Disha NEET Physics Guide for classes 11 and 12.pdf
Virginia tech's transition to sakai
1. Virginia Tech's Transition to Sakai
John Moore, Senior Director Strategy and Planning
Teggin Summers, Assistant Director ePortfolio Intiatives
Will Humphries, Director Learning Application Development
Amber D. Evans, Training and Documentation Coordinator
David McPherson, Scholar Product Manager
2. Introduction
John Moore Senior Director
Strategy & Planning
Teggin Summers Assistant Director
ePortfolio Initiatives
Will Humphries Director
Learning Application Development
Amber Evans Training & Documentation Coordinator
Online Course Systems
David McPherson Scholar Product Manager
Online Course Systems
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
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
0
200
400
600
800
1000
1200
Courses Copied Over Time
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
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)
Introductory /
Overview
48%
Task-based focus
24%
Pedagogy-focus
28%
Audience: Innovators & Early Adopters
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)
Introductory /
Overview
5%
Task-based focus
52%
Pedagogy-focus
43%
Audience: Early Adopters / Early Majority
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)
Laggards
Late Majority
Early Majority
Early Adopters
Innovators
Unaware
Awareness
Information
Task Management
Consequence
Collaboration
Refocusing
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)
Introductory /
Overview
29%
Task-based focus
46%
Pedagogy-focus
25%
Audience: Early Adopters / Early Majority / Late Majority
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
John Moore jmoore1@vt.edu
Teggin Summers teggin@vt.edu
Will Humphries whumphri@vt.edu
Amber Evans adevans@vt.edu
David McPherson dmcphers@vt.edu
Editor's Notes
Academic Support Groups using eP Tools include:
Center for Student Engagement
Office of Sponsored Programs
Residential Leadership Community
Recent 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.
CTE
We may be doing an entire FDI Scholar/eP session for the whole School of Education as a result of their work with eP tools.
= Amber D. Evans (OCS Training and Documentation Coordinator) =
Summer 2008 – 122 attended
Fall 2008 – 88 attended
Spring 2009 – 485 attended
Summer 2009 – 1263 attended
Fall 2009 - 1818.75 91 (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 system
Benefits of the system
Task Management (support, help, and ability to do it)
Training move from task-based to pedagogy and cycles for each group
Level 1: Awareness
Level 2: Information
Level 3: Personal
Level 4: (Task) Management
Supporting 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 model
Post-Workshop Support
One-on-One
Buddy Systems
Special Interest Groups
4Help, Knowledge Base, Adobe Connect Pro
= Amber D. Evans (OCS Training and Documentation Coordinator) =
Communication (CBAM)
Awareness of the system
Benefits of the system
Task Management (support, help, and ability to do it)
Training move from task-based to pedagogy and cycles for each group
Level 1: Awareness
Level 2: Information
Level 3: Personal
Level 4: (Task) Management
Supporting 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 / 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
= 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 / 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
= 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 Malcom Gladwell, 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 system
Benefits of the system
Task Management (support, help, and ability to do it)
Training move from task-based to pedagogy and cycles for each group
Level 1: Awareness
Level 2: Information
Level 3: Personal
Level 4: (Task) Management
Supporting 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 system
Benefits of the system
Task Management (support, help, and ability to do it)
Training move from task-based to pedagogy and cycles for each group
Level 1: Awareness
Level 2: Information
Level 3: Personal
Level 4: (Task) Management
Supporting 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 model
Post-Workshop Support
One-on-One
Buddy Systems
Special Interest Groups
4Help, 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 Offered
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
= Amber D. Evans (OCS Training and Documentation Coordinator) =
294 (Total) Summer/Early Fall 2009 Actual Workshops Offered
And … Tentative 91 (Total) Workshops to be Offered in Fall 2009:
Introductory / Overview
Scholar Quick-Start Series: 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?)
Scholar Group/Departmental Training
Pedagogy-focus
Track C - Using the Web for Instruction: Scholar and Other Tools (3 days)
Faculty Scholar Showcase: Among the Best
Scholar: The Instructor's Tools for Teaching
Scholar: ePortfolios and eFolio-Thinking
Scholar Group/Departmental Training
One-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 system
Benefits of the system
Task Management (support, help, and ability to do it)
Training move from task-based to pedagogy and cycles for each group
Level 1: Awareness
Level 2: Information
Level 3: Personal
Level 4: (Task) Management
Supporting 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 model
Post-Workshop Support
One-on-One
Buddy Systems
Special Interest Groups
4Help, Knowledge Base, Adobe Connect Pro
Dave’s Notes:
This includes exposure to Sakai as a secondary system
This may include the previous model that was used
After workshop support
One-on-ones, small group support
Live over the shoulder support idea has been thought about
