorporated, making all of our faculty not just users, but also stakeholders in the system.Communication (CBAM) Awareness of the systemBenefits of the systemTask Management (support, help, and ability to do it)Training 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)Evolution of Training Roger’s Diffusion of Innovation Theory (2.5% Innovators, 13.5% Early Adopters, 34% Early Majority, 34% Late Majority, 16% Laggards)Chart showing the juxtaposition Roger's adoption (early adopters, early majority, major majority, late majority, laggards) vs. Stages of Concern/Levels of Use.Pie chart to show the % of actual training workshops for those X points (Informational sessions (Overview), Introductory courses (Tools), Task Management (One-on-Ones), Collaboration (Group, buddy-system), Support modelPost-Workshop SupportOne-on-OneBuddy SystemsSpecial Interest Groups4Help, Knowledge Base, Adobe Connect ProDave’s Notes:This includes exposure to Sakai as a secondary systemThis may include the previous model that was usedAfter workshop supportOne-on-ones, small group supportLive over the shoulder support idea has been thought about

Virginia tech's transition to sakai Presentation Transcript

  • 1. Virginia Tech's Transition to Sakai
    John Moore, Senior Director Strategy and Planning
    Teggin Summers, Assistant Director ePortfolioIntiatives
    Will Humphries, Director Learning Application Development
    Amber D. Evans, Training and Documentation Coordinator
    David McPherson, Scholar Product Manager
  • 2. Introduction
  • 3. We are Virginia Tech
    Comprehensive Research I Institution
    Land grant
    60 bachelors degree programs
    140 masters and doctoral degree programs
    ~28,000 total FTE
    ~1,700 full-time teaching faculty
  • 4. History of LMS at VT
    “Cyberschool” web-course initiative - 1995
    WebCT - 1998
    Courseinfo (Blackboard) - 1999
    Current semester load: ~4000 course sections, ~1500 faculty & TAs, 27000+ students
    WebCT phased out in 2002
    Open Source Portfolio - 2003
    Forward-looking concept for Faculty study groups, task forces, and administrators
    Our introduction to open source arena
  • 5. History of LMS at VT
    Significant outage of Blackboard in January 2005 showed need for alternative
    High impact clearly showed the need to have much more control over our software platforms and our services
    As Sakai Project begins, VT establishes internal goal to provide an integrated LMS/Portfolio/Collaboration system based on community source software
  • 6. History of LMS at VT
    Sakai pilot (“Scholar”) begins Fall 2005
    Early focus on Collaboration
    Filled strategic tool gap without initially competing with Blackboard
    Built brand awareness and familiarity with product
    Gained experience supporting platform
    Sought high profile projects to gain visibility and show range of application
    SACS & NCAA reaccreditation, research, committees
    Quickly adopted, mostly word of mouth
  • 7. History of LMS at VT
    Scholar Fellows established
    Course pilot sites begin in Spring 2006
    Waiting for tool enhancements and overall stability and performance before targeting a date
    Sakai as platform for consolidated workspace starts to gain mindshare
    Training workshops begin
    AY2009-2010 emerges as production goal
    Staffing and infrastructure resources
    ePortfolios included in University Strategic Plan
  • 8. ePortfolio Growth
  • 9. Current eP Numbers
    471 participants in eP@VT
    eP projects in every College on campus, including a number of Academic Support Groups
    23 new projects starting over this summer alone (almost as many as the entire year of 2008)
  • 10. ePortfolio & Scholar
    “My experience working on the ePortfolio initiative certainly got me thinking about how to transition to Scholar…earlier versus later.  An advantage to this is that I have more familiarity (comfort level) with navigating Scholar tools as I now migrate my courses from Blackboard to Scholar.”~ Susan Clark, Director, Didactic Program in Dietetics
  • 11. Scholar Advisory Board
    The Board functions to provide:
    Input to our process
    Feedback and guidance
    Credible spokespersons in their colleges
    Comprised of faculty and administrators from all colleges and includes staff, graduate and undergraduate students
  • 12. Scholar Advisory Board
    The Board includes faculty who teach not only traditional face-to-face instructors but also blended classrooms and completely online classes
    We try to fold feedback into our development of the system on our campus
    They have helped us develop our communication plan
  • 13. Communication Plan
    Campus-wide announcement about Scholar and Blackboard
    This announcement was signed by our Provost and CIO and was widely published
    It appeared in our Daily Email often and we feature it on our main portal page and Transition site page
  • 14. Communication Plan
    We have plans to continue to publish updates about Scholar throughout the summer and next year
    The intention being to highlight the growth of the system, new features, user stories, and survey results
    The messages will include some targeted messages to groups of faculty
    Faculty with tests in Blackboard
  • 15.
  • 16.
  • 17. Blackboard --> Sakai Content Copy
    bFree to extract archives
    Web interface, scripted backend
    On demand + long-term archive storage
    Demo!
