Sakai History Courseware Management System Started in 2004 Michigan, Indiana, Stanford, MIT (and Berkeley) Mellon Foundation Grant 2.6 release complete
Why Start Sakai? 5 Schools with Homegrown CMS Inefficient to build 5 systems Wanted to maintain control Experts in teaching and learning Desire to work together and share knowledge
Why Sakai? Stanford wrote about 20% of the original code in Sakai. What we have received in return is five times what we have put in, a tremendous return on investment. The value of community source is very real to us. Lois Brooks Director of Academic Computing Stanford University Coursework, Stanford University
Defining Sakai: Product Scope Course Management Research & Collaboration Sakaibrary Portfolios COURSE MANAGEMENT — all the tools of a modern course management system. RESEARCH & COLLABORATION — project sites for research and work group collaboration. SAKAIBRARY — Library-led component to add citations directly into Sakai. PORTFOLIOS — Open Source Portfolio (OSP) is a core part of Sakai.
Sakai on the ground 200+ PRODUCTION/PILOT DEPLOYMENTS: From 200 to 200,000 users
Sakai today 5 of 10 top Universities use Sakai Stanford Berkeley Cambridge Columbia Oxford #11 (Yale) does too!
Open Source Value Vendor Software Customization Local Version New Version Customization Again Local Version New Version Proprietary Software Brick Wall
Defining Sakai: Foundation MISSION — manage & protect intellectual property; provide basic infrastructure & small staff; help coordinate design, development, testing & distribution of software; champion open source & open standards. GOVERNANCE — ten board members elected by member reps to serve three-year terms; Executive Director manages day-to-day operations. PARTNERS — over 100 member organizations contribute $10K per year ($5K for smaller institutions). BUDGET — funds 4-6 staffers, admin services, computing infrastructure, project coordination, conferences, Sakai Fellows Program, advocacy & outreach activities.
Why Sakai? UCT decided to move to open source in 2004, migrating from WebCT & a home-grown system. Open source offers the advantages of flexibility & avoids the risks of vendor lock-in & escalating license costs. We were attracted to Sakai by the size & expertise of the community around it. Stephen Marquard, Learning Technologies Coordinator, University of Cape Town
Why Sakai? The people in this room are the best qualified to define the future of the VLE. You don’t need to be alone: Sakai community shares software, ideas and risks Design the Future with the Best Academic Partners Around the World
Cape Town Declaration We are on the cusp of a global revolution in teaching and learning. Educators worldwide are developing a vast pool of educational resources on the Internet, open and free for all to use. These educators are creating a world where each and every person on earth can access and contribute to the sum of all human knowledge. They are also planting the seeds of a new pedagogy where educators and learners create, shape and evolve knowledge together, deepening their skills and understanding as they go. This emerging open education movement combines the established tradition of sharing good ideas with fellow educators and the collaborative, interactive culture of the Internet. It is built on the belief that everyone should have the freedom to use, customize, improve and redistribute educational resources without constraint. Educators, learners and others who share this belief are gathering together as part of a worldwide effort to make education both more accessible and more effective.
Endowment Divide If Harvard has $34.9 billion or Yale $22.5 billion, fewer than 400 of the roughly 4,500 colleges and universities in the United States had even $100 million in endowments in the fiscal year that ended in June. Most had less than $10 million. -- New York Times (February 4th, 2008)
The Same is True in Software Blackboard: Cornell University WebCT: University of British Columbia Angel: Indiana University
Out of the Digital Ditch Premises Not a money problem Coordination problem We’ve failed to protect our values We can self coordinate for our interests and our values…WITH [or without] corporate partners
The Time is Now The silver lining of the financial crisis Momentum is building Open source is well established OER & OSA are gaining momentum (in English) Design sustainable models for using and contributing
Compact for Open-AccessPublishing We the undersigned universities recognize the crucial value of the services provided by scholarly publishers, the desirability of open access to the scholarly literature, and the need for a stable source of funding for publishers who choose to provide open access to their journals’ contents. Those universities and funding agencies receiving the beneﬁts of publisher services should recognize their collective and individual responsibility for that funding, and this recognition should be ongoing and public so that publishers can rely on it as a condition for their continuing operation.
California Open Source Textbooks California spends $350 Million annually K-12 only 10 Approved for use already Related efforts in Texas Population of two states totals 60 million http://www.opensourcetext.org/
Interesting OER Connexions(www.cnx.org) Platform for publishing and rating OER ck-12 (www.ck-12.org) Publisher of digital textbooks Folksemantic(http://www.folksemantic.com/) Widget to bring related OER onto page dScribe and OERca
dScribe and OERca University of Michigan Joseph Hardin, founder of Sakai dScribe Project that uses students to turn UM courses into OCW courses OERca Software tool to manage OCW publishing process Integrated into Sakai (contrib) https://open.umich.edu/wiki/Main_Page
Sustainability? Build OER creation into your subject Proposed process Choose OER resources for your subject Use those resources in first half of term Then have students modify/extend/create OER resources as a project
Why Now? Proto by Hubert Stoffels The time to repair the roof is when the sun is shining. John F. Kennedy
Everything is Content Sakai 3 Themes 31 Learning Space Construction Breaking the Site Boundary Academic Workflows, not (just) Tools Academic Networking The unSakai