  • 18. Copy Statistics
    Completed migrations: 1031
    Manually migrated content: 1
    Users who have made a request: 314
  • 19. Copying Tests and Quizzes
    This posed another thorny issue
    The copy tool cannot copy those
    We have a small team that handles moving these manually
  • 20. Test and Quiz Procedure
    We use Respondus to connect to Blackboard
    Then we download the test to Respondus
    Finally we print the test to a Word file
    If you investigate the settings on the printing, you can get Sakai Quick Create to come out
  • 21. Who has moved?
    Summer 1 Courses 45
    BB had 383
    Summer 2 Courses 16
    BB has 20
    Fall Courses 75
    BB shells have not yet been created
  • 22. Training Growth
  • 23. Awareness, Training, & Support
    Two models used
    Roger’s Diffusion of Innovations (macro)
    Concerns Based Adoption Model (CBAM)
    Stages of Concern (micro)
  • 24. Awareness, Training, & Support
    Summer / Fall 2008: Innovators / Early adopters
    Awareness of Sakai
    Benefits of the system
    (Task) Management
    Spring 2009: Early adopters / majority
    Benefits of the system
    Planning for use
    (Task) Management
  • 25. Type of Workshops Offered (Summer/Fall 2008)
  • 26. Actual Workshops Offered (Summer/Fall 2008)
    Summer 2008
    Introductory / Overview
    Scholar Everyday (Part 1)
    Scholar Encore (Part 2)
    Fall 2008
    Introductory / Overview
    Scholar for New Users (and How it Differs from Blackboard)
    Task-based focus
    Scholar: Student Assessment (Tests & Quizzes, Gradebook, and Feedback)
    Scholar: Planning Lessons and Using Assignments
    Pedagogy-focus
    Scholar: Connecting Students with Content
    Scholar: Reflective Learning Activities
    ePortfolio for Learning
    ePortfolio for Assessment / Accreditation
    ePortfolio for Professional Development
  • 27. Type of Workshops Offered (Spring 2009)
  • 28. Actual Workshops Offered (Spring 2009)
    Spring 2009
    Introductory / Overview
    Scholar: Overview & Introduction
    ePortfolio: Virginia Tech's ePortfolio System within Scholar
    Task-based focus
    Scholar: Moving Materials from Blackboard to Scholar
    Scholar: Collaboration Tools (Blogs, Wikis, Podcasting, and more!)
    Scholar: Lessons & Assignments
    Scholar: Tests, Quizzes, Feedback, & Gradebook
    Track C - Using the Web for Instruction: Scholar and Other Tools (2 days)
    Pedagogy-focus
    Track C - Using the Web for Instruction: Scholar and Other Tools (1 day)
    Faculty Panel Discussion: Teaching with Scholar
    One-on-One Help
  • 29. Training Refocused (late Spring)
  • 30. Awareness, Training, & Support
    Summer/Fall 2009:
    Early Adopters / Majority
    (Task) Management
    Scholar Advisory Board
    Real-life Examples
    Late Majority
    Awareness of Sakai
    Benefits of the system
    Planning for use
  • 31. Type of Workshops Offered (Summer 2009)
  • 32. Actual Workshops Offered (Summer/Early Fall 2009)
    Introductory / Overview
    Scholar Quick-Start Series: Overview
    Scholar: Overview & Introduction (in all 3-day Tracks)
    Scholar: Something for Everyone (An Overview)
    ePortfolio: Virginia Tech's ePortfolio System within Scholar
    Task-based focus
    Quick Start Series: Site Setup, Course Resources & Syllabus, Assignments, Tests & Quizzes, Gradebook
    Scholar: Unpacking After the Move from Blackboard
    Scholar: Creating Your Course and Content (Which Tools do I Use?)
    Scholar: Collaboration and Communication (Which Tools do I Use?)
    Track C - Using the Web for Instruction: Scholar and Other Tools (2 days)
    Scholar Group/Departmental Training
    Pedagogy-focus
    Track C - Using the Web for Instruction: Scholar and Other Tools (1 day)
    Scholar: The Instructor's Tools for Teaching
    Faculty Scholar Showcase: Among the Best
    Scholar: ePortfolios and eFolio-Thinking
    Scholar Group/Departmental Training
    One-on-One Help
  • 33. Post-Training Support
    4Help, KnowledgeBase, Documentation
    Video-Recorded Workshops
    Buddy Systems
    Special Interest Groups / Dept. IT
    Adobe Connect Pro / Elluminate
    One-on-One Consultations
  • 34. Future Plans
    We are looking at our workshop feedback to determine where training needs exist
    We are looking at our help desk questions to determine where training needs exist
    These two areas will help shape how we train our faculty to use the tools
  • 35. Future Plans
    We are planning on continuing to go to departments that request directed training
    We are hoping that our Advisory Board will continue to give input as to focus areas for our development work
    We are optimistic about meeting our deadline of December 2010
  • 36. Contact Information